"The main objective of EUROB+G has been to promote interest among girls in the New Technologies sector through robotics and in an inclusive way; that is, making boys and girls work together to learn to value each other's capacity in the sector. This is a fundamental sector in the society of the future but with minimal female presence, so women are excluded from it and almost 50% of the talent in this area is lost.We wanted to participate in breaking the digital gender gap.To achieve this, we have looked for motivating activities, choosing the cooperative work of building robots and a Smart City that the students involved in the project have worked on. The choice of building a Smart City has extended our project, as it has also led us to develop a decalogue of sustainability for the cities of the future.Communication has been maintained throughout the project and in international meetings, having improved the levels of achievement in Key Competences for lifelong learning, especially in STEM subjects and foreign languages. In addition, Spanish and Slovenian cultures have been brought together; given the cultural diversity between the partner countries, we consider it essential that our students have learned about the cultural and historical heritage of the other country, so cultural activities have been incorporated into the international meetings.EUROB+G has used ""An Active Methodology"". Using a change of roles with the figure of ""peer tutoring"" from the idea of ""learning by teaching"". Thus, students from 15 to 18 years old from Celje school, with extensive experience in robotics, have been mentors for Spanish students from 11 to 14 years old. In view of the need for female role models, girls and women have been present both among the teaching staff and among the pupils playing the role of ""mentors"".During the project, there has been regular communication between pupils in the two countries to coordinate their work in the workshops, using the eTwinning and other environments. The work that has been carried out in the project has been aimed at preparing the workshops for the planned international meetings, in which the students have completed their tasks working in teams made up of pupils from the two countries.The result has been a two-year teaching programme for lower secondary robotics workshops with activities that promote the idea of ""learning by teaching"".The documentation obtained is available on the project's blog, and can be used by any teacher or external organisation interested in this teaching-learning model. The expected impact on the digital and technological gender gap can be seen especially in the increase of female students who have voluntarily chosen the Computing and Robotics subject in the Spanish school. We consider that this impact has been greater in Spain due to the age of the students we have worked with and not due to the work of the Slovenian teaching staff who have been very involved. We believe that at the age of the Slovenian students, students have already discarded options while in Spain we have shown the world of robotics to students who are still open to choose this sector."

"<< Objectives >>The project ""Connecting Generations by Working Together"" aims to enable adults to develop key competences and learn English as well as develop IT skills at various levels. In its innovative nature, the project assumes the inclusion of young people and the implementation of tasks in the form of intergenerational education. It has tangible benefits, as it is not only young people who pass on new skills to older generations, but also adults who pass on to young people the information they may need.<< Implementation >>During the implementation of the project, a number of activities have been planned, including:- English language course for adults with the use of ICT on the basis of intergenerational education- learning mobility for course participants and volunteers from the partner country- organizing an online meeting - Culture Festival, during which the culture, history and traditions of the partner countries will be introduced<< Results >>- greater educational activity of adults and awareness of lifelong learning as well as strengthening the conviction about the rightness of investing in one's own development- improving the quality of the educational offer for adults considering the needs of the labor market- improving language, IT skills as well as social and professional competences- greater awareness of cultural diversity and social, intercultural and intergenerational integration- social activation of excluded people"

"The project ""CAM station, automation of a production line"" is technically demanding and expected to achieve a very broad impact. To develop and strengthen the professional competence is the central challenge for any vocational school. This is not an end in itself but a result of the need for well-qualified and possibly internationally experienced workers that the businesses have. In addition, today’s work-sharing and internationally competing industry must operate cost-effectively. Attaining this in the required product quality can only be achieved through the use of state-of-the-art production techniques.The realisation of a computer-aided manufacturing cell (CAM) is the backbone of this project. At this manufacturing station a gantry robot picks a part and places it on a conveyor belt , which begins to move. Based on various sensors, the components are detected, sorted by actuators and supplied to another processing station depending on the requirements. This requires the use of various disciplines such as: metal engineering, electrical engineering, pneumatic and software engineering. Since the task is complex, it was reduced didactically to the needs and opportunities of vocational schools. Besides technical know-how, knowledge of foreign languages and ICT skills play an important role. This aspect is covered by creating a multilingual and multimedia glossary and the development of a project website. Finally, there is the need to support and integrate slow-learning students, who are at risk in their vocational education, so that the negative downward spiral described in Chapter D can be reversed into a positive causal chain. Methodical, social and personal competences are strengthened so that they are reflected in the strongest possible professional competence. This allows self-reliant and self-confident skilled workers to find well-paying secure jobs in modern factories. This consideration was based on the Europe 2020 strategy. All involved parties, but especially teachers benefit from the strengths of the respective schools. The specialists provide in virtual transnational working groups, transnational project meetings and the planned learning, teaching and training activities for an international knowledge transfer and thus lay the foundation for a successful course of events and high quality project results.The four participating schools will be integrated hierarchically into an organization matrix according to their particular skills and strengths. We use a project management structure that has been successfully used in the industry. It is so widely-used because it ensures clear professional and disciplinary responsibility and counteracts atomization of responsibilities. Carrying out a successful project requires not only clear goals, a thoughtful schedule, clear responsibilities and an adequate budget. These success conditions must of course be present, but have to be monitored by regular controlling. By using this control loop corrective action can be taken early in case of deviations from the desired. In spite of everything, we must never forget the most important thing, the individual. Only motivated and self-reliant employees can bring a complex project to success. Therefore professional, intercultural and above all personal exchange is required, which is realized by the aforementioned learning and teaching meetings. All in all, 144 mobilities with 204 plus x participants are planned in this complex project.The project achieves various effects and provides lasting benefits. All involved students, especially slow-learning students and teachers gain a higher linguistic and technical language competence , reduce prejudices and practice in tolerance. By communicating via modern media, ICT competences are strengthened. The technical competence is deepened through mutual learning of the specialists. Last but not least the international profile of the schools is raised in any case."

<< Objectives >>-enhance VET schools´ participation in EU communities - increase students technical and digital competences reflecting current digital transitions and labour market needs- implement the innovating learning approach (incorporating 3D printing and work-based learning) into VET schools -foster VET schools´ engagement into learning activities focused on promoting common EU values- raise students´ awareness about EU unity and diversity (EU Cultural-Craft Heritage)<< Implementation >>A1) Establishing the community and the on-line platform-creation of the international community-establishment of the on-line community platformA2) Development of 3D printing models-video with instruction manual -students ´results at asigned topic of a 3D model referring to EU cohesion: EU Craft Heritage including the procedures for printing will be incorporated into digital community platformA3) Sharing students’ results, testing and spreading the community<< Results >>- established international digital community gathered on the topic of 3D printing development: the on-line community platform composed of 4 project partners and 12 VET schools from CZ, Bulgaria, Slovenia and Greece- instruction video (in 5 languages: EN, CZ, BG, GE, SL)-12 projects of 3D models on the topic of EU Craft Heritage developed by students- created 3D projects incorporated into digital platform including the working procedures (translated into 5 languges)

Effective VET teaching meets needs of both students and companies. ICT is necessary for that, because:-classroom, online, blended teaching have to be available-apprentices and employees have to have ICT skills, varying from basic to specialist ones, depending on the job -use of ICT-based training materials and online course is often for teachers the only possibility for self-development as an educator. But in spite of accessibility and affordability of ICT hardware and software applicable for teaching, its use in E&T is relatively low, taking into account variety of ICT and possibilities it gives. Lack of relevant abilities is one of reasons. The objective of the MOTIV-e project is to develop easy to access and use training resources for VET teachers wishing to increase their abilities to integrate ICT in teaching. The project consortium are: -VET institutions: Riga Technical School of Tourism and Creative Industry (LV), Šolski center Velenje (SI), ASUC „Boro Petrushevski“ (MK)-R&D institute KOMAG (PL). Their competences will contribute to high quality and usability of the project results. In the MOTIV-e project complementary to each other results will be developed in 4 languages: English, Latvian, Macedonian, Polish, Slovene: 1.MOTIV-e Platform with training materials providing knowledge and skills necessary for use of ICT for teaching2.MOTIV-e AR Toolkit and MOTIV-e 360 Panoramas Toolkit that enable to learn how to integrate augmented reality (AR) and interactive 360 panoramas in teaching 3.MOTIV-e Software Sandboxes -a set of ready-to-use installations of ICT tools that can be used for learning how to use these tools and what opportunities they give.Instructions on the MOTIV-e Platform and sample content will be provided for the toolkits and software sandboxes. 4.MOTIV-e Advisor helps teachers to optimise their efforts in self-development in providing ICT-enhanced teaching. This tool, based on prior interaction with a teacher, will advise them which of the available resources they should use, and will give direct link to these resources. All the solutions listed above can be use as separate tools. But to enable a teacher to take advantage of the whole potential they give, relations between them will be established and this way MOTIV-e Training System will be developed. Among varied tools and technologies covered by the MOTIV-e Training System, there is also Virtual Reality. This technology is considered as attractive and usable for training but at the same time - as being beyond capabilities of ‘average VET institution’ or ‘average VET teacher’. To overcome this second belief and prove that in fact it is otherwise, VR Centres will be built at each project partner’s facility, and knowledge how to do it at ‘any VET school/centre’ will be shared. Comprehensive guidance how to build a VR Centre, and how to develop and use VR-based materials will be provided. A VR centre is a place and an environment for development of VR-based training materials and using them in an unlimited way, both via browsing (immerse in the scene and watching what is there) and via interactive activities in the ‘virtual world’. A VR centre is composed of properly combined with each other hardware and software solutions, and supplementary equipment. 5 intellectual outputs will be carried out to develop the project products:O1.Identification of good practices and technological potential of available resources and solutions for ICT-enhanced trainingO2.Development of resources and software for ICT enhancement in VETO3.Development of the MOTIV-e VR CentreO4.Prototype of the MOTIV-e project results. Integration of the developed components in ready-to-test solutionsO5.Pilot tests and validationContent of the online training solutions will be established based on results of 2 researches: i) identification what are VET teachers’ needs, ii) review of available hardware and software resources suitable for VET teaching utilizing Extended Reality solutions. Prototype versions of MOTIV-e software products will be developed in English. During the whole development process, they will be periodically, internally tested by the project partners. Once the products are ready, they will undergo external tests –by VET teachers. Based on their feedback, validated software products will be developed and translated into partners’ national languages. As regards VR Centres, prior research for optimal hardware and software composition will be carried out. Then all the components will be integrated into fully operational object for using VR. The MOTIV-e project results will comprehensively support VET institutions in increasing their abilities in use of ICT:-they will educate teaches how to use ICT in teaching-they will show a variety of ICT solutions, possibilities of their applications and benefits, which will help the management staff to take actions and decisions in favour of ICT-enhanced teaching.