We carried out the project due to the lack of a professional qualification for metal welding, the implementation of distance learning, the license of our school for welding tests according to European standards. An extensive four-language dictionary was also included. The condition for performing the welding test is also the so-called WPS, according to which these tests are passed.By implementing the project, we have achieved the following goals: -modernize vocational education in partner schools by connecting school and practice; -exchange experiences and bring interconnections of educational systems of partner schools; -deepen cooperation in partnerships formed by organizations,-realize the exchange of information, knowledge, insights, and experiences;-create opportunities for expanding cooperation in the future and thus lay the foundations for multilateral partnerships;-strengthen the position of partnerships formed by vocational schools;-create motivational tools for education;-create conditions for the general availability of educational activities and better orientation in their offer;-proposals for educational innovation;-improve the quality of education in the field of metal welding and give it a European dimension;-create common educational materials available online;Teachers of vocational subjects from partner schools were involved in the project, specifically:The Czech Republic: (4)-International welding technologist-International welding practitioner-Translator - expert-ICT specialistGermany: (2)-teacher of metal welding theory-teacher of metal welding practiceSlovakia: (2)-teacher of metal welding theory-teacher of metal welding practiceManagement from each partner school is in charge of managing.20 pupils from each school participated in e-learning in the field of metal welding technology. The top four from each country were to take part in five-day mobility at the end of the project to verify the project's outputs. Due to the impossibility of traveling to the Czech Republic, this mobility did not take place. We extended the project by half a year, however, October and December dates also weren't realized due to the epidemiological situation.Results:O1: ECVET metal welding - to create 3 units of learning outcomes for 3 methods of metal welding (methods 111, 135, and 141) in four languages (Czech, Slovak, German, and English).O2: E-learning - to create an e-learning environment with presentations for online teaching of metal welding technology. It also includes a set of work safety tests. This environment contains 52 presentations + 21 tests. (http://moodle.sos-tremosnice.cz/course/view.php?id=142 (GE), http://moodle.sos-tremosnice.cz/course/view.php?id=141 (EN), http://moodle.sos-tremosnice.cz/course/view.php?id=140 (SK) a http://moodle.sos-tremosnice.cz/course/view.php?id=139 (CZ).O3: Dictionary - to create a terminological four-language dictionary, containing minim. 1246 words and phrases used in metal welding. It is a table in Excel that allows easy sorting.O4: WPS - We have created a set of 3 technological procedures WPS (welding procedure specification) according to the standard ČSN EN ISO 9606-1 in 4 languages for welding tests of pupils from partner schools. These WPS are for methods 135 (in shielding gas), 111 (coated electrode), and 141 (TIG). Weld type FW and position PB. According to these procedures, only the skills of Czech pupils were verified. Pupils from foreign countries couldn't come.We had to ask for an extension of the project. Three events were planned for June 2020 (mobility, international meetings, and international conferences). Due to the current epidemiological situation in Europe, their implementation was not possible. The exams of Czech pupils were successfully supervised under state supervision. The last international meeting took place only online. The final conference, which would significantly contribute to the promotion and dissemination of the project, did not take place due to the impossibility of gathering. Impact and longer-term benefits:-deepening of international cooperation, new impulses for further cooperation- deeper cooperation in the preparation of the ECVET system in the engineering professions-extension of competencies in the creation and implementation of intellectual outputs and definition of graduate competencies following the needs of a practice-improvement of professional knowledge, skills, and experience of project participants in professional subjects,-development of the teacher's personality, integration into a multicultural society,- getting acquainted with modern elements in the field of methodology and didactics of vocational training,-expansion of existing knowledge about education systems in other European countries-expansion of the portfolio by digital materials, which are so required todayOne of the most important priorities of today's society is the preparation and development of human resources. An educated and professionally trained person is the basic source of success. In the age of the internet, anyone interested in new knowledge can get to several information sources

The partnership was created to link the public and private sectors aimed at promoting regional development. The engineering industry has been and still remains a core industry in the regions and therefore it is important to provide the employers with qualified staff. Nevertheless, this is only possible via intensive cooperation of companies and schools, and in particular by increasing of amount of practical training in the companies. The German dual system of vocational education can serve as a model, where students are prepared directly in companies. We achieved the following objectives by realization of the project:- to modernize the vocational education in partner schools via cooperation of the school and practice- to increase the interest in technical professions- to exchange the experience and develop possible proposals to reform of the education- to acquire new skills and knowledge from the country, where the dual system is implemented- to involve the key employers in the vocational education more and persuade them that coordinated education can bring more benefits- to enhance the cooperation between the partnership created by organizations that are responsible for vocational education and training, whit the main aim to connect the education with the requirements of practice- to strengthen the role of partnership between schools, companies and social partners by possible influencing of the network of vocational educationThe target group of the project were teaching staff and students of secondary vocational schools, directories of engineering companies in the regions (especially employees involved in the vocational training) and the representatives of the regional government, industry and professional associations involved in vocational education.The partnership consisted of organizations from three EU countries. On the one hand, it is Germany with its functioning dual system of education, on the other hand, Slovakia and Czech Republic are countries with ambitions to introduce dual system. We cooperated in the project with these partners: Vocational school Tremosnice (Czech republic), 1. Slovak engineering cluster and German partners Jenaer Bildungszentrum, respectively Internationaler Bund Bildungszentrum Jena.The project produced three intellectual outputs - training modules for engineering professions, proposals of regional cooperation networks and a model of career guidance in vocational education.Intellectual output O1 consists from 15 training modules in engineering.Intellectual output O3 includes a model of career guidance in vocational education. The partners prepared a model based on the needs of Slovak and Czech schools and on the experience of the German partner.The most extensive project output is the intellectual output O2, which focused on linking vocational training from the point of view of theory and practice. The results of the output are varied, the most important part was the mapping of cooperation between secondary vocational schools and employers.The project also included 4 transnational project meetings and 14-day mobility for 30 students from Slovak and Czech schools at the German partner.The project partners that the results of the project will also contribute to the modernization of vocational training in the participating regions of the Czech Republic and Slovakia. The strategic partnership and international co-operation will work even after the end of the common project. All project outputs will be used in the next process. Within the established regional networks in vocational education, we expect the contribution of employers, especially in the area of recruiting students, organizing excursions or competitions for the interested in technical professions.All outputs have been made available to other schools and employers, school management and 1. SSK management are responsible for managing it. Schools will continue to organize researches between employers and social partners as well as analysis of the applicability of graduates in order to maintain the best connection between theory and practice needs.The sustainability of the project will also be supported by the new law on vocational education, which defines dual education as one of its aims and duties. Schools and employers in Slovakia will be motivated to implement this system. All participating schools will be able to benefit from the experience gained.

The project European partnership in professional education had been prepared by the partnership consisting of 9 organizations and 8 European countries (Slovakia, the Czech Republic, Croatia, Germany, Hungary, Norway, Spain, Romania). The partnership was created by vocational secondary schools as well as by an interest group of employers, for which the schools prepare their future employees. It was created for the purpose to connect the private and public sector focused on the support of regional development. The aim of the project was to approach the education to the concept of dual education where students are prepared directly for the companies.The target groups of the project were pedagogical staff and students of vocational secondary schools as well as the management of local companies and mainly employees dealing with professional preparation, then the institutions participating in professional education and preparation as well as deputies of local governments, interbranch and professional organizations dealing with professional education.Within the project we prepared 5 types of intellectual outputs:O1 Qualification framework and competenciesThe output consists of characteristic of national qualification frameworks of partner countries and proposal of tools for evaluation the quality in professional education. It also includes profiles of chosen professions with the list of knowledge, skills and competencies.O2 Model of connection of professional education at school and in practiceThe output comprises the proposal of the model of the professional education and preparation centre, the proposals of professional skills competitions, the proposal of education of pedagogical staff while working for their employers and the model of compulsory practice of elementary school pupils for their employers.O3 the units of teaching ECVET with application on mobilityWe created the ECVET units and educational outputs for certain professions as well as the ECVET guide book with an evaluation system and documentation.O4 The reference book with excercises, tests and dictionaries of professional termsWe created the brochures with excercises, tasks and tests for certain professions, complemented by multilingual dictionary of professional terms.O5 The model of work with marginalised communitiesIt is a methodical material for employees working with marginalised communities and pupils/young people with special educational needs.The outputs of the project were formed by international work teams and were examined in participating schools.Through the realization of the project, the partners acquired essential conditions for modernization of education, especially by know how experience and outputs of the project. The outputs were provided for some other schools and organisations in local communities. Workshops and researches will be implemented and the schools will cooperate with local community in implementation of activities. The outputs and impact of the project on education, together with experience of teachers, can be an impulse for the development of similar activities also in other schools in a region as well as in Slovakia. Many partners continue in cooperation in the frame of further project.

<< Objectives >>The aim of the partnership is to improve behaviour of the participants towards socially responsible behaviour, responsible consumption and the protection of environment. We motivate students and teachers to participate more in the local community and to help vulnerable people. We also support critical thinking of students,in their relation to learning and to their own behaviour. We want to to support modern forms of education based on cooperation and learning by their own activity<< Implementation >>Students are going to implement local activities and prepare outputs. The high spot of each phase is a meeting, where students can confirm and finish their outputs and organise common activities. In the first phase, we focus on the protection of environment, the second on the preservation of regional heritage. The third focus on the human rights and inclusion. We cooperate intensively with external experts and local community, for which many beneficial activities are planned to be implemented.<< Results >>We prepare a guidebook about ecotrips in region, a tutorial of healthy lifestyle as well as bio-diet. Headed by teachers, the students will prepare ideas for upcycling, tutorial about Ecological Christmas, the intention for circulating and shared economics and to propose activities of socially responsible company. We are expecting the improvement of professional, organisational and interpersonal competencies of participants as well as better involvement of the young in local community.

"The project is based on previous cooperation with both partners. All involved organisations teach mechanical engineering students with a focus on technical documentation in SolidWORKS and programming CNC machines with various control systems. We agreed on its content during the last two months of 2019.Project objectives:•modernize vocational education in the partner schools by linking schools,•exchange experiences and bring interconnection of educational systems of partner schools,•exchange information, knowledge between representatives of different education systems and allow their transfer to their educational programs,•enable teachers and pupils to participate in mobilities and to get to know another CNC programming control system,•proposals for innovation in education,•increase the quality of education in technical documentation and CNC machining in engineering and give it EU dimension,•create common educational materials also available online,•deepen cooperation between partner organisations that are responsible for vocational education and training of graduates for the labour market so that the training meets its requirements.Our school is the coordinator. Each partner will have a project manager, a financial manager, and an assistant. 20 pupils from each school will participate in e-learning in the field of technical documentation and programming. At the end of the project, the top four of each state will participate in two five-day mobilities (in other states) to verify the project outputs. These are pupils of disciplines that are focused on this field, a total of 36 pupils. Activities and results:IO1:Each school will create 4 units of learning outcomes that will be based on the respective National Qualifications Framework. The units will be translated into English and stored on Moodle. They will be checked and discussed at the 2nd partner meeting in February 2021.IO2:Each school will create 5 examples of each unit to create SolidWORKS, 20 in total. These will contain not only the assignment but also the solution procedure. For each exercise, teachers prepare at least 20 terms for the planned vocabulary. The exercises will be translated into English and put on Moodle.IO3:Each school will create a program in their ""own"" software for each of its 20 exercises. These programs will also be converted to Moodle. Pupils will use local software because they do not have software from another country. They will see the solution only in their own software, thus 20. Another 40 programs will be created because the solution will be in foreign software. This will be finished in April 2022.IO4:We will create an e-learning with all units of learning outcomes, entering drawings and their solutions. All programs in individual software will also be placed in this environment. The environment will be in English. IO5:A dictionary will be created that will allow translation of basic terminology in four languages. Thanks to the Excel alphabetical application it enables sorting by individual languages.Impact and longer-term benefits:•deepening of international cooperation, new impulses for further cooperation,•the possibility of introducing exchanges for pupils in unifying the content of education,•deeper cooperation in implementing the ECVET system in engineering professions,•improvement of expertise, skills, and experience of project participants,•acquaintance with modern elements in the field of methodology and didactics of vocational training,•availability of project outputs for other schools in Europe,•extending existing knowledge about education systems in other European countries.The added value of transnational mobilities from the perspective of participants:•existing qualifications will deepen, and pupils acquire new key competences, new technologies and know-how,• a certificate of completing an internship abroad and Europass-mobility will increase the chances of pupils with potential employers in the EU,•use of information and communication technologies, distance learning,•preparation and development of human resources."