<< Objectives >>To creating booklets and worksheets about Robots, Simulation Software and Programming. Increasing the digital dimension in VET.To bring innovation to vocational education with the educational materials to be created.To ensure that every stakeholder learns at least one robot simulation and programming software.To meet the needs of the labor market by increasing qualifications.To realize inclusion and diversity by enabling disadvantaged students to take an active role in the project.<< Implementation >>We will implement 3 Learning/Teaching/Training activities. These are as follows;We will create the Robots and Programming Language section in the booklet at the first L/T/T activity We will create the Explained of Robot Simulation Software section in the booklet at the second L/T/T activityWe will create the Explained of Mechanic Simulation and Faults section in the booklet at the third L/T/T activityWe will carry out training activities for Vocational Education Providers.<< Results >>By enabling real-time simulation programs to take place in vocational education, we expect to reduce dependency on material and create equity and inclusion for all students.We hope that our Robotic Booklet / Worksheets will be used for many years in VET.We hope to get one step closer to the manpower needed by the labor market.We want to understand the importance of international cooperation and bilingualism.We look forward to seeing the opportunities offered by Erasmus+ projects to everyone.

CONTEXTAccording to reliable statistics, nearly 52% of students have admitted checking their Smartphones before even getting out of their beds. They carry them around every day, as an integral part of their existence. They cannot imagine a world without smartphones. In this case, it is not difficult to understand that a school without mobile phones is actually unattractive to them and even their teachers. With advancements in technologies and students getting computers and mobiles, institutions want to transform teaching and learning in classrooms. The comfort of remote access to learning resources and doing it in one’s own space are influencing educators to effectively use online assessment tools to evaluate students and increase student success. For all these reasons we have come together under this partnership. We are five schools across Europe, both vocational and general education who want to collaborate, to learn from each other about how to introduce such online tools in the learning process of students.OBJECTIVESThe project aims to attain the following objectives:- to promote the use of technology in education- to enable teachers to apply innovative practices in the assessment of students- to increase teachers’ and students’ confidence in using the mobile apps in the learning process- to create the opportunity for teachers and students to interact and work together- to gain / improve knowledge of mobile apps used for educational purposes- to produce changes in the regular practices in each of the partner schools.ACTIVITIESWe aim to organize 5 transnational events, 4 student exchanges. During the training event, all partners will present 2 mobile assessment apps. They will provide instructions and allocate time for the students and teachers to practise using them. Overall, there will be 10 assessment tools presented and applied during this event. They also attend a practical course on the Flipped classroom method. Next, based on the topic of the exchange, partners conduct flipped lessons and provide assessment at the end of the lesson using one of the apps presented during LTTA1.PARTICIPANTSStudents in the target group belong to the vocational or the general education branch of studies. Their age range is 15-18. They are both boys and girls, a heterogeneous group with high and low achievers alike. Some of them have average financial background, while others are at both ends of the cline. There are also students coming from disadvantaged groups. For each LTTA there will be 5 students from 5 countries. So totally at least 125 students will participate the exchange activities. The second group is that of teachers. Teachers who take part in the training event LTTA1 are teachers of English, Maths / Science and ICT (12 teachers from sending institutions and at least 3 in the receiving institution). So in an LTTA there will be at least 10 teachers. They will play a key role in the transfer of knowledge to teachers in the school who participate in the next exchanges. Also, teachers will accompany students in exchanges (an overall number of 50 teachers is targeted).IMPACTThe project offers partners the chance to observe current practices in other European schools in terms of use of mobile technology, which they can transfer into their own school both through dissemination and by applying these aspects to their own teaching. Teachers will learn from each other in formal and informal contexts, will collaborate face-to-face and online, exchange ideas, practices etc. which will improve their flexibility in terms of approaches and methods. They will create lessons and use mobile apps for assessment purposes, which will increase their digital competence and confidence. As a result, the classes become more interactive, turning into a collaborative space, while students become more engaged in them. This can only improve the relationship between teachers and students and create a positive learning environment which benefits the entire school.RESULTSWe aim to obtain students’ increased motivation, increased attractiveness and dynamics of classes, increased competence of teachers to use mobile apps in assessment and increased collaboration of students and teachers at European level, improved skills and competences such as communication, intercultural, interpersonal, critical thinking, problem-solving. The outputs include the flipped lessons and assessment instruments used by the teachers in exchanges, students’ collaborative work, analysis about the current use of mobile technology in each school and a similar report produced at the end of the project, presentations of online apps by teachers in LTTA1, creative presentations of schools using online presentation tools, videos created by hosts during the exchanges, photos, feedback forms, initial and final evaluation results applied during exchanges, initial and final questionnaire applied in the partner schools on the target group

CONTEXT The Erasmus+ experience includes a partnership between five countries all across Europe. These schools aspire to create an experience that allows their students to gain professional experience, personal development, opportunities to utilize critical and creative thinking, and an entrepreneurial mindset that they can utilize to assist their communities.Of the partnering schools, two have vocational profiles (PL and IT) and the other three schools have general education profiles (MK, RO and TR). By having a variety of profiles represented, the Erasmus+ experience will be even more meaningful because it will expose students to different methods of entrepreneurship. While the countries taking part in these projects are all part of the EU TR is candidate country. Each country is diverse and represents a unique social and economic experience that contains different needs and interests. Therefore, making the Erasmus+ experience not only an appealing initiative, but a rewarding one as well. PARTICIPANTS The Erasmus+ experience addresses a specific group of students. The group is composed of 500 high school students aged 15-18 years old. Of the 500 students involved, only 100 of these students will be directly involved in the exchanges. The involvement in the exchanges can be in the form of participants or as hosts for the other students. To maintain a level of stability in the projects, each country will send five students to attend each exchange, which allows 20 students overall to be involved in each initiative. These projects are gender inclusive and both boys and girls are allowed and encouraged to participate. Additionally, 30% of students in the group of students come from challenged backgrounds, low-income families, or dismembered families. OBJECTIVES The objective of the project is to facilitate an opportunity for students from various EU countries a chance to collaborate to achieve a common goal. But there are five specific objectives: 1. Provideparticipants with the prospect of getting acquainted with new cultures and allow for cultural exchange through gaining intercultural competence. 2. To contribute to the entrepreneurial mindset of the students by allowing them to develop joint business ideas that will provide a smoother transition to the world of business. 3. To promote soft skills and improve the professional development of the students through the promotion of critical thinking, communication, analytical thought processing, and creativity, which will improve their transition to the work force. 4. To enhance the self-confidence of students while managing unfamiliar contexts and language skills 5. To collaborate and transfer the best practices across European schools to other schools to improve the European dimension of education. MAIN ACTIVITIES The exchanges are meant to achieve the desired objectives through five main student exchanges. These activities are meant to allow students to meet other students from around the EU, learn more about local economies, meet various entrepreneurs, and visit businesses in the local area. The aim of the project is to allow students to collaborate and create innovative business ideas that are tailored for the local economies in the partner schools. The business ideas will then be adapted for the student’s own local needs. Each exchange will include a different topic to address specific areas and are as follows: 1. C1 - Macedonian economy and startups in IT 2. C2 – Romanian economy and startups in agriculture 3. C3 – Polish economy and startups in small scale manufacturing enterprises 4. C4 – Turkish economy and startups in the beauty industry 5. C5 – Italian economy and startups in outdoor activities and sports RESULTS The end of the exchanges will result in local economy presentations made by the five partner countries, student-made brochures regarding businesses in the local area, 20 startup business ideas and plans created by students in multicultural teams, business plan evaluation forms finalized by entrepreneurs, workshop materials, testimonials from students, evaluations from the initial stage and final stages of the project, feedback and self-assessment forms, a “Business ideas for students” project brochure, website for the project, eTwinning space, 137 Europass mobility documents and certificates of attendance, and five reports from the interim and final stages of the project. The project will have an impact on the participating schools on various levels including: - human resources development - development of partnerships with local businesses - expansion and development of institutional and personal collaboration between European countries - promotion of the schools in local communities as well as in European communities

CONTEXTThe project idea was a natural initiative which stemmed from the needs identified at first by the coordinating school and then subjected to discussion with the other partner schools. The analysis showed that most students were not properly equiped to launch and promote their trades in the virtual space, which often resulted in their inability to reach the target audience they needed in order to sustain and develop their small enterprises. It was also worth mentioning that some of our graduates did not find a workplace soon after their graduation, partly due to their poor knowledge of how to market themselves. PARTICIPANTSThe project addressed students from wide range of specialisations - cookery, hospitality, tourism, agriculture, catering and services, transports or sports, in their pre-terminal years, which meant at the age of 15-18. Out of the target group of 220 students from the four nationalities involved, Turkish, Spanish, Italian and Polish, 110 participated directly in the transnational LTTAs, as a result of a fair and transparent selection process. During each meeting, the host country took in 6 students from each of the partner countries and there these worked together with at least 20-25 of the local students in all the arranged activities/tasks. OBJECTIVESThe purpose of the project was to facilitate the insertion of students into the labour market or business world after graduation, through a learning by doing approach which meant to give them an idea about the requirements, limits and possibilities of the real business world.Objectives:- To gain knowledge of how to set up a business- To create an online CV, a cover letter, a business card and a portfolio- To use the online tools presented in the project meetings by professionals in order to access workplaces.- To develop entrepreneurial skills- To make use of some of the online tools for marketing purposes.- To improve their foreign language skills, both teachers and students.- To improve their organisational skills, both teachers and students.- To improve their knowledge of other European countries, customs and traditions(all participants).- To improve their communication, team work and social skills(all participants). MAIN ACTIVITIESWe planned 4 LTTAs and 1 Joint StaffTR – C1 in Nov 2018: This training meeting was educative in project running specific to our theme. Teachers in the project teams participated.ES – hosted C2 in MAR 2019. For C2, ES contacted local professionals, organised accommodation (host families for students) for participants, transport and other practical arrangements.PL - hosted, organised and evaluated C3 in MAY 2019. They created the project eTwinning account/Facebook page and promoted it so as to reach a wide audience.IT - hosted, organised and evaluated C4 in OCT 2019. They created the logo of the Project and created and managed the project website.TR – (virtual mobility due to Covid-19) organised and evaluated C5 in April 2021. Collected dissemination materials from all partner countries. RESULTS in relation to objectives:- More than 70 % of the students in the TG gained knowledge of how to set up a business. In C2 (ES) Students presented the business opportunities in their countries and attended lectures by proffesionals about business start-ups, financial and management basics, entrepreneurial skills and competences, advertising and markenting and online tools.- More than 75 % of the sts created an online CV, a cover letter, a business card and a portfolio, before the meeting for training (strategies for employment), and during the meeting in Poland (C3) in workshops for their discussion and evaluation. - More than 60% of sts used the online tools presented in the project meetings by professionals in order to access workplaces.- More than 40 % of sts developed entrepreneurial skills through different practical tasks, such as simulations of business start-ups and creation of business plans, which was held in Italy (C4).- All sts made use of some of the online tools for marketing purposes. All students who prepared (40 per country) and those who directly participated in C4 (6 per partner countries and 24 from the host country) focused in hotel industry to learn about online tools and marketing strategies to promote such businesses. Before C5 (virtual mobility), students from each country worked in teams to prepare digital brochures to promote tourist attractions in their areas making use of smart tools to design them. They all presented these brochures during the virtual mobility.- At least 80 % of participants improved their foreign language skills, especially their communicative skillls, fluency and confidence, which meant better results in English, more motivation to learn and participate in proposed activities and to keep in touch with people and cultures all around Europe.- At least 60 % of students and teachers in the partnership improved their organisational skills thanks to the preparation of topic- related tasks for the LTTAs and of these meetings organisation and arrangement (accommodation, transport, schedule, teamwork).- All participants improved their knowledge of other European countries, customs and traditions, which each partner presentations and the interaction among teachers, students and families.- All participants improved their communication, team work and social skillsWe attained the following tangible results: - 5 sets of management and implementation documents - 4 sets of documents related to LTTAs: minutes, certificates of attendance, Europass mobility documents, Europass CVs, students' work, photos, presentations of schools and systems of education, business plans (4), online tourist brochure (1), students' CVs, cover letters, portfolios, lecture materials, meeting minutes, meeting reports.- 1 set of documents related to JS- 1 collection of dissemination materials - articles, workshops, websites, FB page/eTwinning account, logo, links to articles and publications, photos, lists of participants.- 1 collection of evaluation documents at the end of the project.Intangible results refer to the acquisitions of students and teachers in professional, cultural, linguistic and social terms IMPACTOn participants: - developed transversal competences such as ICT capability, critical and creative thinking, personal and social capability, intercultural understanding- improved knowledge about other cultures in the European space and attitude towards otherness, thus becoming more aware of their social identity- developed know-how about setting up a business, identifying business opportunities, promoting a business online- improved the ability to create a professional set of employment documents - CV, cover letter, digital portfolio- developed linguistic competence- developed a sense of European identity.On participating organisations- schools acquired visibility and a positive image in their communities- the students and teaching staff became more cohesive.- improved communication between departments- schools gained experience in managing Erasmus+ projects and increased student and staff mobility.- new projects under the Erasmus+ programme will be developed in future years

"Although European countries are united, there is a multicultural community in the unity. They had some similiar and varying problems, in the educational systems. Depending on the results of evaluations, it was realized that a majority of young students felt themselves socially excluded and discriminated because of their family backgrounds, physical appearances, learning difficulties, financial problems, different customs. As a result, these young students lost their self-confidence, motivation for learning and creativity. Our aim was to make these disadvantaged students active by giving responsibilities; in cooperation with the peers from different cultures, via team works. Through these activities; we built up friendships and prevented early school leaving( one of the objectives of Europe 2020 Educational Strategies), social exclusion. We also decreased the difficulties in foreign language learning by using innovative methods and materials. One of our goals was improving ICT skills. Teachers acquired new teaching methods and skills to overcome the project problems met at the partner schools. We raised awareness and took attention to violence against women; intolerance and discrimination against minorities and disadvantaged groups (disableds, socially excluded); prejudices for various cultures. 130 students and 30 teachers actively took part at the project works. There were Roma minorities, from Turkey, Romania, Portugal and Poland, with whom we met. The women under violence (from Turkey), mainstreaming students with special needs, physically disabled students and a teacher, the members of the 'Chorus of Civilizations' ( from Antioch) also attended the project activities. 2 Turkish students, whose parents were imprisoned because of drug-addiction, attended the project works. Our project activities were parallel to a detailed action plan prepared by the coordinator. Task of the partners was uploaded to the project web-site, chronogically. They consisted of preparation of promotional materials, meetings; organization of presentations, conferences, skype conversations, international meetings, informative meetings with authorities, trips for taking photos, ""Language of the Photos"" week, ""The School of Dreams"" day, photography and English courses, psychological support, visits to families, visits to minorities, visit to a Women Association (KADER / MOR ÇATI), exhibitions. We used a series of methods at the implementation of the activities: Cooperative learning technique, think-pair-share, brainstorming, problem solving method, metaplan, lecture, simulation, exposing method, demonstration, debate (for decision- making), communicative approach, educational games, do it, case method in practice (students' decision- making), role-play, random input (for generating fresh ideas or new perspectives). Our activities were in the ways of pre-planned educational visits, internationally, ""Language of the Photos"" week, exhibitions, presentations, conferences. By attending these activities; students gained positive behavior modification, teachers acquired innovative methods. There was a wind of change at the partner schools. We desired to raise awareness and took the attention of local, regional representatives and educational authorities to the project issues, by inviting them to these activities. The parents and the other schools took the advantages of the results. The materials developed during the project were made available for those interested in the project topic; other schools, organizations, associations. Moreover; there were workshops at which the usage of created materials were taught to the neighbour schools' students, teachers and educational representatives. We were in communication with local and international representatives of the organizations. Besides; we contributed in the means of experience to the other schools through e-twinning portal. ""Language of the Photos"" day will continue in the following years, as a 'school custom'. School Family Associations, school budget or sponsors will finance them. Producing school magazine and the activities of the Photography Club will go on. The products will be available at the facebook page and delivered to the educational authorities. As a result, we will provide our project's sustainability and continuity of target solutions to the problems. The community that are aware of the importance of ' the language of the photos' at solving the problems met at educational systems will go on their workshops."