According to the European Pillar of Social Rights, everyone has the right to quality and inclusive education, training and lifelong learning to maintain and acquire the skills that will enable him to fully participate in the life of the society and successfully manage the changes in the labor market. Everybody, even a high school graduate, should have a wide range of skills and competences and develop them throughout their lives.The project supports the acquisition of basic skills and wider competence development by enriching academic education with art. Motivation and engagement will be enhanced by active learning methods. The development of competencies will be supported by the use of scientific methods in science, technology, engineering, art and mathematics, STEAM.The project is implemented within the framework of transnational cooperation of Slovak, Czech and Italian schools. The target group is secondary school pupils and teachers. Out of 100 pupils, 54 direct participants will take part on educational activities, others will participate in other project activities. Another target group is science and social science teachers, including 24 teachers directly involved in activities, and 30 teachers using best practices.The development of pupils' competences in secondary education will be achieved through three educational activities that will be implemented as a multidisciplinary blocks, such as Pigments 1, Pigments 2, Pigments 3. Each block is made of two modules focused on Pigments and Dyes for Textiles, Pigments in Coatings and Paints, Pigments in Cosmetics and Pharmaceutical Products, Food Dyes, Pigments on Canvas and Wood Pigments in the manufacture of glass and ceramics.Pupils as direct participants in educational activities and members of the organizational team will acquire the competences necessary for their future social and professional life. These are linguistic competences, mathematical competence and competence in science, technology and engineering, digital competence, personal, social and educational competence, competence in cultural awareness and expression. They gain the ability to think and find innovative solutions. The knowledge and experience of the pupils involved in project will be transferred using peer-to-peer learning and collaborative learning to other school pupils in the same year of study especially in these subjects: English language, chemistry and applied chemistry and technology, biology (toxicology), mathematics, chemical laboratory exercises, economics.The STEAM teachers' experience will be transformed into methodological sheets that will give teachers guidance on how to apply the method in preparing their own lessons. Methodological sheets can be used as a whole, or only its parts can be used, namely in science subjects, in vocational schools as well as in vocational subjects, in extraculricular activities. Teachers who have not yet applied the STEAM method or are a beginner in its application, will gain greater confidence in its application. Teachers will share their experience with teachers of the same subject group, teachers of other subjects within the school. Active teachers can continue in the role of multiplier on regional level methodological meetings. Within the project the online workshops of engaged teachers will be organised. They will serve as a forum for exchanging best practice.Joint project activities will also create a platform for networking of schools that are focused on the same learning methods. Within the project due to the networking the assumption for long-term and successful partnership and increasing the volume of international school cooperation with different focus in the name of European philosophy to connect different groups of people will be created.

The project is the reaction to the necessity of development students´ key competences via active learning. It provides an exchange of good practices in the field of experience-based learning and cooperative learning. The contents of the project was devoted to the topics of 1) culture and arts, 2) environment with activities focused on pollution of water sources in the Central Europe, mainly rivers flowing thorough the town where the school is situated, it means Danube, Moravia, Elbe, Chrudimka, 2) business learning connected with application of mathematics and digital skills, 4) sports like a tool to strengthening of fellowship and fair play. The target group were students of secondary vocational schools. From the total number of 200 students, 101 were direct participants of activities performed by means of Olympic Games. The rest took part in the further project activities as organisational team or audience. Within the project four international meetings were be organised. They lasted 2 days (3 days with travel day) and they were held like European Olympic Games in disciplines due to the main project topics like a triathlon. Within a CULTURAL OLYMPIC GAMES triathlon was organised in disciplines e-quiz Know the famous art work, food art and artistic representation of historical event or famous personality. We created project logo and used it on T-shirts. ENVIRONMENTAL OLYMPIC GAMES were organised like triathlon in water analysis, geocaching and recycling. BUSINESS OLYMPIC GAMES were held like triathlon in the e-quiz about brands, branding, slogans and logos; trading game and creating an advertising campaign and Pitching. SPORT OLYMPIC GAMES took place like triathlon in floorball with limitations, badminton in regional costumes, relay race in masks. We donated the project shirts and collected shirts to socially excluded citizens, each partner school in their local environment. The next target group were teachers of academic subjects, professional chemical, fire protecting, economic subjects and also subjects focused on services, of f them 20 teachers directly took part in these activities, 16 teachers were part of organisational team and 25 other teachers are using good practice procedures. Within the project, the workshops of 34 engaged teachers were organised in Bratislava and Vienna. They served like a field for the exchange of good practices and experiences, evaluation of targets and impact of the project, assessment of utilization the project budget and dissemination of results. The students gained the key competencies via performance of project activities which will enable him/her to utilize educational the whole life educational options, to develop his/her personality whole life, to gain competencies in order to adapt with different social and working situations, to work in teams, to learn to be an active solver of life situations, to learn to decide independently. To live and work with various people, to solve conflicts with respect to of plural values, mutual understanding, tolerance and peace, to respect and tolerate differences of other people, to cooperate with them, not to dominate other people, to behave to others with responsibility, to be authentic personality what he/she wants and this personality manages his/her own life, to be individual, to find the sense of the life, own happiness and identity. They will enable to have ability of self-reflection, autoregulation of behaviour, critical thinking and personal responsibility. The partnership developed school cooperation from cities that are situated near some of the European rivers. The objective was to build the partnership among school, which have the different studying fields, mainly chemistry, business and services. The project offers the platform for exchange of good practices and experiences. Thanks to school network we can share experiences from the innovative teaching methods. Within the project due to the networking, the assumption for long-term and successful partnership and increasing the volume of international school cooperation with different focus in the name of European philosophy to connect different groups of people was created.

The 21 st century is characterized by dynamic changes in society. Education on schools involved in project must respond to these changes. Emphasis is placed on acquiring key competencies. The project deals with poor results in mathematics and natural sciences using an effective, active learning based method. It supports the acquisition of key competences by means of simulation based learning. It responds to the growing interest of teachers in methods that imitate real-word activities. Even pupils need to acquire competencies in a way that approaches real world.The development of relevant and high-quality skills and competencies of pupils in secondary education will be achieved via four learning activities arranged as a simulation of a criminal case investigation. Students that take part in learning activities, in the simulation of a criminal case and also the members of an organisation committee will acquire the competencies necessary for future social and professional life. These are mathematical competences and competences in the field of science and technology, digital competences and competences to learn and social competences.The target group are students of secondary vocational schools in four countries, Slovakia, Czech republic, Hungary and Italy. From the total number of 184 students, it will be 64 direct participants of activities performed by means of investigation team simulation. The rest will take part in the next project activities.The next target group are teachers of science related subjects approximately 24 teachers who will directly take part in these activities and 20 teachers using good practice procedures.Teachers who have not applied or have a little experience with simulation methods will acquire self-confidence when applying them. They will share their experience with teachers of the same subject group, teachers of other subjects within the school. Active teachers can continue in the role of multiplier on regional level methodological meetings.Experiences based on the application of simulation methods will be transferred to methodological materials that provide teachers with instructions on applying this method when preparing their own lessons. Methodological materials (sheets) can be used in the frame of science related subjects, vocational subjects, school science clubs and environmental courses.Within the project the online workshops of engaged teachers will be organised. They will serve like a field for the exchange of good practices and experiences, evaluation of targets and impact of the project, assessment of utilization the project budget and dissemination of results. The partnership will develop the cooperation of schools that are members of professional network CEDCHEM Network and did not participate on key action 2 Strategic partnership project yet with the exception of SPSCH Pardubice. The project offers the platform for exchange of good practices and experiences. Thanks to school network we can share experiences from the innovative teaching methods. Within the project due to the networking the assumption for long-term and successful partnership and increasing the volume of international school cooperation with different focus in the name of European philosophy to connect different groups of people will be created.

“Partnership for ECVET” (PECVET) was from the beginning a two year project that was extended for 38 months because of COVID-19 pandemic. Even with these challenges partners reached it’s main objectives and more. Till the end of the project we saw the importance of unified ways of ensuring VET learners training quality and transparency of their gained skills. the European Credit System for Vocational Education and Training (ECVET) principles that connect with the National Qualification Framework (NQF) and the European Qualification Framework (EQF) is still and will be valid and one of the best tools in practice and to use it within all European VET organisations. Developed PECVET tools contribute to the goal greatly. We have made analysis, prepared guide, templates, forms, database for VET organisations who are preparing students for chemistry, cosmetics, mechanics, gastronomy and health care/ pharmacy. Those tools are applicable for any study area. One of the biggest impacts was developed database of unit of learning outcomes (ULOs). In there we have succeeded to include even passed Erasmus+ projects’ (EREIVET, Using ECVET for Agricultural program) created ULOs as well. In total teachers can find more than 120 (including for firefighting, agriculture, electrician, social care, business administration). Beyond the project we will still invite others to share to expand this database. Project results impacted greatly our target groups: -At least 6 VET schools and providers which improved VET learners education procedures-42 VET teachers who took part in the 3 trainings off/online and became experts on ECVET principles-More than 6 VET learners took part in exchange practicing the tools-More than 12 social partners were reached for work with ECVET tools-More than 8 new concrete partnerships were created for VET learners mobilities using PECVET tools-Various target groups and stakeholders were reached through dissemination activities (almost 36 000 participants through on/offline and other channels) Partners have created these tools for VET teachers and providers across the EU:-Report revealing the situation of ECVET integration in VET education in Czech Republic, Slovakia, Germany, Norway, Cyprus and Italy. It also provides the base for VET teachers to understand -Portfolio of LOs and ULOs containing on-line database of LOs and ULOs that is open with many examples-Manual on how to create ULOs-Implemented training course resulted in creating Mobility manual – a guide helping to make the mobility project management smoothly going and problem-free-Methodological guide which helps VET schools to identify and use appropriate methodology and created tools to test and implement ULOs in work-based learning environmentTwo multiplier events (off and online) reached various stakeholders who enriched our discussion and project outcomes.Even if there are current changes of ECVET system at the European level, we see from our partners and other colleagues around Europe that ECVET tools will continue be relevant and best way to ensure quality of VET learners education and transparency of their gained skills. We see potential in micro credentials for credit system solution and possible continuation area to work on. Further project ideas were already discussed and concrete plans are set for new partnerships within VET learners mobilities where ECVET tools will be used.

<< Background >>Chemistry is one of the fundamental part of the science subjects taught at secondary schools of general as well as vocational specialization. This subject is taught almost at all secondary schools in Slovakia, Czech Republic and Serbia. The scope of chemistry subjects depend on type of secondary school. It is taught in all classes at gymnasium, but in significantly lesser amount compared to secondary school specialized in chemistry. The practical demonstrations are considered as one of the most important and irreplaceable part in teaching to better understand simple chemical experiments. These give students the opportunity to better understand the chemical process or the subject being taught. That is why practical demonstrations, experiments and laboratory exercises are the basic activity in chemistry teaching. However, in many secondary schools, these practical experiments are very limited or completely absent due to lack of laboratory facilities, expensive chemicals or restrictions in terms of safety and work with toxic substances. It resulted to a lack of understanding of the subject content by students and consequently small interest in studying chemistry at universities. From this reason, secondary school teachers have expressed their interest in audiovisual materials that could be used to improve full-time teaching by better presentation of individual exercises, or for distance learning.<< Objectives >>The aim of the ChemIQSoc project is to increase the interest of students in STEM subjects, including chemistry, as well as to popularize chemistry among students of gymnasia and secondary schools. It will be achieved by innovation and adaptation of subject content to current trends and the development in chemistry. Other goals of the project include increasing the competencies of secondary school teachers by improving their capabilities to explain current trends in various areas of chemistry in an interesting way. This will be achieved by the preparation of audiovisual materials that will allow demonstration of experiments for a better understanding of chemistry. The participation of chemistry teachers on training courses will help them to understand current trends in various fields of chemistry. The incorporation of prepared audiovisual materials into daily teaching activities will significantly help to innovate the way how chemistry is taught in secondary schools and gymnasia.<< Implementation >>In order to meet above-mentioned goals, the following activities will be implemented:Activity 1: will focus on the selection of specific practical experiments for which audiovisual materials will be created to reflect chemistry content in secondary schoolsActivity 2: within this activity detailed working procedures, photo documentation of the experiment, pdf instructions describing the procedure, required chemicals and a description of simple equipment to perform experiment in safe way performance of the experiment and audiovisual materials will be prepared for:- 4 experiments in organic and pharmaceutical chemistry- 4 experiments in inorganic chemistry- 2 experiments in classical analytical chemistry- 2 experiments in instrumental analytical chemistry- 4 interesting popularization experiments of general chemistryAs part of this activity, the quality of the prepared materials will be evaluated, and any comments will be implemented in the preparation of followed materials.Activity 3: will focus on the preparation of detailed working procedures, photo documentation of the experiment, pdf instructions describing the procedure, necessary chemicals and a description of simple equipment to perform experiment and audiovisual materials for 6 practical experiments in organic and pharmaceutical chemistry, inorganic chemistry and popularization experiments in general chemistry, 3 experiments from classical analytical chemistry, instrumental analytical chemistry, and 5 practical experiments from environmental chemistry.<< Results >>The ChemIQSoc project outputs will include detailed working procedures, photo documentation of the experiment, pdf manuals and audiovisual materials for- 10 practical experiments in organic and pharmaceutical chemistry- 10 practical experiments in inorganic chemistry- 5 practical experiments in classical analytical chemistry- 5 practical experiments in instrumental analytical chemistry- 5 practical experiments in environmental chemistry- 10 interesting popularization experiments of general chemistryThe other important output of the project will be- Text book for secondary school teachers with current and modern knowledge in chemistry- 3 organized teacher training courses