As opposed to other living beings, man creates his culture through his action, and man's culture provides personal development. It is nurtured and passed on to the following generations as the most precious treasure, and therefore it should be kept and nurtured from oblivion. This is especially important for the immaterial cultural heritage that has never been recorded. This project hangs on the previously completed three year project of I.M.A.G.I.N.E. aim of which was to get familiarized with the material cultural heritage of the partner countries in which four of the five present partners participated. Project C.H.A.N.G.E. aims at paying attention to the importance of changing the point of view in preserving the intangible cultural heritage, motivating students to acquire knowledge of another culture, the formation of identity on their own heritage, and the adoption of new innovative methods of teaching the students about the cultural heritage in a way that the student become an active participant in the teaching process. The project involves four countries of the Mediterranean cultural circle (Croatia, Greece, Spain and Portugal) who, together with Finland as the predecessor of northern Europe, aim to introduce the cultural heritage of a country through five transnational meetings through three common themes: Treasure box, Leisure time and Eat and meet festival. Each country will prepare a game in which a national cultural treasurer will be placed in the box and using modern technology and various applications will learn about the particularities of each country through music, dance, art, language and natural and cultural beauty. At a time when communication is reduced to dialogue through social networks and screens, we consider it important to return students to the time when they spent their free time in mutual socializing and playing with peers on the streets, and for that reason each partner country will present three traditional games of their own which will finally be merged into a joint brochure. At the end of each mobility the Meet and eat festival will be organized where the traditional national dishes of the host country will be made. In Greece, a chef's duel will be organized, where students will prepare national dish of each country using the designed online cookbook. In addition to common themes, the emphasis in each country is to teach students about the cultural heritage listed on UNESCO's list of non-material world heritage. In Croatia, this will be the collaboration with Ekomuzej Batana entered in the register of best practices for the preservation of non-material cultural that will conduct workshops related to traditional games. In Spain the emphasize will be on dance and festival Fallas in Valencia. Portugal will host a singing workshop based on the protected Cante Alentejo, Greece will host a meeting dedicated to the Mediterranean diet while Finland as a cradle of oral teaching will teach students the storytelling method as an effective way of preserving the intangible heritage. At each mobility level, there will be two teachers and five of the most motivated and active students of each school between the ages of 13-16 when the formation of their own national and personal identity is in full swing. The results of the activities after the two-year project implementation will be the creation of an online cookbook of traditional recipes and traditional games, cooking tutorials will be placed on the TwinSpace and the project's website. The official project anthem will also be designed on the national language schools based on Cante Alentejo as well as the performance of the Finnish Kalevala. All created materials and adopted teaching methods will change the school curriculums and enrich existing ones based on the finnish system model. All mobility participants will improve their key competences, primarily in the field of ICT and communication in English. Sustainability of the project will be ensured through active use of designed materials in the everyday work of partner schools through field teaching and introducing the city through ICT technology, using online cookbooks and brochures about traditional games in home economics classes which will be upgraded continuously after completion of the project. All materials will be continually updated on the web site and the TwinSpace project page. Dissemination of project activities will be carried out regularly at all stages of the project with the aim of informing the public and motivating the teaching staff at the local and national level to adopt new way of teaching of cultural heritage in schools. The aim of the modernization of teaching methods is to increase students' motivation to learn and to improve the learning impacts of students of partner schools based on the Finnish partner school which, due to their teaching methods, is selected for participation in PISA research for the school year 2017-2018.

"Taking for granted the celebration of the European Year of Cultural Heritage 2018 we decided to plan the MEDE project. Our main goal was to increase cultural awareness of our students and support it by innovative practices in the digital era. Cultural Heritage and Museum World consist an important learning tool for schools because it can motivate teachers and students to broaden their view of the world and lead to cultural awareness. Thus, approaches of digital and artistic content that have been designed for this project are innovative. The project is based upon a previous Comenius ""Museums Education & Modern Society"" which was successfully accomplished in 2009-2011. The experience & material produced was supportive to the implementation of this project. The partnership was consisted of five schools, most of them vocational, with students aged 15-18 years old with similar characteristics, coming from low social and economic background, immigrants and Roma. Three of them had extensive experience in EU projects while two of them less. We had a range of objectives which were achieved through various activities mainly of digital and artistic content which made the procedure more appealing and creative. We started with a seminar in Greece, achieving the diffusion of our experience. Teachers were asked to plan educational museum visits with an artistic character leading to the awareness of cultural heritage. Two museum visits were proposed and a couple of activities, but the partners were so enthusiastic that they made more than 2 visits and various activities. It is very interesting the variety of the museums that every partner has visited – big museums in Budapest and Bucharest, small local museums in Greece and Portugal.Then the students were asked to create: 1) a museum corner within their school about the History of Education, 2) an old photo's revival, 3) a digital museum in order to establish a common space of projecting their cultures, 4) a museum kit about the History of Education which brings intercultural pedagogical benefits. They also created a virtual museum where someone can “walk” inside the digital museum, a photo gallery and many artistic pieces.With all these activities, the cross border cooperation and intercultural dialogue, the development of digital competence and communication along with comparative and critical thinking were achieved. All the activities have enhanced communication and linguistic competence and have fostered a partnership with a European dimension including elements of respect, tolerance and cultural awareness. Evaluation questionnaires, interviews and stories assessed the activities separately and on the whole at the end of the project. The feedback of the evaluation was positive. Dissemination tools among which are the digital museum, the website where all material are published, the eTwinning, the poster, the dissemination walls and museum kit (with the boardgame etc) will certainly integrate our objectives into school's regular activities. Also the museum kit is going to be lend to other schools. The teachers may use the material in any way they consider best, suited to the particular group and should encourage pupils to participate actively in the presentations.The methodology used here was team discussions, teamwork, presentations, assigning roles to students, interviews, painting and photography. The material produced by this project remains for integration in school-subjects.Teaching staff was influenced because they were informed by partner colleagues – students and they can take on similar projects in the future and become multipliers. Parents supported their children, contributed to the successful outcome of the project. Hosting foreign friends is an example of how society should function and accept differences. Local authorities were also involved as museum educators supported the design of activities, the digital museum and the museum kit and opened new channels of communication. Museums owners were very supportive too.The project attempted to create active citizens with knowledge and critical thinking, well-historically and culturally aware, competent in digital and other skills. The project hoped to be for the benefit of the community.."

The topic of this project was cultural heritage, as 2018 was European Year of Cultural Heritage. The aim of the project was to encourage students of partner schools from Latvia, Iceland, Greece, Italy and Estonia to discover and engage with both their own and the partner nations' cultural heritage and to reinforce a sense of belonging to a common European space. The idea was to link local cultural heritage and tourism in a more actively engaging way whilst taking into consideration cultural sights, nature trails, local legends etc. There were planned five short-term students´ exchanges during two years to Estonia, Latvia, Iceland, Greece and Italy totaling 80 student mobilities and 40 teacher mobilities.The main aim was not to explore well konwn tourist sights, but more remote areas and local real life experience. For example students lived in families and were part in family life. There was something new and exciting for everyone.With the support of teachers and specialists, but taught by peer to peer learning, students form a tourism route and experienced this. This way they gained new knowledge that could be used as working experience. For example they learned how to make pizza, one of the very popular dishes throughout the world. Five tourism routes in the locality of the schools were created by students. Students made some local souvenirs and introduced some games and dances. These sovenieres were sold during national festivals that took place at the end of each visit. Income was donated to local charities. Unfortunately, due to the global Covid 19 pandemic, the project was postponed by a year. As the situation did not improve, it was not possible to actually carry out the last stage of the student exchange and we had to make changes and the Latvian events took place online.Although the situation had changed, students and teachers still took part in exciting and educational online events. This change in the situation also provided excellent experience for teachers and students in the use of ICT tools, as well as online collaboration skills.Students were between 15 and 20 years of age. Two of the schools were vocational schools and three were secondary schools. All the schools' curriculum were tightly related to 1) local culture, 2) giving work experience to students, 3) doing international cooperation. Products that were completed during the project: 1) 5 tourism routes in the form of digital map /video etc 2) souvenirs/games according to the cultural heritage 3) a national festival at the end of each students meeting The webpage of the project: https://herstu.fas.is/?fbclid=IwAR1DVBmgAhlA6p_MQYwl2IhmHMIbNsa6-KMW1vznNGaukhsJCdTMfLNgqxE As our cooperation with these partners began already 2 years ago, we think that this project gave further consolidate our good and fruitful cooperation, our students had friends from different parts of Europe and their sense of a common Europe was strengthened.

"Erasmus+KA2 programme Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships for Schools aimed to develop entrepreneurship learning in the upper-secondary schools with the students aged 14-19. The title of the project was ""Sharing competencies in entrepreneurial learning, linking theory with practise "". All partners – Tabasalu Ühisgümnaasium from Estonia, Jelgavas Spīdolas ģimnāzija from Latvia, I.I.S.S. ""L. Vanvitelli"" from Italy, 2 EPAL TRIKALON from Greece and Framhaldsskólinn í Austur-Skaftafellssýslu from Iceland – teach entrepreneurial subjects at school. Some schools more (Jelgava, Tabasalu, Höfn) some less (Lioni, Trikala).The challenge for all the schools was1) how to raise the entrepreneurial teaching level as this subject is relatively new in our curriculum, and 2) how to link theory with practice. For this reason the aim of the project was to 1) exchange good practices between all partners, combine it with the local entrepreneurial knowledge – visits to the local enterprises, some of the examples: ACCASOFTWARE (Lioni), Tyras (Trikala), Piano factory - Estonia (Tallinn), Skinney-Pinganes (Höfn)2) offer our students the opportunity to research local enterprises and find out the features of well-functioning examples, student groups of the same school did research mainly about local dairy product companies. Afterwards they compared these results.3) work out the ideas for students' small businesses, choose the best ones and put them into work. The challenge for the students was that the main communication when deciding and organizing activities about small businesses should be done online and in English. English was a real challenge for students from Southern European countries. As well following timetable and sometimes accepting partners' ideas was a challenge. Sometimes teachers needed to be involved to solve problems. Nevertheless all misunderstandings were solved and the final result fulfilled – students' businesses sold the products at students' fair in Jelgava. 4) work out an e-lecture (each school created 1 topic) with 5 different topics about certain topics. This way we hoped to involve into schooling these students who could not come to school. The creating of the e-lectures was guided by a specialist and the outcome is available at https://entrepreneur.fas.is/. We should say that all these aims helped us to link formal education with non-formal education.The project lasted 24 months, during this time 2 transnational meetings with 17 mobilities were arranged first in Tallinn and the last one in Lioni. 5 learning-teaching-training activities were organized with 111 mobilities. Four of the latter were students' short-term exchanges with 67 students and 33 accompanying people and 1 short-term joint staff training event with 12 mobilities. As a result and impact of the project, the quality of learning of entrepreneurship was raised as the theory taught in lessons was combined with local and international practices. Students' communication skills, language skills and ICT skills were improved, they received great experiences working in international teams, forming international businesses and in the realization of products of their businesses at the students' fair. Teachers' communication skills, ICT skills and language skills improved as well. They gained knowledge of how to compile e-lectures. All the information about the project can be followed on the project web-page https://entrepreneur.fas.is/. The main product of the project – the project video showing the outcome of students' businesses and their participation at the students' businesses fair – is on display.All in all, the teachers and students experienced international cooperation. Students could use the experience obtained from the project later in life."

"IceVET project aims to generate strong consciousness about innovation and competitiveness and their impacts to employability and global market conditions among all VET actors in partner's regions beside participant institutions. In order to realize this objective IceVET project has many innovative and unique activities which were carried out in project duration such as investigation best practices on the issues innovation and competitiveness in VET systems in the world, constitution draft curriculum for Innovation training in VET schools, determining innovation and competitiveness perceptions of VET students, teachers, managers and employers in target regions and sharing experiences and valuable data obtained through project activities with scientific world via a scientific paper. All objectives are feasible and sustainable essence. IceVET objectives support EU 2020 targets directly by means of common approach to innovation and competitiveness perceptions. All project targets and outputs have been achieved on time as planned in project timetable. 6 partners from 5 countries have been participated in IceVET project. Common background and similar working fields make collaboration easier among partner institutions/organizations. Partnership structure contains public research institution, public local authority on educational issues, public VET school, public VET center, an enterprise to make connections with labour market and an NGO that has directly relevance to the issue we focused. Turkish Coordinator (Çubuk Vocational Education Center - Çubuk VEC) is a vocational institution and has sufficient experience on EU projects management. Italian partner (CNR-ITD) is research institution and experienced on education technologies. Spanish partner (CECE) is an union that brings together education actors in all Europe Greek partner, (2nd EPAL) is public vocational highschool Polish partner (Profin) is an enterprise that represents private sector in the project Turkish partner (Çubuk District Directorate for National Education-Çubuk DDNED) is a local authority in education and experienced on education management and EU cooperation. Transnational meetings were realized with similar frequency that determined for project period at beginning level. It provides periodic control and update of responsibilities.All parties are keen on to share their experiences and take a part in this proposal. IceVET project covers some activities in order to reach its objectives: - Establishing project management teams in partner countries - Dissemination package - Research study: ""How innovation works in VET systems in design oriented countries – South korea, Finland, USA, China and Japan"". - Transnational project meetings - Research study: ""Competitiveness understanding of VET actors in IceVET countries."" - Interim report - Spot film of IceVET project - Curriculum: ""Draft curriculum for Innovation training in VET schools and centers"" - IceVET Project's paper: ""Awareness of Innovation and competitiveness in IceVET countries"" - Uploading project outputs into the digital environment - Dissemination event with the participation of local authorities, VET actors and employers. - Final report of IceVET project. Quality and validity of project outputs are at high level and sustainable. All objectives and outcomes undertaken in the project were realized. There are many strong and unique activities in IceVET project and they needs strong collaboration and hardwork to realize on time. Project team of IceVET knows and believes partners' competences and qualifications to undertake important responsibilities in project period. Beside, each of tasks have been distributed according to the partners' institutional characters and key staff's qualifications. The main methodologies of the IceVET project are active collaboration, qualified observation, effective financial approach and impartial administration. Institutions/organizations have sufficient experience in order to apply these methodologies in IceVET project factual. Constitution awareness on the issues ""innovation and competitiveness"" in VET systems in target regions, contribution EU 2020 targets through research studies, composing draft curriculum for ""innovation training"" in VET scools, identification of innovation and competitiveness perceptions of VET students, teachers, manager and local employers and sharing experiences obtained through project activities in scientific fields via scientific paper are aimed in IceVET project. Project results and outputs support innovation and competitiveness policy of EU."