Through this project, two local communities, French and Hungarian, initiate a collaboration in sustainable development whose initial goal was to compile the pedagogical innovations related to the technological evolution of jobs in their respective regions and to evaluate the synergies in teaching, research and economic development in view of sharing the practices and methodologies in these fields in both of the territories. The exchanges that took place throughout the project allowed them to gather the most efficient ideas susceptible of evolving towards concrete accomplishments.In addition to two regional communities of Nîmes Métropole and the Department of Bàcs –Kiskun, the partners participating in this project are:-two senior high schools from each of these regions (Dhuoda Professional High School , Albert Camus General and Technical High School, Szeged Déri Miksa Professional Training School, Pilote SZTE Primary, Middle and High School),-two colleges and research institutes from each region (Nîmes Institute of Technology, Szeged University, Kecskemét Superior School),-two local associations working in informal educational activities for a large public and more specifically young generations (European House, Europe Direct Center of Nîmes, Natura Hungaria Foundation, Nîmes Métropole is in charge of the global coordination of the project.One of the expected results is to set up in each region a permanent network bringing together different participants in order to propose new training opportunities and development of technological innovations for the young.The main activities included:-the 4 transnational meeting (two in Nîmes and two in Hungary) after bringing together all the partners and developing exchanges in order to determine each one’s expectations and needs as well as to confront the various concepts and approaches.-the learning activities: 2 exchange sessions between senior high school teachers specifically oriented on teaching practices and the particularities of the French and Hungarian teaching systems.The main achievements of the project are:-an initial inventory of the initiatives developed by the partners in matters of sustainable development,-a review of research capacities in sustainable development in higher education institutions in order to identify future potential research collaboration,-the organization of a seminar of exchanges and reflection on the theme of innovation and innovative practices.-the organization of a public consultation in Nîmes on the theme of “Sustainable Development - New Jobs, New Skills”,-the organization in Hungary of awareness sessions concerning the issues of sustainable development.The final aim is to produce a guide of innovative practices in the context of sustainable development. This trilingual document (French, Hungarian, English) contains 27 files showing the most significant practices in matters of sustainable development and is available online on the sites of the participating institutions.Lastly, bilateral collaborations between the French and Hungarian partner schools begun with this project will be continued in the future.

"In the last ten years, the industrial world- which has been influenced by automation, has developed into the so-called ‘‘Internet of Things‘‘ (Industry 4.0). It's about networking products, logistics and customers. ""The production of the future is intelligent, changeable, efficient and sustainable. Digital networking improves cooperation, coordination and transparency. (https://www.intrexx.com/de/industrie-vier-null#die-vernetzte-produktion).The complexity of this new technology should be made tangible in all its particulars to all European (college) students in a project entitled ""Networkline Europe 4.0 - Everyone Everywhere at Any Time"". With regard to the technical aspects of the project, a networked production line called EUROPA is being developed, which will simulate a cross-linked manufacturing process with two working stations: a 3D printer and a chip sorting machine. For this purpose the chip-sorting machine from our Comenius project from 2008-10 will be updated to the industry 4.0 standard. For that reason, the chips will contain network components (e.g. RFID – technology or NFC chip - technology), so that data exchange is possible. The aim is to network and to program the components in such a way that the chips can be ordered with a mouse click on a project shop-website developed by the students. The chips can be custom-made in 1 of 3 or 4 colours, in any size and engraved with a logo designed by our students.The exact order of events is as follows: By a mouse click or by a touch of the smartphone, a chip can be ordered that is individually designed in terms of colour, logo and size. The order then causes a signal to be sent to a 3D printer which, based on the information received, prints a chip (e.g. an engraved or an elevated red chip.) As soon as the chip parts have been printed, a signal is sent to a robotic arm which upgrades the chip with RFID or NFC chip technology and joins the upper and lower halves. A further arm which is able to read data, sends the chip to the chip-sorting machine. Simultaneously a signal is sent to the packaging centre in Iceland, which produces the corresponding packaging (3D or made out of wood) based on the individual chip size and colour. The chip is then transported to the storage trolley and then to the packaging centre thanks to another conveying system.As certain elements of the process cannot be transported (e.g. the packaging centre in Iceland) due to airline security regulations, the entire process will be shown via live stream at the final presentation so that the process can be visualised in its entirety.With regard to the creative aspects of the project, the learners/students from our design department will be responsible for all corporate design elements, including the logo, flyers, banner and website design, the order page and the online learning platform (similarly ot padlet.com).The latter will be made available for all participants and anyone in Europe who is interested. This is intended to provide every interested person to explore and acquire in an interactive way the advantages and disadvantages that the Industry 4.0 has to offer our society in the future.The project as a whole is characterised by the fact that we have chosen a very current and controversial topic, which will be challenging for both teachers and students. This is a technical revolution, an internet revolution, that could be the future for humanity.The complexity of the problems associated with Industry 4.0 should be made tangible for European students. It should provide the students with a basic knowledge of the subject and elicit an interest to get more actively involved. This is a good way of stimulating debate on this issue, so that any possible negative consequences arising from this issue can be reduced or even avoided, such as the threat of unemployment due to this technology and such consequences as depression and mental health issues resulting thereof.The English-language website should also include a European educational mission, by illustrating (in English and online) the ethical problems and the different stages of development within the different European countries participating in the project. The website and the learning platform will be used to provide information about the project.Furthermore, the networked manufacturer ,Europaline, together with the order page, with the chip-sorting machine and the 3D printer, will continue to be used by the school in order to prepare in school for any future professional requirements."

"In the course of the ""MINT Kits for Kids"" project secondary schools from Hungary, Bulgaria, Italy, Poland and Germany developed learning units for partner primary schools. In the field of Mathematics, ICT, Natural Sciences and Technology there is a lack of available talent among the young people in the European Union. So our idea was to foster learning in MINT subjects at primary schools by making scientific and technological learning media available to young children. Together we developed integrated learning units consisting of mechanical and electrical devices or software and exercises together with a teaching plan for the teachers.The Bulgarian partner developed a 'Fun-Math-Kit', a mathematical puzzle.The Hungarian school produced an 'Electromagnetic Kit', explaining electro magnetism to primary school students.The Italian school worked on a 'Robot Kit for Geometry', and the German school developed a 'Light Reflection Kit' and a 'Robot Arm Kit'.Throughout the project the kits were developed within the normal lessons as well as during longer project phases, during meetings and one-week-learning activities. All schools brought in different qualifications and competences with which they helped the other partners sharing best practice from all countries.In a final presentation in Germany all kits were presented by the students of the primary and the secondary schools together. A circuit with stops for each kit was installed in the auditorium so that a wider public could watch the kids working with the kits."