"The Hessian Teacher Training Academy (Hessische Lehrkräfteakademie) is applying for a strategic partnership (type""Best Practice"") with the teacher training departments of the JAMK University of Applied Sciences in Jyväskylä (JYVASKYLAN AMMATTIKORKEAKOULU) and the University of Tallinn, the VÕRUMAA KUTSEHARIDUSKESKUS, a vocational school in Southern Estonia, and Gradia's Vocational College in Jyväskylä as an associated partner. It is the goal of the partnership to exchange teacher trainers, teachers and teacher trainees from different countries to come together and to develop teaching concepts and materials on the overall topic ""Teaching and Learning in Heterogeneous Classes at Vocational Schools"". This is supposed to happen during three workshops that alternatively take place in Hesse (Germany), Tallinn (Estonia), and Jyväskylä (Finland). To each workshop the Hessian Teacher Training Academy will be sending two teacher trainers and four teacher trainees, JAMK University of Applied Sciences in Jyväskylä four teacher trainers, Tallinn University four teacher trainers, the vocational school in Voru one teacher, and the vocational college in Jyväskylä as an associated partner also some teachers. The first workshop in Hesse, which takes place in November 2019, is about ""Dealing with Diversity in Vocational Classes"", the second workshop is about ""Teaching Entrepreneurial Competences in Individualized Learning Contexts"". This workshop takes place in Tallinn in April 2020. The third workshop deals with the ""Promotion of Individualized Learning with the Help of Digital Media."" This workshop is supposed to take place in Jyväskylä in November 2020. To prepare each workshop in advance the project coordinators of each partner institution will meet two months before the workshop in question takes place in the target country. A final meeting of the project coordinators in December 2020 will be about the evaluation of the project work and the future development of the partnership.The innovative aspect of this project lies in the fact that each partner institution has special competences and know how to offer, which the other partner institutions cannot offer to such an extent. The five teacher training centers for vocational schools in Hesse (Kassel, Gießen, Frankfurt, Darmstadt and Wiesbaden) and their staff, which are part of the Hessian Teacher Training Academy, have a lot of know how in the field of dealing with diversity in multicultural vocational classes and the teaching of entrepreneurial competences that it can offer especially to the Estonian partners. These and the JAMK University of Applied Sciences have a lot of competences in the field of teaching and learning through the usage of digital media, which they can offer to the German partner institution. Additionally, another innovative aspect might be the fact that teaching experts, teachers and novices in teaching (Hessian teacher trainees) come together, exchange their teaching experiences and develop teaching concepts and materials to be put into practice later on.As a result of the workshops an E-Book will be developed and made public which covers the results (teaching concepts and materials) of all the three workshops mentioned above."

"This project focuses on pedagogical issues involving the teaching staff of each partner. The European school has traditionally been already engaged that allows harmonious development of students. But teachers at the same time need more information about how colleges work in other countries. Always we need more information, more inspiration, opportunity to look from another point of view. This project will give us that opportunity. The results of the project will be useful a long time after its end. Teachers will acquire new knowledge, skills and experience will be useful both in the lessons and in preparing students for practice in Tourism and catering enterprises participation in the professional competitions of Latvian and European level VET schools. In the project, we plan cooperation between VET schools of four countries Latvia, Lithuania, Estonia, and Italy in the exchange of good experience in the field of tourism and catering. During the project, two project management group meetings, with 8 participants, are planned - one at the beginning of the project, the other before the end of the project. We plan four experience exchange and learning activities for teachers - once in each partner school for 6 teachers from 3 other schools. Each of the partner schools has its own strengths: the Italian school works closely with local food producers and local catering companies; Lithuanian school has a great experience in using the school teaching restaurant in the teaching process. The school in Vory, Estonia has a strong integration of culinary heritage in the learning process, the Latvian school - in Kuldīga cooperates extensively with various organizations - ""Culinary Heritage Association"", ""Lauku ceļotājs"". The main aim of the project is to support tourism and catering teachers, to help them gain new experience and knowledge in an international environment, which will allow them to broaden their professional knowledge and learn more about the partner countries, their culture and culinary heritage, and its integration into the useful cooking process.An additional goal is to broaden teachers' horizons and improve their knowledge of foreign languagesAs a result of the project we plan:• 6 teachers from each school (24 teachers in total) will have gained new professional experience and skills,• teaching video material will be prepared, which can be used in the teaching process of all partner schools. Added-value of the project - students and teachers from each of the host schools will have the opportunity to learn about guest teachers' presentations about their country, school, and culinary heritage."

SMEs account for 99% of all entrepreneurs, nearly 70% of all jobs and create around 80% of all new jobs. The further development of SMEs is most limited by a large and growing shortage of entrepreneurs, managers and skilled workers. By 2030, the number of younger workers will decrease by up to 25% in most Baltic Sea countries. In addition to quantitative problems, qualitative bottlenecks are increasingly emerging due to rising, dynamically changing qualification requirements. In Germany, dual VET has proved very successful. In the participating countries Poland, Lithuania, Latvia and Estonia, training is provided in vocational schools, partly with supplementary work placements in companies. Here participation in vocational training is very low, the qualifications achieved are inadequate and youth unemployment is very high. Particularly in the countries with school-based vocational training, the relevant skills and competences must be significantly improved and high quality achieved. For example, according to a survey in Lithuania, 96% of enterprises would like to see better practical skills and 74% better theoretical skills and abilities. In all the countries participating in the project, there is also a need for a strong improvement in participation in continuing training and the skills and competences acquired in it. According to the EU's objectives, at least 15% of adults should participate in lifelong learning every year. In 2016, this rate was significantly exceeded in Scandinavian countries with up to 29%, whereas in the project countries it was only around 4% (PL) to around 9% (DE). While good company and inter-company training capacities exist in Germany, there are insufficient capacities in vocational training in the other participating countries. Vocational schools and companies have hardly any experience with dual VET and also with company and inter-company further vocational training.Against this background, the project pursued the ambitious goals of further developing the VET systems in the participating countries in a future-oriented way, improving qualifications, making VET more attractive in the long term and reducing the growing shortage of qualified skilled workers.The project was implemented by 7 partners from Germany, Poland, Lithuania, Latvia and Estonia. The internationally active lead partner is particularly experienced in the training and promotion of SMEs and in the implementation of complex training projects. The partners were three experienced vocational training centers and three chambers of commerce, industry and crafts which are responsible for vocational training and operate inter-company training centers themselves. The project comprised 7 work packages with the following main activities.1. project management and implementation of 6 workshops and 2 international multiplier events.2. development, establishment and operation of a sector competence center with realization of dual VET in Slupsk, Poland, on the basis of the Polish reform law, and preparation of implementations in two other countries.3. development and implementation of further training for vocational school teachers, namely for the implementation of dual training and training of lecturers for a technician training4. adaptation and implementation of two different trainings for trainers in SMEs in countries with school-based vocational training so far.5. development and implementation of a two-year further training course for technicians and obtaining the right to study at a University of Applied Sciences.6. development and coordination of concepts for the implementation of dual Bachelor's programs combining dual VET with a Bologna-compliant degree course, and concept for the expansion of the two-stage sectoral competence centers into a three-stage system (VET, CET, higher education) of VET and innovation promotion.7. transfer of the project results to 70 chambers and higher education institutions/universities from 13 countries, which are involved in the project implementation as associated partners and received implementation advice, and implementation of further dissemination measures.For the six products of the project- Blueprints for the implementation of two-tier sector competence centers and dual vocational training courses with curricula- Two curricula for the in-service training of teachers, - Two curricula for the training of trainers in SMEs, - Blueprints and curricula for a two-year further training course to become a technician,- Blueprints for the implementation of dual Bachelor's programs by three-tiered sector competence centers, - Manual with distribution via bookstoreshigh sustainable uses were secured with a process-oriented expansion of the implementation regions including financing.

"The need for energy saving and for use of renewable energy is particularly high in some Baltic Sea Region countries, given the very high proportion of old buildings greatly in need of refurbishment; e.g. until 1993 99 % of the buildings built in Latvia had a very low energy efficiency. SMEs in various sectors, especially the crafts, are therefore predestined to function as an active contributor to this process, as they carry out such works in old and in new buildings and thus they fulfil important functions related to render assistance in direct contact with final consumers, such as information and consulting. SMEs in Germany and Scandinavia have systematically developed energy as a growth area. While SMEs in Poland, Lithuania, Latvia, Estonia, Belarus and Russia are strongly interested in this area, however, a systematic business development is almost completely lacking in these countries. According to the ""build-up skills national reports"" for individual countries, the number of concerned professionals has to increase up to 50 % until 2020 in order to meet the EU's energy goals. In addition, SMEs in all Baltic countries are in high demand for training on energy-related issues, particularly in Poland and in the Baltic countries. SMEs account for 99 % of all enterprises and almost 70 % of all jobs. The existing shortage of skilled labour, which will increase in the future still strongly influenced by the demographic development, however, is increasingly becoming a major barrier to growth. The training of existing staff and the recruitment of qualified professionals is therefore the most crucial task for the promotion of SMEs in general, and in particular for the realization of the energy targets. To secure skilled-labour supply and to increase skills in the energy sector in the Baltic Sea Region countries, the German advanced training model ""Building energy consultant"", issued 2012 by the German Federal Ministry of Economics and Technology, may be particularly suitable. It is not just a 1:1-adaptation that matters, but the creation of opportunities in the Baltic Sea Region states and the set-up of comparable information and advisory services for energy conservation and for alternative energy sources, to make available a holistic approach, with a complete package of legal, technical and economic content, depending on national conditions and needs. Studies on the development of economy, population, education and labour markets will be evaluated for the energy sector. In the partner countries qualification demand analyses are to be performed. On this basis, as well as based on the German “building energy consultant”, concepts for a dual training model are to be developed. a) A compact course with to 70 - 80 hours, a survey primarily addressed to company owners that may initiate an effective entry of companies into energy conservation and the use of renewable energies. b) A comprehensive course which consists of core and elective modules. The obligatory modules contain all relevant issues concerning the assessment of the building envelope and systems engineering, identification of potential savings, investment and profitability calculations, legal foundations and consulting expertise. Each elective module deepens the knowledge to execute building works, such as proper installation of insulation materials, installation and maintenance of renewable energies, etc. Depending on local conditions and needs, further training courses are to be combined with at least 300 hours of obligatory and optional modules. Target groups are managers and experienced professionals from the SME sector, architects and engineers. For both courses, curricula, teaching materials, etc. will be developed. Tests and evaluations are planned in five countries in order to identify varied national conditions and to test all combinations of modules. A ""train-the-trainer""-program, targeted for lecturers of universities, chambers and other education providers, will be developed, tested and evaluated. The goal is to offer this program at universities on a permanent basis, so that teachers get qualified for the ongoing independent implementation of courses in all regions. The project under the lead of the Baltic Sea Academy will be carried out together with six universities, chambers and training institutions from Germany, Poland, Estonia and Hungary. 67 chambers with their educational institutions as well as several educational institutions and universities from 13 countries are involved as associated partners. All project results, such as concepts, curricula, teaching materials, application notes, etc. will be published in a handbook and forwarded to the associated partners, advice will be given on the implementation. Diverse dissemination models will be implemented in various countries to achieve a sustainable demand for the courses aimed to secure supply of skilled labour and to increase skills in energy issues on a large scale."

The aim of the project is to learn more about the culture and real-life situations in the participating countries in connection with their views and regulations on various forms of equality as well as the character of fundamental rights of the European Union. The project involves five mobility meetings which mean that each partner will have to travel four times. The transnational meetings will be held approximately 5 months apart, depending on holidays and school brakes. The partners will be in contact before each meeting and discuss if any issues might come up. Each partner will announce a certain date at least two months in advance so the partners are able to secure flights to the destination. Each mobility meeting will last for five days, from Monday until Friday. Sunday and Saturday will be used for travel. The students will also be paired up and begin their communication via Facebook before each transnational mobility meeting.Four out of the five mobility meetings will be dedicated to one issue regarding equality. The final mobility meeting will be dedicated to the evaluation and the final product of the project. These issues will be divided into five phases one for each mobility meeting. Phase 1: Gender equalityPhase 2: Equality in relation to the disabled and the elderly Phase 3: Equality in relation to sexual identities and sexual orientationPhase 4: Equality in relation to national, ethnic and religious minoritiesPhase 5: Evaluation and final product of the projectAt the first four phases of the project, the planned activities are designed with that in mind that the participants will have to familiarize themselves with the issue at hand at each given phase of the project, along with preparing to present their country and its history and their school, they will have to seek out information on how things are in their own country concerning equality but also in connection with the character of fundamental rights of the European Union. The students will have to prepare themselves to present their findings to the whole group at the mobility meetings. At the mobility meetings, the participants will also have to listen, be open-minded and reflect upon what the other countries have to present. At the final phase of the project, we will evaluate and prepare and gather the material for the final product, the learning material.At each phase, students and teachers will answer questionnaires regarding their project and their expectations which will be used when evaluating the project as a whole. Our goal is to -Improve and increase the mobility of students and educational staff across the EU-Encourage better learning techniques -Enhance the quality of teacher training-Improve pedagogical approaches and school management-Increase the number of experienced students for having knowledge about the EU -Create a platform designed for students to feel free to express themselves without being judged and in doing so empowering them and increasing their self-confidence-Increase the participants' language skills -Provide students and the educational staff with a safe place to explore, discuss, challenge and form their own opinions and values not only based on their own experiences but also by learning from those who have a different cultural background. -Increase the number of students that have explored and experienced different cultures and gained some knowledge regarding the EU, the focal point being the character of fundamental rights of the European Union From the material, gathered by the students, teaching/learning material will be produced in the form of a workbook and a textbook. When the project has finished this output may be used for years to come in the schools, ideally in connection with English classes, history classes and/or life skill classes. It will also be empowering and rewarding for the students involved to see their work being a part of something concrete and relevant in today’s society. The outcomes of our project as well as our final product will be published on the project´s website, as well as being linked to the participating schools' websites. As such, it will not only be available during the project but also after the project´s end in August 2022. After the project is completed, dissemination and the sustainability of the project will be maintained by using our output “textbook and workbook” as well as in sharing the ideas with our colleagues, students and community e.g. at joint staff meetings, at class or through the media, written or broadcasted. As a result, we estimate that approximately 5000 people will benefit from the project, not only participating teachers and students and their families but also non-participating students and teachers, colleagues, parents, local and regional authorities, and other schools. These groups will be impacted by the material, some by teaching it at class and others by reading through it and learning from it or hearing about it.