<< Objectives >>1. Design of BuildYourRobot Hackathon: 3-day Hackathon open to students aged 12-16 from different European countries. The challenge will be building a robot, with the components and materials provided by the organising team, in 3 days to solve an ecological problem.2. Establishment of network: The project partners will create a support network for the project.3. Execution of BuildYourRobot Hackathon.<< Implementation >>1: BuildYourRobot Hackathon planning. The event will also be tested at local level. 2: BuildYourRobot Training programme for coaches. To help students' teams during the hackathon. 3: BuildYourRobot Stakeholder network. To support the organisation, dissemination and impact of the event. 4: BuildYourRobot Hackathon. To solve an ecological challenge using technology.<< Results >>1. BuildYourRobot Hackathon event designed and ready to be used by other organisations.2. Training programme for coaches, also available to other organisations. 3. Network of stakeholders supporting the event. 4. Hackathon with a minimum of 14 participants from, at least, 2 countries. 5. Solutions to challenges and motivated students and teachers towards digitalisation and STEAM.

<< Objectives >>The main objective of this project is to reorient education and learning so that VET teachers have the opportunity to acquire knowledge, skills, values and attitudes with which they can contribute to sustainable development.To provide VET teachers with resources and teaching methods that facilitate the teaching-learning process on environmental issues.To support the environmental training of the educational community through the training of VET teachers on environmental issues.<< Implementation >>➢Educational VET Handbook “Towards a sustainable education in the VET system”: It consists of a handbook to provide VET teachers with guidelines on how to integrate sustainable development in the classroom.➢Training course on environment and sustainability in the field of VET education: VET teachers will be trained on priority topics related to sustainable education and the SDGs.➢Conference on “Sustainable education in VET community” which serves as an raising awareness event for VET teachers<< Results >>➢Provision of tools and resources to VET teacher so that they can integrate sustainable development goals in the classroom.➢Training of VET teachers on sustainable development in the field of education through the acquisition of new knowledge and competences➢Raising awareness on the importance of Sustainable Development in VET education. ➢Favour the generation of new measures and initiatives within the framework of 2030 Agenda in the field of VET education.

The main objectives of the project 'Working within the European Union and the importance of intercultural business behaviour' is that the students should be encouraged to apply for a workplace or a university place in a foreign country. The participating students should reflect their own plans and wishes for their future but also get to know those of the partner students. The participants should figure out requirements of working abroad and what authorities can be consulted for help. An additional objective is to get to know a foreign education system, a foreign economy and a different culture as well as making new friends. The students exchange will improve the knowledge of a foreign language and they will gain personal experience in a foreign country. The partners are the BHAK Korneuburg in Austria, a business secondary college, and the Agrupamento de Escolas Marcelino Mesquita do Cartaxo in Portugal. Both schools provide business and vocational education. 45 students are selected to take part in this project. The participants are 16 to 19 years old. There are 2 teachers from each school who are in charge of this project. Activities and methodology: - The main activity is the students exchange (stay in Austria and stay in Portugal), which is prepared and evaluated in both schools within the student's lessons. - A survey about plans for the future and wishes of the youth is organised and run in both schools. A questionnaire will be designed, carried out and analysed. The results are presented to the other school and to the public. - The students have to organise interviews with people working, studying or living abroad. An interview guideline has to be developed and interviews have to be carried out. The results are presented to the partners and as well as the public. - Additionally the students attend company visits and presentations of business topics and interculturall business behaviour to get to know the foreign economy system and labor market. - To experience differences between the cultures the participants take part in sightseeing tours and a culture and social programm is organised as well. The following results or impacts envisaged are expected: - A questionnaire about plans for the future and wishes of the youth and its analysis. - An interview guideline with people working, studying or living in a foreign country and a presentation of the summary of the results - Summaries of the company presentations, interviews with experts, company visits and Europass - cultural and personal experience the participants got through the visit and sightseeing tours as well as thourgh the cultural programm - improved foreign language skills - new friends The potential longer term benefit for the participating students is: - possibility to get to know a foreign school- and education-system and to collect important experience of staying in a foreign country During the project they acquire knowledge regarding: - how to prepare for a work placement or studying abroad - how does the Austrian and Portugese economy and labor market work - how important is intercultural business behaviour - how to design a questionnaire - how to create an interview handbook The participants learn about foreign cultures and traditions so that they become more open minded and tolerant All activities help to improve the knowledge and practice of the world language English The students are encouraged to apply for a work placement or university place in a foreign country after graduation, so they will have more chances to find a job in domestic companies. So this project will help to lower the unemployment rate of young adults. All acitivities will help to find intertnational friends and they will gain valuable social experiences. Going abroad should improve the students' independence and self-confidence. The sustainable benefit for the teachers involved is that they learn about different school and education systems and that there is the possibility for an educational exchange between the partner schools. Teachers will acquire teaching techniques which they will apply in their lessons. Additionally the teachers will be motivated to organise new European projects. The general public will get informed about the results of the project, the perception of the schools will be improved and new students might be attracted in the future.

The need for this project was a common desire of both halves in the partnership. They chose music for their theme and its eploration in the past and the present. It was clear for them that pupils nowadays do not pay much attention towards learning music and singing and they are not so motivated in that. It was the reason to create this programme in which we wanted to get familiar with new teaching methods and as a result through these methods we could regain children’s motivation and enthusiasm. In the realiziation of this task the first step was to find partners in the European Union who had best practices in teaching music and singing. The participants showed and shared these new pedagogic methods and the well-known Kodály-method. Originally the project was planned for two years and divided into two part. The aim of the first one was presenting the past and the second one was to deal with music in the present. The origin of music is folk songs so we examined them together with folk dances and the traditional instruments which are rarely used these days. Connected to folk songs the children created presentations about folk songs, their features, and they also talked about folk song collectors. They sang not only their own folk songs but they collected information (text and notes) and sent these to their pals abroad. So the children had the chance to learn foreign folk songs which was challenging to them. In a strong connection with folk songs the pupils learnt their own folk dances and during the mobilities they taught the steps to their friends and danced together. During some activities they could listen to lectures about the origin and features of folk instruments.In the second year the pupils gathered information about modern music. They also created portfolios about modern musical instruments and modern music. They introduced their favourite bands and singers. The pupils could show their talent in Just Dance competition and a Cup song contest. As a result of the Covid-19 crisis the final few months of the project were postponed. In the prolonging we searched for the best way to complete the project. Originally we intended to perform a musical for which the pupils already found and learnt music but the series of lockdowns made it difficult and had to be modified. Unfortunatelly the final meeting where the musical would have been showed was dismissed and as a result the final products a musical video and performance were realized by the involved partners in the home countries. All the listed activities raised children’s motivation and enthusiasm. During the joint work their understanding in mother tongue and in the target language increased. They made good partnerships abroad. Taking part in the mobilities the pupils introduced the result of their research and how they learn music and singing. They stayed at host families during the project meetings so they had a glance in the everyday life of a foreign family. They had to use the English to make themselves understood and express their feelings and thoughts. They could be part of another culture which enriched their inner world. The teachers had a significant role in the project as they fulfilled the role of facilitators who helped the pupils during the realization of the project tasks. The colleagues also could get familiar with new teaching methods and they tried to insert these good practices in their everday work to make their lessons vivid. This way our aims in methodological renewal were carried out.The cooperation between the partners was the base for another common project with extended topic with more partners. We think participating in cross-border programmes all the involved people (children, colleagues and parents) benefited and made use of the experiences and became open minded and rich in emotions and active citizens of the European Community.

During this project our students will work on and deal with human rights issues; LGBTQI-issues, migration and cultural differences. At the end of this project student will know more about human rights and its issues. Tolerance, citizenship, intercultural competences and social inclusion are keywords. All these issues have been part of both schools' curriculum over the past years and we would like to expend the curriculum and we see this program as a great contribution to our educational program. We want to achieve that students look at how they relate to a particular problem and experience how they can deal with it as effectively as possible. During this project, experiences gained by students and actions they take are linked with the international convention on human rights. Human rights are a part of a child’s everyday life, we therefore see this as an opportunity to teach, learn and work with human rights on a higher scale than just in a regular classroom situation. We believe that human rights education not just teaches students about rights but also about their responsibilities as a global citizen. Through these human rights can educate students in a sense of respect towards other human beings and inspire them to become, in their own way, educators and ambassadors who will assist in the defense of human rights. Impact: We believe that this Human rights project will produce and develop the following components with our participating students and the community:develop attitudes of solidarity across issues and nations and knowledge and analytical skillsproduce a positive change in values and attitudes and (social) behaviordevelop more inclusive behavior by our studentsgive a positive impuls to more cohesion within our community including our school and other social enterprisesconfront students with their own influence that they have on their community and in society in general.gain more knowledge about global human rights issues and the difference that every human being can make concerning these issuesParticipants: This project is intended for students of the third year in the Netherlands (age 14 - 16) and students of the same age in Portugal. Students of all levels may participate. In the Dutch group, students who have recently migrated (refugees) can also take part. Students will receive information about the project and those who wish to participate are required to write a motivation letter.The teachers involved are teachers who teach the participating students and have experience in leading a project and exchange. The official language is English.We aim for participation of at least 20 students, these students will also be joining in the physical exchange. During the project, therefore, 40 students will be simultaneously joining in the project. Each year there will be a physical exchange, in Portugal and the Netherlands. Preparation: We want to organize one meeting with teachers/coordinators in advance. This is to ensure that we can start the project with the same goals. We are in touch via email, and will later set up the project in the E-twinning platform. There wil also be time to evaluate after each exchange. Project: We want to design a digital project as well as a physical exchange. For the digital exchange we want to use the eTwinning platform but also media that are closer to the students. We see this as a website that is managed by both groups, this website as well a presentation will be the final outcome of the project. By establishing a digital exchange first, students can get each other and the project better and feel more comfortable during the physical exchange. We see the physical exchange as a vital part of this project because in this way students can completely immerse in another culture and lifestyle and see how students from another country experience family and school life. The activities are designed to communicate with experts on Human Rights Issues and learn about the history and current situation of these rights. Students will discuss these rights and look into the threats and opportunities. They will learn to approach, to think about and experience the human rights as closely as possible. Students will also report on and debate on the issues involved. By researching, discussing and experiencing all aspects of the rights, students will see how there might be differences and similarities between them.Exploring the Human Rights in an increasingly complex society will contribute to the development of current curriculum. This project fits entirely within the vision and objectives of both schools. In the longer term, the SDCA and AECS want its students to treat each other in a more respectful way in today's diverse society. To achieve this, we want to continue to use the results and activities, after evaluation, also for students who have not participated in the project. We will share lessonplans and this project with other schools.