When this project finishes in 2017 we hope to have acheived the following:Four partner VET schools from Italy, Spain, Denmark and Sweden will produce an online CBT based course in pneumatics for Upper secondary students. We aim to make a standardized course that could be used all over Europe. To do so we will use ECVET terminology to describe learning outcomes, skills and required knowledge. Pneumatics is a suitable field of knowledge for this kind of project since it isn't tied to a certain brand, factory or country. The working language of the project and the course will be English. Thus we hope to teach our students a vocabulary useful in this specific field of knowledge. The mobility experience will also give both students and teachers the opportunity to know new cultures, countries, school systems and make new valuable connections. On line studying is the future of education and it will make life long learning possible and accessible to many more target groups than before. The course material will be presentetd on a platform and a web page which the project partners will produce and the project manager will update and maintain. The course material will be free and accessible to anyone wishing to give the course in the future. This course may serve as a standard model for other CBT on line courses in various fields of knowledge in the future.The project will be disseminated to all students and staff at the participating partner schools and at various other local, national and international occasions.

"European societies and economies are facing the challenge of ""emerging complexity"": sudden and continuous changes, digital and technological innovations, changes in the labor market, demographic trends, etc.Many of the current professions did not exist 10 years ago and many new jobs will be created in the future. We will keep pace with this change by ""investing in skills and, consequently, rethinking education and lifelong learning systems. Education and training can improve Europe's resilience. It is no longer enough to equip young people with a fixed set of skills or knowledge; IT IS NECESSARY THAT THEY WILL DEVELOP RESILIENCE, A BROAD COMPETENCE AND THE ABILITY TO ADAPT TO CHANGES. The reflection paper on the management of globalization, recognizes the need for NEW LEARNING METHODS, as well as MORE FLEXIBLE EDUCATIONAL AND EDUCATIONAL MODELS.The latest data from the OECD's PISA surveys show a deterioration between 2012 and 2015. The project intends to address this PROBLEM, the UNSATISFUL SCHOOL PERFOMANCES, in the schools of the countries involved. In IT, HU, SP, SL and POL the 2015 PISA-OECD results are below average in almost all dimensions assessed. A partner survey highlighted the following main causes:- Prevalence of transmissive teaching based on lecture;- In learning environments, although there are new technologies, activities are carried out in a traditional way, with a minimum exploitation of potential;- There are skill gap among teachers in terms of active and innovative teaching methods and the use of new digital teaching technologies.- Few teachers have the qualifying competence to apply active teaching methods, creativity and problem solving to a sufficient level.The general objective of the project is: to improve the school performance of European students through the use of more effective pedagogical methods, which facilitate personalization, with the support of digital technologies, promoting the development of creativity-problem solving skills.The specific objectives are the following:- Improved school performance of the schools involved;- Tested an active didactic approach, ""student centered"", the flipped classroom,- Develop skills from teachers:a) in the use of an active teaching method (PBL, Coop. Learn, etc.);b) on the creativity and problem solving necessary for the application of the active method;c) in the production and use of technologies and digital resources for teaching by 50% of the teachers involved.The partnership intends to pursue these goals by developing two intellectual outputs:IO1 Curriculo to teach in Flipped classroom approach, for the professional growth of teachers, for the application of the Flipped Classroom approach, the development of skills in the use of assistive teaching technologies and in creativity and problem solving, essential for adoption of the FC.IO2 Toolkit to train teachers on the Flipped classroom approach, the tools, the open educational resources through which the teachers will be trained.For the development of the two IOs the causes that hinder the application of active methods and the development of creativity in the teachers will first be explored. Methods consistent with flipped learning will be explored and the curriculum will be designed. This will be followed by the development of OERs constituting the toolkit that will be used by teachers to learn the approach and develop the related skills.The learning process involves:-initial self-learning-two learning activities in mobility-learning activities in the partner countries directed to teachers who have not participated in mobility;-flipped classroom pilot testing.The pilot experiment will be the heart of learning. This learning will be crystallized in a peer learning activity.The project intends to move from a still predominantly transmissive pedagogy to the use of a pedagogy in which students actively build their knowledge by researching and synthesizing information, as happens while watching video lessons, or by tackling problem solving and interacting with the others. The FC is student centered and promotes teaching processes converging with students' cognitive styles; it requires teachers to conceive and develop students' self-learning (at home) and to conceive and develop their learning ""supported"" (in the classroom) by ""reversing"" their professional practice. To facilitate the teacher's ability to customize, assistive teaching technology will be introduced, a ""Virtual Robot"" called Wilson that assists the teacher.The project is carried out by a SP made up of schools and innovators in the school field."

Technical progress in databased operating of processes in production has drastically advanced. To operate and develop the processes in the future, it needs an integration of EDP supported systems in vocational education. A lot of professions are already based on EDP supported systems.The Internet is a permanent part of sociocultural as well as workplace related information- and communication infrastructure. Cost-efficient, effective and mobile devices, universal availability of the Internet and user-friendly applications lead towards a change of information and communication behaviour. According to these changes, new forms of learning are necessary and furthermore are a necessary step into the future. All scenarios of learning, which are not exclusively face-to-face or online executed, are named blended learning or hybrid learning, thus a combination of virtual and non-virtual settings of learning and methods.The BMBF (office of education and science) has published a brochure “Digital Media in Vocational Education” in which “Social Augmented Learning (SAL)” is emphasised. According to the brochure “The aim of Social Augmented Learning is the consequent use and application of digital media to update and develop education. SAL works on different levels: Using Social Learning apprentices are apt to document their learning progress, generate their own learning content or update existing content. Furthermore apprentices might use mobile learning to work and learn self-reliant at every place and at every time. The content is based on the “virtual print system”.”This argument also works for the education of welding operators. Recently simulators for the welding education are introduced at professional expositions. These simulators are a new level of didactical and methodical education. These multimedia teaching aids are close to reality and contain a great motivational factor. All produced results could be easily retrieved, and this offers a good opportunity to reflect on results and thereby are a welcome support to the later realisation in a workshop.The simulators based on Augmented Reality could be easily configured for a large number of different languages. This enables apprentices of different partner institutions to operate the simulator rather easily. In addition to that, the simulators are not linked to a workshop which offers the usage of these simulators in classrooms. Another benefit is the reduction of working hazards including exposure to light, extreme temperatures, dangerous gas formation and dust formation and the incidence of cinder. This reduction of working hazards is, especially for young and difficult learners, a great benefit because the potential danger is much higher.This new technology might be used in trade and industry alike, for full-time students and part-time students, for beginners and advanced students. Especially for students with “special needs” this technology offers a great potential. The location-independent use is not restricted to workshops equipped with a vacuum device, workshops with potential hazards and complex safety regulations. This technology is predestined for the usage in international contexts and diverse groups of students.The planned project shall involve an international concept for an introduction in MAG welding using the simulator in different groups of students and an evaluation of the concept. Very important is the guided self-reliant work of the students in which they have online access to their acquired theoretical skills and knowledge. The virtual results are going to be compared and evaluated by using tablet computers. The guidance and support of the concept is provided by the project partner of teacher education in Brunswick. Technical guidance is provided by the Metal-Guild Gifhorn and the company H.Butting GmbH& Co.KG. All educational modules will be developed, prepared and evaluated together and provided for all members of the project.Stratetic Partners are: BBS II in LeerGermany; Saimaan ammattiopisto Sampo - Finland; Buskerud videregaende skole - Norway; Goierri - Spain; 7 Ersatikiato Athen - Greece; PTS Tamsweg - AustriaAssociated Partners: Metall-Innung Gifhorn - Germany; TKNIKA Errenteria - Spain; BBS für Metalltechnik Bremen - Germany; Studienseminar Braunschweig - Germany; Fa. Butting GmbH&co. KG - Germany;

Context:The idea of the project was developed against the background of high youth unemployment in Spain and Poland. The main aim of the project was to inspire young people to move in the European labour market. The project also contributed to the sense of European community and the European labour market. All project participants have gained intercultural experience both in their private and professional lives and have enhanced their willingness to learn and to work. This motivates them to move in the European labour market.Aim:•All students have reduced their inhibitions to move in the European labour market through occupational insights during the mobility phases and have opened themselves up to future professional activities within the EU.•Prejudices were reduced on all sides and the intercultural competences were promoted.•Linguistic competences have been developed in different areas and among all participants.•In particular, intensive friendships have developed between the German and Polish participants beyond the two-year project duration, which will continue to be cultivated.•Through the industry internships in Salzgitter, the guests have realized that there are opportunities outside their national borders to develop professionally.•Personal contacts and the generated brochure support interested students in their decision to orient themselves professionally in other European countries.•All project participants have developed personally because of the project participation, for example in the area of conflict management.•Cultural-historical visits in each region have contributed to a better understanding of the partners' cultures.Participating institutions:As vocational schools the three participating institutions from Salzgitter, Rawa Mazowiecka and Ordizia have a lot of similarities (occupational fields, age of students, school size, internationalization strategies). This has been an important requirement for the successful course of the project. The schools complement each other in terms of their training priorities and have the necessary contacts to the economy. In the course of the project other institutions were involved in addition to the participating schools.•LES BBS Salzgitter: City administration of Salzgitter, local press (Braunschweiger Zeitung, Hallo Salzgitter), europe direct, a media center in Salzgitter, local companies (Volkswagen, MAN, Alstom, Salgitter AG, Stoll, Landessparkasse Nord LB), cooperating schools•Goierri eskola:•ZSHUIO ????:Main activities:•September 2016: transnational kick-off meeting for the detailed planning of the teachers' project in Ordizia, Spain•September - December 2016: Preparation and implementation of the first mobility phase in Salzgitter (output: application videos)•January - April 2017: Preparation and implementation of the second mobility phase in Ordizia (output: European application documents, job-interviews, simulated trial days)•May - September 2017: Preparation and implementation of the third mobility phase in Rawa Mazowiecka (output: promotional material for the project and Erasmus +, factory tours)•October 2017 - April 2018: Preparation and implementation of the fourth mobility phase in Salzgitter (output: trial days and final presentation, project brochure) Effect achieved:•industrial companies are willing to admit and train interns from other European countries•level of awareness of Erasmus + has increased in the respective regions•guest families have opened up for international contactsResults achieved:•increased students' motivation in foreign contacts with companies•international friendships•project brochure•application videos, application documents•improved language skills•extension of school partnerships and internationalization strategies•expansion of personal competences and growth of experience of all persons involvedLong-term benefit:•new foreign contacts for schools, companies and students•international project experience (in the areas of planning, implementation and evaluation) of teachers•Europeanization of school life by e. g. the implementation of a Europe Day•improvement of contacts with stakeholders

The main aim of this project is to improve the quality of workplace training in the industrial/technical sector within VET in Europe. The Association of Swedish engineering industries has in several reports announced the need for regenerating the work force within the industrial branch. In a couple of years, when lots of workers will retire, there will be a great demand for young workers. Therefore it’s important that VET adjust the training to meet the needs for industry and that the students and apprentices get well prepared for working life with regard to good quality in work practice. This requires good co-operation between schools, training centers, institutions and enterprises. We need to improve the transparency and recognition of qualifications and competences within the industrial trade in Europe. To enhance employability and mobility, networks have to be created and a survey of the industrial and technical sector concerning competences and training has to be made. This project will synchronize the process of work practice between schools and enterprises in Europe to improve the quality of training and to get satisfied trainees. The aim is to improve the whole process of work placement by developing an app for supervisors in enterprises and schools, and by producing updated intercultural guides for students, apprentices and young workers to make them well prepared for participating in mobility programs. The supervising methods and procedures vary too much at the moment and need to be synchronized. Schools and industries in the industrial sector are struggling with the placing process of the student, ie to match the student with an appropriate work placement. The information material accessible from a mobile learning app together with a multilingual e-learning platform with innovative e-learning courses and guides and manuals for validation, certification and accreditation of management of apprenticeships will facilitate the placing of trainees to appropriate work placements. This is in line with the ET 2020 framework and the European Framework for Quality and Effective Apprenticeships and will promote the co-operation between VET and industry across boarders in Europe.The partners of the project, all involved in VET in the technical sector, are carefully chosen in concern of their different competences and experiences of internship to industry. Gothenburg Technical College in Sweden, APRO Formazione in Italy, Atheneum Geraardsbergen in Belgium and Goierri eskola in the basque country of Spain are all collaborating with large companies as Volvo Cars and small/medium size enterprises like Orkly which provide internship for exchange students. Volvo Cars Belgium trains a vast number of apprentices every year. In each of the partner countries a network of schools, companies and branch organizations/ placement organizers will be gathered in referent groups which will be consulted throughout the project. This project will facilitate the placing of trainees to appropriate work placements and will improving the quality of work place training in enterprises in the technical industry branch in Europe.