The three schools involved in the project are technical and vocational schools that realized, after numerous and continuous contacts, that they share some common traits:* the school mission* similar students with similar educational needs* members of staff willing to cooperate in order to improve* the need of teachers to share their educational experiences so as to improve the quality of their educational offer as well as the internal organization of the school. These three partners highlighted their common interest in the objectives of European cooperation and their common belief that it is necessary to provide students with opportunities to work together if they want to improve their soft skills and competences for active citizenship.For all the schools, the students generally belong to the lower middle class, with limited opportunities of facing an international context. They have a highly work-oriented mindset, but they find it difficult to adapt to the needs of companies, which require flexible and autonomous workers, capable of working in a team and with a good knowledge of the English language. This project originates from this premise and aims to provide:* students with the necessary competences for their success both as citizens and workers* teachers and members of staff with the instruments to reach this goal through cooperation, comparison and exchange of good practices. We think that the development of this process will allow us to support our students in a process of strengthening of various skills (language skills, IT skills, digital skills, communication) as well as in the process of development of an entrepreneurial mentality, oriented towards Europe and the world. The participation of teachers in the activities will create moments of exchange of opinions which will bring, on a personal level, to an improvement in their motivation and satisfaction towards their daily work; on the other hand, on a professional level, this will allow them to deepen their methodological and educational competences. The acquaintance with other educational systems will allow the Principal to reorganize the school in a way that will be beneficial. The project will involve 2/4 classes of students aged 16 to 19 in each school, as well as most teachers working on those classes. It will entail curricular activities in each school as well as presence meeting among partners. These curricular activities will entail an entrepreneurial and operative approach, the use of the English language and the use of ICT during the whole process. We chose to adopt the “work based learning” methodology and we will realize an HardWare and SoftWare system for data acquisition composed of:* a data acquisition device* an interface server* a web portal.This system will serve the purpose of monitoring, remotely, some physiological functions for:* bedridden patients* sportsmen/women in training* workers doing “extreme” work. In class, there will be simulations of business activities which will involve* the definition of the product specifications* making and verification* solution to emerging problems* final testing.The students will be divided in groups, some dedicated to the ICT component, others to the research of BIO-MEDICAL parameters. They will work in a team, continuously exchanging information both within the school and with the partners. Students and teachers will always be involved in every phase of the project, from the definition of product specification, to the final testing. This method of work will require continuous confrontation and the definition of a model of good practices. There will be 6 common meetings, 2 for each Country, all lasting 5 days. In these occasions, the technical-vocational aspects of the activities performed by each school will be analysed and the following activities will be discussed. However, these moments will also be an opportunity to delve much deeper in the cultural background of the hosting Country through visits to museums, historical and artistical landmarks. There will also be convivial moments. Furthermore, during these meetings there will be the opportunity to meet entrepreneurs and to visit companies, so as to give the opportunity to get better acquainted to the world of work of the Country. The positive results reached by the students, validated by the companies that will support the project, will be the legacy of a common work that will make teachers want to continue this kind of cooperation in order to enable the students to meet the real needs of the society. Of course, the most important benefits of all this activities will be the contribution it will give to the diffusion of the principles of European cooperation, involving new teachers and many students during this whole journey of growth.

The Covid-19 crisis has strongly affected the economic life and labour market as much as the school life.All forms of education and training, including VET, have been disrupted, with WBL and apprenticeships being the most affected. During the lockdown, distance learning failed to reach between 5% and 20% of beneficiary students in Europe, including those living in rural areas, with poor IT literacy and limited economic means, as well as students with special needs.In this context, there is a critical need to improve the quality of Virtual and Blended WBL (V&BWBL) and to ensure its inclusiveness. In order to reach the desired scenario, the needs of the target groups addressed by the project (VET Students, especially the ones with fewer opportunities and special needs, VET School Staff, Company Tutors) have to be satisfied. The needs of the target groups have been analysed during the project design and the results highlight poor knowledge of adequate technological means (both VET students and Compay Tutors), a lack of trust (VET School Staff and VET students), engagement (VET students) and payoff (CompanyTutors) in and from V&BWBL.Hence, the main objective of “MoBlend – Educational Resource to enhance Virtual & Blended Work-Based Learning” is to improve the quality of Virtual and Blended WBL initiatives and to guarantee an equal and inclusive access and participation to ensure its inclusiveness, especially for students with fewer opportunites and special needs.The specific objectives are: O1) Support VET Students, VET School Staff and Company Tutors in improving the quality of V O2) Promote the inclusiveness of VO3) Deepen the interest and trust in V&BWBL, affirming their value and match with the requests of the labour market;O4) Develop a cross-border and cross sector synergy with the purpose of creating innovative uses of Virtual&Blended Work-Based Learning tailored to the needs of students with fewer opportunities and special needs, even afterwards the COVID era.The activities planned aimed to achieve such objectives are: - development of a tailored learning course on digital tools and methods of V&BWBL- design of an ad-hoc and user-friendly tool for the evaluation and validation of VET experiences- Best Practice and existing policies research- Awareness campaign- Virtual WBL Test- 4 Transnational Project Meetings- 5 Multiplier EventsThe main expected results and impact of the project activities are the following:- OER aimed at improving the digital competences needed to perform V&BWBL- WebtTool to monitor the progress and the results of VET mobilities - Compendium of Virtual VET Best Practices to learn from previous positive experiences- Promotion and dissemination pack that includes: leaflets, logo, headed paper, social pages, newsletters, a website, articles on local/regional/national newspapers and on European magazine- Community of Practice to promote cooperation and further development of virtual and blended WBL at the European level- increased ability to provide a work based learning path through virtual or blended means;- increased awareness and confidence of virtual WBL opportunites;- increased digital skills, knowledge of IT tool for WBL, language skill and soft skills- enhanced cooperation between organizations active in the VET field enabling mutual exchange and improvement of working methods and good practices;- increased awareness of learning needs of students and especially those with FO and SN;- deepened knowledge of OERs for the provision of training courses and learning activities;- gained knowledge of Video pedagogy for the provision of training courses and learning activities;- increased awareness of learning needs of students and especially those with FO and SN;- increased training offer;- fostered dialogue with political decision makers, public institutions and other stakeholders and increased its prestige at European level;- increased network of organizations active in VET field at European level- increased knowledge and management skills of the Erasmus + KA2 and KA202 projects

"At the time of the Brexit and the rise of populism… At the time of multiple riots across Europe (eg. “yellow jackets in France”)… At the time of European elections (May 2019)… At the time of social networks… European citizens feel less and less represented by their MEP (Members of the European Parliament). Above all, they feel less and less concerned by their “European citizenship” and by the usefulness of voting in the EU elections. This assessment leads us to build the LIFE project - Living in an Inclusive and Fair Europe. Improving students basic skills, enhancing students awareness of the importance of Europe in their daily and future life, generating interest for the EU, its institutions and the EU elections, and making of the EU issues a guiding line for 2 school-years … at least. These are the main objectives (beside other secondary ones) we have. Five schools of five different countries are putting together their desire to open the mind of their students to achieve the objectives of the LIFE project: Slovenia, Croatia, Poland, Romania and France, as the leading country. Despite having very different political and social situations, our countries and schools face similar problems of social and educational problems: needs of inclusion, low-income or single-parent families, lack of academic skills, “neet” people, … That’s why, across more than twenty activities, we intend to make our students work on what could be Europe in the future. What could be “THEIR life in THEIR Europe”, where every citizen feel free, “included” and concerned by Europe, which is often a problem for our young generations. The main topic of the project will be INCLUSION, all kind of inclusion. And this topic is totally in line with our local, regional, national and EU policies, and is also a global concern. Goal n°4 on United nations Agenda for Sustainable Development and the Education 2030 Framework for Action emphasize inclusion and equity as laying the foundations for quality education. These activities related to “inclusion” will be developed through three sub-topics : •An inclusive educational system: how could Europe insure educational success for all? •An inclusive economy: what could be a fair labour market and economy? •An inclusive democracy: what could be the best form of representativity in Europe? More than 100 students will be concerned by the project mobilities whilst more than 300 will be directly concerned by the activities. But an uncountable number of students and adults will also be the target of the project activities and results through the dissemination activities that will be organized: school communities of participating schools and of other schools, local and regional communities, educational authorities, EU Parliament,… Students, from different classes of our schools, will work on the project activities in multinational teams with their (foreign) peers, thanks to the Twinspace platform which will host the at-distance students & teachers exchanges, as well as Skype and non-formal channels like social networks. Representatives students will be stakeholders of the steering commitees which will be established in the participating schools and will count: teachers, management teams, finance office staff, local partners and students. Students will be invited all along the project to be a source of proposals, in terms of ideas, activities, tools to be used, local partners,… and not only to remain at their usual place of students. Many products will be generated through the project activities: •a large-scale reusable web platform to promote an inclusive and fair Europe. The platform will host the project results (reports, films, mindmaps, digital walls, anti-waste charter, leaflets, ...) •a twinspace to host the project results (and students exchanges) •""inclusion events"" which will be organized within the participating schools •a report which will be delivered in the EU parliament with activity description, thoughts and proposals for a more inclusive Europe, in accordance with the project topics and sub-topics The project will have a significant impact on the students and teachers, but also at local level and in the participating organisations. Students will be more socialized and aware of the necessity to pay a great attention to the EU issues and assignments. They will develop their autonomy, ambition and motivation, their knowledge related to all kind of inclusion, their intercultural and language skills. Their propensity to mobility will be increased, all of this being of particular importance in today’s EU labour market. Teachers will develop their professional skills and will get the opportunity to develop new teaching methods and materials. The project will finally nurture the EU-openness policy of the participating schools, which will gain exposure and improve their reputation at local and regional levels which is of particular importance to improve the school guidance towards them."

This project is born from the knowledge and the complementarity of the four vocational schools participating from Spain, Croatia, Poland, Slovenia and a Spanish technological centre expert in toys.The main objective of the project has been to work on the concept of product innovation through the assembly and customisation of drones. We have worked on a project in a collaborative and multidisciplinary way. Improving linguistic competence, knowing related technology and trends about drones, were other objectives that have been addressed. The objective of generating educational materials that allow students to approach the professional world with a level of knowledge of a sector that will have a major impact on the economy in coming years, such as the drone sector. Another secondary objective was to motivate future professionals in STEM careers. To achieve this, a basic model of drone was assembled, on which the students learn the components, and an advanced drone with sensors that give information about the flight and allow the autonomous flight, being a toy drone, but with the same components of drones used by professionals. With this new knowledge, students make changes and customisations in drones using 3D CAD designs and 3D printers.For three years the DroneTeam project has been developed and you can find all the information about its development, as well as access to the results from the official website: www.droneteamproject.euFrom this web page you can access to the DroneTeam eLearning Platform that is available in five languages (English, Spanish, Croatian, Polish and Slovenian) and can access small training courses to learn everything you need about drones.The project has had a great impact on the participating schools, which have integrated the results into their curricula and the new generations of students will take advantage of the developments and knowledge acquired by the teachers in this project. Both in schools and in the cities where they are located, the project has had a high interest in the attractiveness of drones and in knowing how to assemble them and their professional utilities. During three years of project life, the drone sector has evolved enormously and will continue to do so in the coming years. Training future professionals with skills and knowledge in this sector is especially interesting as a possibility close to the market and new professions. However, the results of this project are perfectly scalable and applicable both in the school environment and in the university environment. The results are really broad and applicable, for example, for English classes where you learn about the specific vocabulary of drones, for primary or secondary students where they can learn what physical principles enable the drone to fly, or what it is GPS system and how drone uses it. More advanced, the analysis of materials and yields of the propellers, as well as making advanced product designs creating custom chassis or frames for the drone. Ultimately, the results are licensed under Creative Commons with the possibility of making derivative versions that can be shared without commercial uses, so that all interested stakeholder freely dispose of them and can apply them according to their needs.

"The six institutions in this application are all members of the ""European CNC-Network"" made up of approx 30 schools. The first project undertaken by the Network was ""Train for Europe"" which won the Charlemange Youth Prize in 2010. Another project called ""Train for Europe - RELOADED"" was a star project in 2013. All signed agreements to prolong and progress their association through further cooperation and project work. These were carried out under Comenius.Under the new format of Erasmus+ it is no longer possible to run with 20+ institutions and the CNC-Network has therefore decided to run smaller projects under KA229. At a preparatory meeting in Dublin in December 2018 it was decided to propose a number of technical projects and invite the members of the CNC-Network to vote for their choice of project. Furthermore, it was open to the participants to coordinate whichever project they chose. See Annex 1One of these was the Magical Moving Machine for Europe (3M4EU). This was originally discussed in Dublin in 2015 but not progressed at the time. It was the favoured project of the Irish school, Newpark Comprehensive, hence our willingness to coordinate it. The resolution has subsequently been updated to take account of changing application circumstances and technological developments. See Annex 2The basic idea of 3M4EU is to research, design, develop and manufacture a set of individual but complimentary ""Moving Machines"" which will be interconnected to form the final ""Magical Moving Machine for Europe"". Because we are a group of institutions with technological subjects/departments as well as academic areas, it is envisaged that the project will be multi-disciplinary. The final artifacts will be manufactured predominately by Computer Numerical Control technology. CNC Technology, however, has advanced outside the realm of Turning and Milling to the newer technologies of 3D Printing and Laser Cutting. It is therefore envisaged that the proposed project will take advantage of these developments and exploit them in the design, manufacture and operation of the Magical Moving Machine.Technological education is the common denominator for the proposed participants, however, each institution brings its own unique set of strengths and competences to the project. It is this unique set of skills and abilities that makes the project a diverse teaching and learning tool. Each institution will have the opportunity to learn from the other partners and the overall success will depend on the cooperation of all the participants working collectively to produce the final product.At this stage it is not possible, nor is it desirable, to define the final product too closely. Part of the overall plan is to develop the physical machines with the input of the students and the guidance of the teachers. However, for purposes of clarity, it can be thought of as a type of ""Marble Run"" mechanism where the initial motion is triggered by an external source and the final action in turn triggers the next machine and so on. The external power to activate and/or sustain the movement within the machines will be derived from renewable sources, thereby encouraging an awareness of sustainability among the students. The overall size of the individual machines will be limited to 500mm x 500mm x 500mm for reasons of cost and transportation.The activities that will be carried out during the transnational meetings are well defined in the resolution (Annex 2) but will also be developed and redefined as the project progresses. Initially, there will be a brainstorming activity based on the resolution. International workgroups will be set up to progress the design of the common components of the machines. These workgroups will maintain contact between the transnational meetings via eTwinning, email and through the project website. Other social media eg WhatsApp will be used for rapid/less formal contact. Separately, each institution will develop the design of their own unique Moving Machine while liaising with the members of each workgroup to ensure compatibility of design and inter-connectivity of machines.The methodology used in carrying out the project activities will be closely based on those developed by the CNC-Network in previous projects that have proved to be extremely effective. As previously mentioned, international workgroups for the various worklines (CAD, Prototyping, Mechanics, Electronics, Machining, Connectivity, etc) will be established and will work closely during and between the meetings.The resulting products, methodologies and impact of the project will form a permanent feature of the institutions involved. These results and methods will not only benefit the teachers and students directly involved but will be disseminated within the institutions and reported nationally and internationally through local and national publications, the project website, the eTwinning platform and the Erasmus+ Projects Results Platform (EPRP)."