"European youth aged 15-24, while searching for identity and culture in their societies, are the most vulnerable in understanding the full potential of EU citizenship and its various dimensions. This being said, education has always played a significant role in cultivating identity and culture in young minds. That is why education, towards a common goal of a better understanding of EU citizenship, is essential. The European Union gives great importance to young people’s learning and appropriation of their own cultures and the common culture of Europe, in effect allowing the youth to acquire cultural awareness which will carry them to the future, as well as gain contemporary skills to become the architects of their own lives. However, among EU countries, there are different approaches to EU citizenship education in school curriculums and education systems in general (Eurydice, 2017). Unfortunately, in some countries their teachings are simply insufficient. This situation raises the need to expand the framework of citizenship education and its dimensions among EU member country school education systems .This project will train to implement EU citizenship education into the curriculum of the students from the project partner countries (TR, PL, LT). The target students are aged 14-18. This project will deliver a Training Module 4 important elements: 1. Purpose; 2. Content; 3. Learning Teaching Processes; and 4. Evaluation - defined as the ""EU CITIZENSHIP EDUCATION PROGRAM"". By implementing a joint education program with the schools in our project, we aim to provide EU citizenship education, to adopt EU values, to raise awareness of European common culture and to have a European identity among young students. In order to achieve the EU's goal of creating an integrated Europe, it is important that EU citizenship competencies, EU values and European common cultural awareness are given to young European individuals in a holistic approach. In this sense, our project ensures that students will be supported in school within the teacher-parent triangle, with in-school and out-of-school activities, communication, cooperation, interaction with their European peers, and take responsibility together. In this context, we aim to achieve and impart three Intellectual Outputs by the end of the project’s program implementation.European Citizenship Common Education Program for Integrated Europe’s Intellectual Outputs:* European Youth and Culture Club (IO1)EYCC will be established by and with partner schools. EYCC Management Units, Activity Contents, and Working Schedule will be prepared by the participating students of partner schools using peer-mediated teaching, brainstorming, and collaborative teaching methods. EYCCs will raise students’ awareness about European citizenship through (inter)active events and activities. By joining the club, students’ planning, preparing, organizing, and participation skills will improve. Students will gain awareness of civic participation with the help of partner NGOs and other institutions involved in club activities. * Mobile Application (IO2)A free and accessible iOS- and Android-compatible mobile application will be created. App users can access significant content and information about artistic and cultural items in Europe. The app will enable young European users to communicate and interact with each other. The contents of the mobile application will be created by the young students using the peer-mediated teaching, brainstorming, and collaborative teaching methods. Through the project, the mobile application will reach many European young users and contribute to a common understanding of European citizenship among young people.* EU Citizenship Training Module (IO3)A joint education program for EU citizenship will be implemented among partner schools. The implementation aims to systematically provide EU citizenship competencies to European young people. The program will be created by school teachers and will be piloted for 8 months in partner schools. The weaknesses and strengths of the pilot implementation will be assessed through ISCTE-IUL's evaluation activities.It is important that teachers be trained about EU citizenship for them to incorporate their learnings into their class syllabuses and teaching materials, and eventually, better educate the youth towards European common values. After the trainings and with the finalized EU Citizenship Training Module, we aim to improve existing teaching modules/materials as well as train participating teachers about:- Social Citizenship in Sociology, Psychology, Philosophy classes; - Economic Citizenship in Mathematics and Derivative courses;- Digital Citizenship in the Informatics and Technology lessons;- Democratic Citizenship in the History and Democracy lessons; and- Cultural Citizenship in Language, Literature, Painting, Music, Physical Education lessons."

<< Background >>A number of studies and EU reports have highlighted the need for Science, Technology, Engineering, and Mathematics (STEM) professionals in near future for sustainable growth and development. However, despite the need for STEM jobs, the reports and studies also indicated that the young learners do not want to pursue a career in STEM fields. Similarly, in the mentioned reports and research, we are facing global issues which are connected to the lack of STEM specialists. The global issues such as pollution and climate change that we have to face are complex problems, and the solution of these problems needs interdisciplinary knowledge and skills.Developing and increasing an understanding and taking action against the environmental problems and climate change are more needed than reading them from the textbooks. The students know that we should save our planet and that climate change is a vital problem for our world, but almost all of them do nothing to reduce their carbon footprint. Thus, the main aim of this project is to develop STEM-related skills and competencies for our children through STEM activities-inspired environments. In line with the aim of the project, our partnership is focused on developing students' skills and academic success in STEM disciplines while enabling them to create STEM solutions for environmental issues and to fight against climate change. As emphasised in the programme guide and the European Green Deal Communication, our schools have a key role for a successful transition to become climate-neutral by 2050. The project is also focused on developing our students' skills and awareness of environmental sustainability through designed STEM activities. Thanks to this project not only our students, but also the whole school community including parents will be aware of how individual consumption, habits, and lifestyle affects the environment and climate change. European Commission aims to strengthen “basic skills” and “key competencies” in EU member states for sustainable development and educational growth. In line with this strategy, regardless of the background and abilities of the children, we aim to improve our children’s “basic skills” as literacy, numeracy, science, and technology and “key competencies” such as knowledge, skills, and attitudes that will help learners to find personal fulfillment and, later in life, find work and take part in society. The project is not only aimed to develop key competencies, but also 21st-century skills, such as critical thinking, cooperation, communication, creativity, adaptability, and media literacy, which are vital for individuals.The problems such as climate change, pollution, poverty, epidemic diseases that have arisen in the 21st century are becoming increasingly complex. Therefore, these complex problems can be solved by individuals with 21st-century skills and interdisciplinary thinking. As a result, with this project, we aim for our students to have the competence to solve these complex problems.<< Objectives >>In recent years, STEM education as an educational approach has come dramatically to the forefront in many countries, as in the EU. Apart from meeting the increasing need for engineers and scientists for economical growth, the STEM education approach offers important opportunities for educators and learners. One of the opportunities is to develop STEM activities by using environmental issues and climate change in real-world settings. STEM education can help students to develop their key competencies, systems-oriented thinking skills as well as empathy towards environmental problems in these learning environments. Students can collect data through observations in a natural environment and analyse it to identify problems and research the solutions for the problems through engineering design. Moreover, they can develop solutions and test them, and share the solutions with their peers as well. According to the needs analysis we conducted in our schools, our science and mathematics teachers think that our students' level of success in this field is insufficient. Supporting this, our students’ results of local and national exams of science and mathematics are lower compared to other subjects. In addition, they do not enjoy learning from a textbook inside the school walls, so we should carry out the learning activities outside of the school walls. For this reason, we believe that STEAM education can be a solution to make science and mathematics lessons more meaningful, enjoyable for our students and improve students' achievement in this field. Also, developing environment-inspired STEM activities can support green initiatives and a sustainable future in general, positively. In this context, the main aim of this project is to develop STEM-related skills and competencies for our children through STEM activities-inspired environment. In line with the main of the project, specific objectives of the project are following: Students;-improving attitudes and interest STEM disciplines and STEM career -raising awareness and pursue taking action against environmental problems and climate change (“take the future in your hands”)-developing key competencies and transversal skills through STEM application (megatrends of the world today)-improving and expanding their understanding of STEM.- increasing STEM literacy, supporting lifelong interest and participation in STEM -improving communication skills while working in an international team (development of sustainable cross-border cooperation.)Teachers- educational leaders:-developing professional skills to practice new learning approaches in order to facilitate an innovative learning approach in their lessons (future skills)-exploring formative students' assessment methods for STEM education outcomes-developing communication skills in a foreign language while exchanging good practices-improving organisational skills by implementing seminars, dissemination and LTTA’sParents-İncreasing awareness of environmental issues and climate change-Reducing carbon footprints at least -Contributing recycling at their home and work<< Implementation >>-The STEM Education activities which are designed in an environmental context: We will apply STEM activities not only in our classroom but also we will apply the activities in an out-of-school context. Environmental issues and climate change will be used as a common theme for our activities. Thus, while students are learning, they will develop knowledge and awareness about environmental issues and climate change. The students who participated in developed activities will work in a team and develop solutions for environmental problems. They will work as scientists and engineers to understand the problem and develop solutions for the problem in a real-life context. Environmental issues such as climate change, biodiversity loss, pollution, and resource waste, as well as climate change, can not only be solved by interactions of a part of our society. Therefore we will involve parents and NGOs in part of the activities of the project. Participating in these activities will develop our students' key competencies as well as 21st-century skills.The joint activities that we will apply in each partner schools: -Reduce your carbon footprint: Students will calculate their carbon footprints with their parents. They will calculate and reduce to carbon footprint every month. Also, each school set up a STEM-based project for reducing energy, water and stationery consumption and recycle. We will compare the amount of consumption before and during the project. - Save the planet with STEM solutions: The activities focused on developing solutions for environmental pollution such as water, soil, light pollution, and fighting against climate change. Students will develop STEM-based solutions for environmental and fighting climate change. - Design by Nature(Biomimicry): The students will develop STEAM-based models-prototype, solutions, eco-friendly products which are inspired by nature to save nature. - Robotics Course: The students will work in an international team in order to develop technological solutions ( such as smart irrigation systems, smart energy systems, etc.)-Take action for nature: Students will develop action plans against pollution and fighting climate change in their region. Leaflets will be prepared to raise awareness in the school/local community.-STEM career days: Professionals from the STEM field will be invited and/or the students will visit the STEM workers at their job. -STEM fair: Students will exhibit the STEM project every six months at their school. The neighborhood schools, community leaders, and parents will be invited.We will organise 2 TPM and 5 LTTAs to reach our aims. The first TPM will be organised in order to make clear each step of the activities and the second will be organised for the evaluation of the project and to disseminate and remain sustainable. The LTTAs will be organised to improve our students' understanding and develop their STEM-related skills as well as to develop 21st-century competencies.<< Results >>The project will not only increase the awareness and competencies of our students, teachers, education leaders and partner institutions in the field of STEM but also increase their awareness of environmental problems and climate change. Not only our target group but also parents, teachers and organizations in the neighboring schools will indirectly benefit from the results of the project. In order to increase the impact of the project and influence wider audiences, dissemination activities have been planned at every stage from the beginning of the project and beyond the project. All activities in the project are aimed at developing the key competencies of the participants in line with the European values and goals, as well as ensuring that the participants become democratic European citizens embracing European values. Also, the project will enable us to carry STEM disciplines out of the school walls to in an environmental context. While participants learning science in a different context, they will have the chance to experience hands-on activities. We are expecting ;We are expecting our students will be interested in science and also they will be able to read scientific news to think critically on scientific issues. To make them ready for the 21st-century and its complex problems we are expecting our students to develop their key competencies as well as 21st-century skills by attending the activities in this project. The project activities also designed and support the team working in collaboration. The mentioned complex problems need cooperation to be solved. All activities that we are going to apply allow to students working in a real-life context. Thus, the students will develop their competencies such as digital, creativity, self-confidence skills. Moreover, we are also expecting them to develop their awareness against climate change and reduce their carbon footprints and become STEM-literate democratic citizens of the EU.

<< Background >>Regarding the pedagogical use of digital technologies, the prime factor is teachers’ digital competence, with particular emphasis on whether they see the use of digital technology as an added value to their teaching and to their students’ learning experience. According to Eurydice 2019 reports, From an educational point of view, the challenge is not only to ensure that young people develop the digital competencies needed but also to reap the benefits from the pedagogical use of technology. The report states that own ability to use digital technologies, it is important to underline that pedagogy is central: a teacher does not necessarily need to be fully conversant with technologies in order to use them in a way that improves the teaching and learning experience. Rather, they have to be open to innovative pedagogies and to understand the benefit these technologies can bring to their work. Theuse of ICT new technologies should be used to the area of safety and requires learners to be able to avoid health risks and threats to physical and psychological well-being while using digital technologies; protect themselves and others from possible dangers in digital environments; be aware of digital technologies for social well-being and social inclusion. The project foresees the use of ICT in PE education:PE has been traditionally considered as a practical and ‘hands-on’ subject in schools, where close proximity and physical contact is common. Significantly, the delivery of PE has shifted to fully online in Spain because of the ongoing Covid-19 pandemic, and this may bring significant consequences for preservice PE teachers. Lithuania has remained hesitant to use digital technologies for the delivery of PE and has a more traditional and hands-on approach. This is because, as demonstrated elsewhere Lithaniua has a more touch-oriented culture than other Anglo-Saxon, Scandinavian or Asian countries.There are no clear policies in LT, IT, TR, IS and PT regarding what should be done and what teachers should do in the classroom before classes restart after the summer holidays in less than one month. There are already rumours suggesting an indefinite strike until the governments establish guidelines that guarantee a safe return to the classrooms. However, it has been implied that it will be up to each school to decide how they will deal with the return to the classrooms, and this may be particularly problematic for PE.Returning to school during the COVID-19 pandemic will require modifications and may feel overwhelming and challenging to school staff, teachers, and students. This project is to be used as considerations by school staff to make decisions appropriate for their school or district’s circumstances.As schools prepare for the upcoming school year, they may be operating under different models of learning based on their geographical location, level of COVID-19 community spread, feedback from families and the school community, and state or local regulations. Included in this project are overarching strategies for schools to consider for reentry as well as considerations for the models of learning.All partners' students are supposed to approx. have at least 60 min of physical activity every day in school. We draw on data from two surveys, one with parents (N = 4,624) and the other with teachers (N = 726), to provide an indication of the daily physical activity students engaged in during the period of homeschooling. An important finding from the teacher survey is that the degree to which schools prioritized physical education among the school subjects varied greatly between schools and teachers.<< Objectives >>The COVID-19 emergency stooped education like never before in history. Exercising and sports are forbidden pr limited like never before. It’s no mystery that exercise boosts mental health and cognitive function in students: The research found that students active in sport aged 11- and 16-year-olds who exercised regularly are less likely to develop depression. The relationship between movement and brain health is so clear that the WHO recommends an hour a day of moderate exercise for students in primary and secondary scholars. Yet, across our schools and associations, the PE is far away from the WHO suggestions. However, across our regions, PE teachers are not familiar with teaching PE online which is the gap that must be filled. This project aims to pilot an initiative that fosters self-care and a healthy mindset in the digital era. This project will equip Sec. Pri. school teachers with competencies through online courses from one side and will initiate peer-education between students from the other side. Designed as a cross-sectoral strategic partnership this project will bring together representatives from the formal education(schools), representatives from the non-formal education (training centres) and representatives from the digital business world(IT company) to deliver an innovative digital learning pathway in the field of school education.The overall objective of this project will be reached through the specific objectives of this project:O1 -To increase the level of competencies of school teachers in the field of teaching PE online;O2 -To pilot the creation of online courses that will use sports as the methodology for well-being;O3 -To direct and stimulate peer-learning and teaching process among students based on the methodology of well-being;O4 -To enhance mental-health education and enable students to become more familiar with the mind-body connection;Research shows that funding for physical education in schools is inadequate, which, in turn, is reflected in the often poor quality of PE education: In LT, TR, IT, GR, IS, PT. the number of PE education in primary and secondary schools is no longer than 2-3 hours per week. However, WHO recommends an hour a day of moderate exercise for students. Along with this, COVID-19 jeopardizes kids’ physical activity at a time when the emotional benefits that exercise provides are sorely needed. The project aims at addressing the challenges identified above by means of providing pri. sec. school students and teachers in possession of self-PE motivation with the attitudes and skills needed.Active Student will reach this aim through the following1-Research and development of adequate online programmes based on the training needs of the primary and secondary school teacher and students.2- - Production of a manual for school teachers integrating methodologies of self-learning supporting them in giving shape to and strengthening their profiles on teaching PE online3-Training Toolkit for Trainers: The Toolkit will integrate guidelines and methods of BL, NFE tailored to the needs of teachers willing to implement educational programmes to empower their teaching profile 4- E-learning modules and Web Platform. Partners will produce a specific Web Platform with integrated e-learning modules in multiple languages targeted at an audience of students and teachers in the EU. This will provide the target with useful theoretical and practical sessions/information and exercises supporting them in the design and development of their own learning in Physical Education.<< Implementation >>During the 24 months of the cooperation, a total of 2 Face to face and 2 online Transnational Partners Meetings will be organized. KOM and Final revelation meetings will involve 8+8 participants. The TPMs participants are experienced PE teachers and representatives of partner organizations, who will take part in the TPM (4) organized across the 24 months of the cooperation. The latter are experienced teachers and trainers in the partner organizations, with at least 2-year experience in working with young people/students through sport and Blended Learning methodologies. The purposes of the meetings will be to deliver on paramount management responsibilities, communication, cooperation and advanced planning of key project stages.<< Results >>At the end of the project we expect;To increase the level of competencies of school teachers in the field of teaching PE online;To pilot the creation of online courses that will use sports as the methodology for well-being;To direct and stimulate peer-learning and teaching process among students based on the methodology of well-being;To enhance mental-health education and enable students to become more familiar with the mind-body connection;Active Student will reach this aim through the following1-Research and development of adequate online programmes based on the training needs of the primary and secondary school teacher and students.2- - Production of a manual for school teachers integrating methodologies of self-learning supporting them in giving shape to and strengthening their profiles on teaching PE online3-Training Toolkit for Trainers: The Toolkit will integrate guidelines and methods of BL, NFE tailored to the needs of teachers willing to implement educational programmes to empower their teaching profile 4- E-learning modules and Web Platform. Partners will produce a specific Web Platform with integrated e-learning modules in multiple languages targeted at an audience of students and teachers in the EU. This will provide the target with useful theoretical and practical sessions/information and exercises supporting them in the design and development of their own learning in Physical Education.

<< Background >>While the idea and benefits of the STEAM curriculum are spreading around the world, it still does not impact each demographic in the same way. It is still the case that those are coming from ethnic minorities are consistently underrepresented in science, technology, engineering, arts and mathematics. For example, in the fields of computer engineering and computer science, there is a substantial disparity between minorities and their counterparts. Of the 5 million employed workers in the computing field, minorities only account for about 30% of employees (A Guide forMinorities in STEM: Increasing Workplace Diversity, March, 2020). At the same time, STEAM practitioners agree that that the manner by which science is taught at the level of primary schools influences students’ (including those with ethnic minority background) perceptions and attitudes towards science, and their uptake of STEAM subjects and careers later on (STEM in Primary School, Scientix 2019, EU). The MISSION:STEAM project identifies and creates opportunities for children (age 6-12) coming with a minority background to be engaged with STEAM activities and further follow the STEAM pathways through education and trainings from the early ages of life (primary school). Researches show (e.g. Olsson, M., & Martiny, S. E. (2018), Steinke, J. (2017) women and men form gender roles in childhood, largely based on their exposure to media and popular culture.According to STEAM in primary education (Scientix, 2019) three key strategies were proposed to tackle the most challenging aspects of delivering effective STEAM teaching in primary classrooms, including work with children with an ethnic minority background.[1] The need for high quality teacher training to support primary school teachers in bringing innovation to their STEAM teaching. PROJECT SOLUTION: MISSION:STEAM (M:S) will tackle the limited availability of STEAM training (LTT) for primary school teachers and educators working with children with ethnic background. Partnership involving schools, STEAM centres & institutions in the development of Digi resources will develop an educational platform and ensure more teacher resources are provided, in both content and pedagogical knowledge. [2] The need to offer primary school students with ethnic background access to high quality learning resources and materials to guide them through STEAM education and pursue the career in STEAM field. PROJECT SOLUTION: The project will develop guidelines for implementation of STEAM activities with ethnic minorities students (age 6-12) in addition to providing the resources to both students and teachers. The project will encourage the collaboration between teachers and scientists to ensure that the resources developed are scientifically accurate and reflect the teachers’ and students' pedagogical needs. M:S resources will be developed around principles of openness and with consideration for the teachers’ need to adapt and localise educational content in work with primary school students with ethnic background.[3] The need to create a so-called “STEAM culture” based on a shared understanding among key education stakeholders of the role STEAM education can play in preparing pupils with ethnic background for the future. PROJECT SOLUTION: M:S will develop a shared meaning to mobilize the support of all education stakeholders (incl. mentors with ethnic background) in order to consolidate a “STEAM culture” – in other words, to create a general climate favourable to improving STEAM education in ethnic minority groups, particularly in primary school field (age 6-12)<< Objectives >>GENERAL AIM The MISSION:STEAM aims to increase and sustain the interest in STEAM subjects among children coming from ethnic minorities to, later on, follow the STEAM pathway. This will be achieved by creating a specific STEAM curriculum in the native languages of ethnic minorities involved in this project. Education in a minority’s mother tongue, combined with quality teaching of the official language, is more cost-effective in the long term; reduces dropout rates; leads to noticeably better academic results; improves levels of literacy and fluency in both themother tongue and the official or majority language; and leads to greater family and community involvement.OBJECTIVES 1)To develop hands-on learning approaches towards involvement of minority youth in STEAM pathways.2) To increase and sustain the interest of STEAM of those young people coming from ethnic minorities by involving them into interactive online activities.TARGET GROUP 1) Young people coming with ethnic minority background (Age 6-12)2) Parents of those young people3) National minority schools in project countries 4) Educators/Teachers<< Implementation >>In order to achieve project AIM and Objectives, the consortium will implement the following activities:1. Development of intellectual outputs2. Transnational meetings3. Multiplier events4. Dissemination events (inc. online)5. Online activities6. Learning teaching activities<< Results >>As main results within the project 3 outputs will be produced:- O1 - MISSION:STEAM Hanbook and Curriculum (incl. Pedagogical Model, Lesson plans, Worksheets). The handbook will be produced in 8 different languages: Lithuanian, Portuguese, Polish, Ukrainian, Italian, Spanish, Russian - for those coming with an ethnic minority background. And the common version in English.- O2 - MISSION:STEAM Science on the Sofa weekends (incl 18 live-stream online lessons in 8 different languages: Lithuanian, Portuguese, Polish, Ukranian, Italian, Spanish, Russian guidelines how to make science lessons, description of the importance of mentor's role in STEAM with same ethnic background). - O3 - MISSION:STEAM Community learning platform (incl. 18 edited online lessons in 7 different languages: Lithuanian, Portuguese, Polish, Ukrainian, Italian, Spanish, English; Lesson Plans and Worksheets for download, Pedagogical Model). Their development processes will be supported by European training activities (LTT) for 12 STEAM Educators that will provide helpful inputs to partners for the work they will have to carry on the national level in the validation of what proposed at the European level. The outputs will also be widely disseminated through multiplier events (described in dissemination), two in each of the partner countries. Other than these important elements will be achieved: - Project website incl information about the project and partners, Pedagogical model, incl a link to MISSION: STEAM Platform. It will also have information for educators and parents. - 1 Pilot testing report of O3 - 4 Newsletters/Pressreleases on project progress and results achieved - 12 short videos with STEAM experts-mentors (with ethnic minority background) to promote STEAM education and engage young people from those communities.Expected softer results of developing and implementing these outputs are: - Increased capacity to work in European contexts and to participate/manage European Union funded project, furthermore, create a network of organisations that could work beyond the lifecycle of the project itself; - Enlarge the opportunity for children/youth to raise their interest in STEAM education and follow STEAM career pathway. As consequence get aware of what are the needs and expectations of enterprises and to enter the world of work (in STEAM professions) as an active participant and achieve as much independence as possible; - Favour the acquisition of soft and entrepreneurial skills by young people trying to support those who wish to make their innovative STEAM ideas become a reality by increasing their skills and proximity to market.

By implementing a strategic partnership between Serbia, Lithuania and Turkey and exchanging examples of good practice in the field of dual education, we have defined general goal: improving the implementation of teaching and learning both at schools and with social partners as well as outside these institutions by creating a site for three educational profiles in particular, through the use of different digital tools.The specific objectives of the project are:1. Changing the methodology of students , teachers and mentors work in companies by applying new digital tools2. Improving the digital competencies of teachers, mentors and students by using digital tools.The target group are teachers, mentors in companies working with students in dual education system. The SELFI team at the Teachers' Council in all three countries pointed out the following weaknesses: insufficient materials available to students for teaching on platforms or sites, the need for teachers professional development regarding the development of digital competencies and as the main factors they point out limited or non-existent technical support and lack of time for regular and online classes.The target group wants to improve digital competencies, achieve better results by using digital tools during covid -19 pandemic. Mentors in companies will achieve that by attending training and applying a new work methodology using the site and digital tools.The project shedules the following activities:- realization of project teams meeting at institution level and via skype- realization of three international meetings- selection of project participants and their verification through management bodies and implementation of preparatory activities- realization of mobility in Turkey; making a part of the working version of the site and defining the course submenus for the three educational profiles for dual education- development of a working version of the site, each in their own country, for a certain educational profile after the first mobility.- realization of mobility in Lithuania - analysis of the working version of the site; preparation of final materials for defined courses; creating training for the application of the new site and digital tools- realization of teachers and mentors training for the application of the new site and the digital tools for evaluating students' knowledge- the recognition of competencies acquired by studying abroad as an element of the internal rulebook on professional development of employees; issuing a certificate- implementation of dual programs using a new site and exchanges via eTwinning- development of instruments for monitoring the quality of the developed site and its application- Include the use of the site and its application in the internal documents for monitoring the progress and support of students- realization of teachers and mentors training at other institutions- realization of dissemination eventsExpected results during and after the project are:-15 teachers underwent English language training, intercultural workshops and pedagogical training in all three countries- 3 international meetings and 3 LTTAs were realized- realized 5 Skype meetings of project teams and Skype conversations with project team coordinators regarding project management every other month- created site for the work of mentors in companies, teachers and students for three educational profiles (machining operator in Serbian and English, robotics in Turkish and English and computer scientist in Lithuanian and English)- created training for the application of the site and digital tools- organized two-day trainings- 30 teachers, 30 mentors and 60 students were trained to use the site and digital tools- trained 30 teachers and mentors who were not direct participants in the mobility for the application of the site, monitoring students and evaluating their competencies using digital tools- Supplement to the internal regulations for professional development in all three countries- certification of competencies acquired by studying abroad in all three countries- The developed site will be incorporated into school documents in all three countries- realized presentation on the results of the project at the Teachers' council and School board of all three partner organizations, webinar for teacher mentors from other schools within the partner countries for the application of the site and digital tools- realized three round tables, three meetings with social partners at the level of all three countries, press conferences in Serbia, presentation in the Chamber of Commerce, 6 prestigious activities,- Launching the topic of learning in the workplace using digital tools in eTwinning by all three countries participating in the projectUpon completion of the project, the site and digital tools will be used by direct and indirect users and enable teachers and mentors to improve their competencies in dual education