The” Erasmus project named “Sharing professional practices” involves 2 high schools: Victor Hugo High School in Carpentras (France) and Lluis Simarro Institut in Xàtiva (Spain). Opening up is a key for these two high schools which have a strong experience in Erasmus projects. They can share their skills. They have now close relationships and they have signed an agreement with matching purposes. Thanks to the K 102 Eramus project (2017) 2 teachers (professional practices and Spanish) have created a Etwinning project named “VENDEMELO” (Sell it to me). This Etwinning project have matched French students from the European Spanish class in Reception Service Baccalauréat Professionnel with Spanish students from a Management and Administration Baccalaureat Professionnel class. They have created a Padlet wall to know each other. This new project involves all the students of the two classes. They are between 16 and 18 years old and have a humble social background. They are little or not motivated and need studies that make sense. This project is running on 2 years; it is about selling goods or services and gives the opportunity to analyse the Spanish and French companies, to work on language skills of French students and to move from theory to practice. This project is in 4 parts: From September 2019 to January 2020: the students will start their virtual company up. Working ahead of the first journey and on Twinspace will show the management skills of the Spanish students (specification, tendering process for an item or a service, mail, interview report…) and the skills in reception and selling of the French students (quotes, offering, commercial letters, phone calls…) In February 2020: the Spanish stay will focus on reception and selling skills. During the school exchanges, the Spanish students will be responsible for the French students while visiting the high school, the town and the companies. During the first stay, the French students will present their quotes in a one to one activity. Then they will analyse their work and visit some companies settled in France and in Spain. They will work on the companies’ chart and write short descriptions for each company. From March 2020 to January 2021: when they are back from Spain, the students will create on Twinspace a photo book with photos and information on various visits (cultural places, companies….). About the fictitious company, the students will keep on sharing by mail and phone. In February 2021: during the stay in France, we will focus on Management and Administration. After analysing we will compare the companies. The visit of the town will be prepared by the European section students and they will present this subject for the European oral diploma. From March to May 2021: the students will present the administration services and companies on Twinspace and they will send letters to thank all the high schools, the town halls, the administration services and the companies committed. Motivating the students while creating long-term relationships is the main objective. In terms of language, this school exchange will allow them to be more fluent in Spanish or French.

<< Objectives >>The aim of EU Ideathon for sustanaible entrepreneurship in VET is to guide VET students in moving towards a conscious to create new bussines models oriented to sustanailbe development in order to increase their awareness in circular economy and sustanaible entrepreneurship using IDEATHONS and Artificial Inteligence like motivating tools.It will allow to qualificate the future workforce on how to create sustanaible bussiness models to be aware and p<< Implementation >>Dureing the project the partnership will implement 3 activities:Development of a training package for sustanaible entrepreneursip like a tool for VET teachers to equip the VET students with the necesary skills in green entrepreneursip and circular economy to create new sustainable bussiness models.Oraganizing an Ideathon with VET students that will allow them to create and grow their bussiness ideasDevelopment of a guide on how to use Artificial intelligence for sustanaible entrepreneurship<< Results >>The project will provide VET teachers and trainers with:Appropriate, reliable and motivating training materials to promote among their students a more aware understanding greeen bussines models, ideathons and artificial ingeligence in order to promote sustanaible bussiness models Resources for motivating and encouraging students to pursue learning sustainable valuesInternationalization of the VET schools and institutions activities by sharing good practices to create sustainable partnership

"The project ""Sharing our Cultural Heritage to improve school performance"" is based on the exchange of good practices between two schools that will share the Cultural Heritage of two countries through the integration of the arts in the syllabus of the different subjects taught in the school.The main objectives of the project will be the following ones:1.- To share the artistic-musical heritage in the two countries of the project.2.- To improve the academic performance of the students participating in the project.To achieve these objectives, a temporary organization has been foreseen through four biannual phases focused on four significant festivities/topics dealing with the art and culture of each of the participating territories:1st Phase: Las Fallas in Valencian Region.2nd Phase: Songs, poems and stories to depict the 20th Century.3rd Phase: Valencian Region Day (October the 9th)4th Phase: Art treasures from East Frisia and Valencia.As far as the participants are concerned, the students of Year 11 and A-level of both schools will be involved, both in the STLA (short-term learning activity) and in the long-term learning activities. These activities will involve 36 students from each school and 4 more in the long-term mobility. In addition, the participation of the teaching staff in the training activities is also foreseen. In particular, twelve teachers will be involved in each school. Both the students and the teaching staff participating in the activities mentioned above will have been previously selected according to objective and public criteria that are contemplated in the corresponding sections of this project.Each semester will begin with a teacher training activity focused on new teaching-learning methodologies (CLIL, PBL, STEAM, Europeana). Three teams of two teachers per school will work in this activity and will outline three Didactic Units that will integrate the cultural heritage of each country in the curriculum of the subjects concerned. These didactic units will be a guide for the biannual work in the two schools, with the realization of joint activities through the eTwinning platform. This semi-annual work will culminate with a STLA where the students representing both schools will share and evaluate the work done and will also participate in a final artistic representation.As for the expected results, there will be a repository of 12 Didactic Units of different subjects in which the cultural heritage and the arts of both countries will have been integrated into the school syllabus of the different subjects. There will also be four artistic performances in each of the four planned STLA as well as a biannual Newsletter.Concerning the expected impact, it is clear in the students and teachers participating in the training and learning activities. But we must also bear in mind that the work will affect all students of Year 11 and A-level in both schools. This is because during each semester all the students will work with the didactic units, regardless who participates later in the activities planned at the end of the semester. It is also expected a direct impact on the didactic programming of the subjects involved in it because the new teaching-learning methodologies worked on will be integrated into them. On the other hand, it is also worth mentioning the impact on the entire educational community of the schools. From the town councils to different local artists, to the students’ families, they will all work together to achieve the objectives of this project.There will also be two long-term mobilities of the students with expected qualitative results very important for the four participating students. These students will improve their level of autonomy as well as self-esteem. A qualitative improvement is also expected in both schools regarding the recognition and validation of learning outcomes through the Europass dossier.With regard to the long-term benefits of the project, its continuity over time is guaranteed with the integration of the Didactic Units in the curriculum of the different subjects regardless of whether the project has finished its duration. It is also expected that the teachers involved in the training activities continue to apply in their classes the new teaching-learning methodologies experienced in it. It is expected that they will continue to expand the number and quality of Didactic Units made with these methodologies. Finally, it is intended that the participation of the school in Erasmus + projects will be maintained over time once the project ends. If this proposal is financed, it will be the starting point of the internationalization strategy that has been started and an attempt will be made to take advantage of the experience to continue working on this type of projects with other schools apart from the two schools which are represented here."

"CONTEXTThe Europe 2020 Strategy has defined among others, one key priority that is to raise ""Europe’s employment rate – more and better jobs, especially for women and young people"" so to achieve a benchmark of ""75% employment rate for women and men aged 20-35 by 2020– achieved by getting more people into work, especially women, the young and low-skilled people and migrants"".This important goal has important implication for 4 of the 5 benchmarks that have been set for the EU to achieve by the end of 2020 as employment; research and development; education; social inclusion and poverty reduction, is threatened by the economic crisis and the consequent loss of job opportunities that in many countries lead the unemployment rates to achieve ""record"" percentages starting from 48% Italy up to more than 53% Spain and 56% Portugal in just to quote three important examples. The use of Social media is widespread among youngsters, who use them to socialize and communicate. However VET students arenot aware of the risks connected to the use of social media. These risks may be particularly relevant for VET students who are searching a job and who may present aspects of them – on the social media – that are not appropriate from the point of view of the companies offering job positions. Social Media and Internet are now very often used by the companies for selecting in an effective way their future employees.NEEDSVET students need to know how to create and preserve his digital identity where they could keep on their competences, language knowledge, etc. to become an optimal candidate to be reincorporated in labour market in the most rapid an efficient way.The project will use Coaching interpairs like a non-formal methodology of shared learning and growth for teaching VET students how to reach a job using social media and ICT.AIMThe aim of the project is to promote employment for long term unemployed VET students, through an effective use of social media , ICT and through the training of 6 VET students in each participant country that will be called “digital coaches”ACTIVITIES-To Enlarge the Learning community. The Coordination Committee will facilitate and dinamize the cooperation of the actors in the learning community. -Coaching inter-pairs for employment training material-Workshops will VET teachers and VET trainers-Training the ""Digital coaches""-Workshops with personal recruitment managers of companies.-Coaches help desk-Conference about “Coaching for VET employment” CONSORTIUMThe project will involve 6 institutions of 5 different European countries. The partnership is composed by institutions with experience in training VET teachers, VET trainers and VET students and in the development of innovative projects for VET education.OUTCOMES""Coaching inter-pairs for employment"" training materials. The training materials will contain a collection of video lessons on how to create the digital identity using social media for finding a job in an effective way.1.The video lessons will address the following topics: how to create your European curriculum,the most demanded professional profiles, how to look for work using European employment portals,how to create personal professional profile, how to monitor and improve personal and professional profile, how to organize personal development plan, tools for creating, controlling, maintaining and improving your own reputation. For creating (select your name, social networks (pages on facebook, twitter, linkedin,foursquare, etc), blogs, youtube, flikr, slideshare etc., for controlling (google alerts, google analytics, Tweetreach, google inside, facebookinside, howsocialble, etc), for improve and maintain (tweetdeck, hootsuite ,etc.) The training materials will contain the videos and other attractive resources (online games, images, documents, links, interviews, etc). Each project partner will train at least 6 VET coaches and 20 VET teachers.2. Real life case scenarios learning objects. 3.The Video Gallery of Testimonials-Digital coaches website and social media pages-Coaches help desk. A mailbox and facebook on the homepage website will be created, where all interested VET students may consult their questions or make an appointment with the social online digital coaches.IMPACTPeople involved in the project.-60 VET teachers or VET trainers-240 VET students-36 digital coaches-30 professionals in the field of the recruitment of employees-30 enterprises-6 public bodies in charge of educationIn total the results of the project will arrive to 1300 persons.-VET teachers, VET trainers and directors of VET schools and VET training institutions.-Public and private VET training institutions-NGO-Local and Regional public authorities in charge of social and educational promotion policies-Trade unions"

"CONTENT Through the Europe 2020 strategy, the European Union plans to support young people better and to enable them to fully develop their talents to their own as well as to their economy's and society's benefit One of the main obstacles to the full achievement of this ambitious objective is the persistent high rate of youngsters leaving school before having completed their compulsory learning pathway and before having achieved a certification that guarantee to them to be competitive within the job market The rapid digital transformation of the economy means that almost all jobs now require some level of digital skills, as does participation in society at large. The collaborative economy is changing business models and is demanding different skill sets, and bringing challenges such as access in up skilling opportunities. Robotisation and artificial intelligence are replacing routine jobs, not only on the enterprises but in normal live. Access to services, ,is changing and requires that both users and providers be more and more skilled on ICT Education and training should equip everyone with a broad range of skills which opens doors to personal fulfilment and development, social inclusion, active citizenship and employment. These include ESTEAM (Equality, Science, Technology; Engineering, Arts and Math) and foreign languages, as well as transversal skills and key competences such as digital competences, entrepreneurship, critical thinking, problem solving learning to learn.. NEEDS The project partnerd identified 4 main NEEDS: -To grow transversal skills and key competences such as digital competences, entrepreneurship, critical thinking, problem solving learning to learn.. using ESTEAM concepts in i-VET Schools -To find new resources for motivating and encouraging students to pursue learning in ESTEAM-related fields promoting inclusion and bringing girls in to this traditionally mail-dominated fields thus promoting gender equality in I-VET schools -Support teachers with effective, structured and curriculum-relevant teaching solutions for equality, science, technology, engineering, arts and math (ESTEAM) -Better comprehension and knowledge of the most innovative and technical solutions available to be used for developing educational contents for motivating I-VET students and promoting personal fulfillment and development, social inclusion, active citizenship and employment -VET institutions need to internazionalize their activities and share good on ESTEAM AIM The AIM of ROBOTS project has been to enable I-VET students to understand ESTEAM challenging subjects, encourage them to develop transversal skills and key competences such as digital competences,innovation,critical thinking, problem solving learning to learn... Using ESTEAM concepts in i-VET School, I-VET students will grow their ideas, and make their own creations through playful learning experiences applying ESTEAM concepts, promoting gender equality,personal fulfilment and development, social inclusion, active citizenship and employment in the digital era using ROBOTS TARGET GROUP The TARGET GROUP of the project has been ESTEAM teachers and trainers I-VET and I-VET students( aged 15-18) PARTNERSHIP The project has involved 7 VET institutions of 5 different European countries. The partnership has been composed by some VET institutions with experience in the development of innovative projects for I-VET students and it has ensured the quality of the project results. OUTCOMES -TEACHER'S GUIDE -Project website The guide have been focused on using robots like an innovative tool to enhance students’ motivation towards the study of ESTEAM subjects, improve their basic and transversal skills, art design and promote gender equality -Learning community -Sort term join staff training in Italy ""building and programming using robotics methodology"" -Students training at national level ""National robot challenge: driving, dancing and avoiding obstacles"" -Blended mobility of VET students in Spain -Final International Dissemination Conference about ""Mobile robot devices and ESTEAM concepts in I-VET classrooms"" -Insertion of the project results into the European VET systems -Robot club in each participant country until the end of financial period and new international robot challenges using eTwining IMPACT -500 VET teachers or trainers -More than 1400 I-VET students -3 Public autorities in charge of educational or/and employment policies - 2350 Other stakeholders"