"The Project : ""Your Health is Your Wealth” is a response to the needs and objectives determined by the school management, teachers and students of FAS and LO nr VII in Wrocław. Each partner school will bring to the project their best practices. The main goal is to create a programme which will attempt to integrate mindfulness skills and strategies into today’s classrooms. Also, the project strong foundation is based on promoting health-related attitudes such as proper nutrition and physical exercise in our school communities and beyond.The exchange of experiences and working methods within the project and their expansion by new components (.b - stop breathe and be course for students, mindfulness training for teachers) will facilitate development of a totally innovative educational programme, which will help adolescents handle stress better and respond more skillfully to negative thoughts and emotions. In consequence, their attention skills will increase and learning efficiency will improve. Through the course of this project, our students will develop and enhance a range of entrepreneurial skills and competences that will enable them to be active and successful members and contributors to society and workplace.The project assumes additional goals:- Exchange of good practices and experiences of the staff in shaping attitudes and developing students’ individual abilities-Development of language competences for students and teachers- Professional development of teachers through the exchange of experiences with the staff from the partner school - Development of cooperation skills over cultural and ethnic differences, as well as over communication barriers.Both partners have agreed that the project will organize short- term mobilities attended each year by 12 students from each school. The criteria for their selection will include language skills, the degree of involvement in project activities and students’ initiative.The cooperation between the partners started a few months before the application was completed. The partners have been in contact by Skype and e-mail in order to discuss project actions. During the project the following activities are planned: - 2 international project meetings - 2 short-term mobility activities for students (combined group projects)- at least 8 virtual working (project) meetings for young people - Project management and implementation activities: creation of control tools for time and budget management, budget control and time management, monitoring and evaluation of the quality of project activities and results, evaluation of the achievement of the project objectives and results; mutual sharing of monthly reports- Prevention of potential risks - Ensuring the availability of the project results and the possibility of their use - Dissemination of the project results - Continuation of activities and results after the project funding will have finished.Methods used in the project work include:workshops, training courses, group work, discussions, brainstorming, visits to the partner schools, observation, interviews, activity and documentation analysis.The partners anticipate the achievement of numerous results, described extensively in the application. Here are some of them :- Acquiring new competencies through the exchange of experience with the staff of the partner school- Performing the tasks created by young people in the project (acquiring numerous competences connected with enhancing students’ wellbeing, video clips on healthy lifestyle and physical activities, etc.)- Breaking down communication barriers- Opening up to other cultures- Acquiring entrepreneurial skills-Personal and professional development based on acquired skills-Creation of the programme facilitating learning processes by increasing attention skills and lowering stress levels- Making this programme available to other schools and via the Internet to wider audiences.The impact of the project will be seen through the use of the innovative programme in both partner school and also in other educational institutions. The work on the project will bring long term benefits. The project will raise students’ awareness of the importance of taking responsibility for our own health and life. People who are today’s students will become future leaders in the communities and societies. As future leaders they will promote healthy life style, European cooperation, partnership and integration. In the times of globalization and mass migrations, they will have an influence on the shape and attitudes of the global society at the international level."

<< Objectives >>Sensitising youth takes time, patience and skill. We wish to(i) increase awareness of healthy food, rich in micro and macronutrients among Europe’s youth(ii) help youth choose a career path in the food industry, creating societal resilience(iii) support understanding value creation in sustainable food production and consumption(iv) raise and address the issue of hidden hunger in Europeto create resilient and sustainable societies where quality food is not impact by extreme global factors.<< Implementation >>We will implement in the three partner countries (Norway, Iceland, Luxembourg):(i) Physical Outreach Activities (public sensitisation talk style) in institutions: 900 beneficiaries(ii) Group Gastronomy Events (encourage youth to come together for perhaps their first cooking experience): 50 beneficiaries(iii) Online Culinary Skills: A virtual event where a chef cooks along with participants who are in the comforts of their homes: 10 beneficiaries<< Results >>The tangible result of our project is the ‘Guidebook on Healthy Living and Sustainable Food Consumption’ that will be produced in five European languages: Norwegian, Icelandic, German, French and English.The other outcomes would be sensitising youth to take up education in the fields pertinent to the food industry by highlighting the strained food supply chains, encouraging them to source their produce sustainably.

The topic of this project was cultural heritage, as 2018 was European Year of Cultural Heritage. The aim of the project was to encourage students of partner schools from Latvia, Iceland, Greece, Italy and Estonia to discover and engage with both their own and the partner nations' cultural heritage and to reinforce a sense of belonging to a common European space. The idea was to link local cultural heritage and tourism in a more actively engaging way whilst taking into consideration cultural sights, nature trails, local legends etc. There were planned five short-term students´ exchanges during two years to Estonia, Latvia, Iceland, Greece and Italy totaling 80 student mobilities and 40 teacher mobilities.The main aim was not to explore well konwn tourist sights, but more remote areas and local real life experience. For example students lived in families and were part in family life. There was something new and exciting for everyone.With the support of teachers and specialists, but taught by peer to peer learning, students form a tourism route and experienced this. This way they gained new knowledge that could be used as working experience. For example they learned how to make pizza, one of the very popular dishes throughout the world. Five tourism routes in the locality of the schools were created by students. Students made some local souvenirs and introduced some games and dances. These sovenieres were sold during national festivals that took place at the end of each visit. Income was donated to local charities. Unfortunately, due to the global Covid 19 pandemic, the project was postponed by a year. As the situation did not improve, it was not possible to actually carry out the last stage of the student exchange and we had to make changes and the Latvian events took place online.Although the situation had changed, students and teachers still took part in exciting and educational online events. This change in the situation also provided excellent experience for teachers and students in the use of ICT tools, as well as online collaboration skills.Students were between 15 and 20 years of age. Two of the schools were vocational schools and three were secondary schools. All the schools' curriculum were tightly related to 1) local culture, 2) giving work experience to students, 3) doing international cooperation. Products that were completed during the project: 1) 5 tourism routes in the form of digital map /video etc 2) souvenirs/games according to the cultural heritage 3) a national festival at the end of each students meeting The webpage of the project: https://herstu.fas.is/?fbclid=IwAR1DVBmgAhlA6p_MQYwl2IhmHMIbNsa6-KMW1vznNGaukhsJCdTMfLNgqxE As our cooperation with these partners began already 2 years ago, we think that this project gave further consolidate our good and fruitful cooperation, our students had friends from different parts of Europe and their sense of a common Europe was strengthened.

"Erasmus+KA2 programme Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships for Schools aimed to develop entrepreneurship learning in the upper-secondary schools with the students aged 14-19. The title of the project was ""Sharing competencies in entrepreneurial learning, linking theory with practise "". All partners – Tabasalu Ühisgümnaasium from Estonia, Jelgavas Spīdolas ģimnāzija from Latvia, I.I.S.S. ""L. Vanvitelli"" from Italy, 2 EPAL TRIKALON from Greece and Framhaldsskólinn í Austur-Skaftafellssýslu from Iceland – teach entrepreneurial subjects at school. Some schools more (Jelgava, Tabasalu, Höfn) some less (Lioni, Trikala).The challenge for all the schools was1) how to raise the entrepreneurial teaching level as this subject is relatively new in our curriculum, and 2) how to link theory with practice. For this reason the aim of the project was to 1) exchange good practices between all partners, combine it with the local entrepreneurial knowledge – visits to the local enterprises, some of the examples: ACCASOFTWARE (Lioni), Tyras (Trikala), Piano factory - Estonia (Tallinn), Skinney-Pinganes (Höfn)2) offer our students the opportunity to research local enterprises and find out the features of well-functioning examples, student groups of the same school did research mainly about local dairy product companies. Afterwards they compared these results.3) work out the ideas for students' small businesses, choose the best ones and put them into work. The challenge for the students was that the main communication when deciding and organizing activities about small businesses should be done online and in English. English was a real challenge for students from Southern European countries. As well following timetable and sometimes accepting partners' ideas was a challenge. Sometimes teachers needed to be involved to solve problems. Nevertheless all misunderstandings were solved and the final result fulfilled – students' businesses sold the products at students' fair in Jelgava. 4) work out an e-lecture (each school created 1 topic) with 5 different topics about certain topics. This way we hoped to involve into schooling these students who could not come to school. The creating of the e-lectures was guided by a specialist and the outcome is available at https://entrepreneur.fas.is/. We should say that all these aims helped us to link formal education with non-formal education.The project lasted 24 months, during this time 2 transnational meetings with 17 mobilities were arranged first in Tallinn and the last one in Lioni. 5 learning-teaching-training activities were organized with 111 mobilities. Four of the latter were students' short-term exchanges with 67 students and 33 accompanying people and 1 short-term joint staff training event with 12 mobilities. As a result and impact of the project, the quality of learning of entrepreneurship was raised as the theory taught in lessons was combined with local and international practices. Students' communication skills, language skills and ICT skills were improved, they received great experiences working in international teams, forming international businesses and in the realization of products of their businesses at the students' fair. Teachers' communication skills, ICT skills and language skills improved as well. They gained knowledge of how to compile e-lectures. All the information about the project can be followed on the project web-page https://entrepreneur.fas.is/. The main product of the project – the project video showing the outcome of students' businesses and their participation at the students' businesses fair – is on display.All in all, the teachers and students experienced international cooperation. Students could use the experience obtained from the project later in life."

DETOUR empowers tourism destinations to develop and embed wellbeing philosophy and capitalise on the tourism and economic benefits which follow such as increased consumer spending, additional employment opportunities and contributions to GDP. It will upskill VET educators and Tourism SME's about the potential of wellbeing tourism as a emerging European Tourism Megatrend which can increase their competitiveness, inspire new wellbeing tourism products/services and develop even stronger unique value propositions. (VisitBritain, 2014, World Travel and Tourism Council, 2014, Deloitte, 2013). The goal of the DETOUR project is clear: provide VET, tourism development stakeholders and tourism SME’s with the knowledge and skills to capitalize on current and future wellbeing and slow tourism opportunities, so as to increase innovation, market diversification and the sustainable growth in regional tourism economies.It is clear that wellbeing tourism is an expanding niche market globally, providing specific business opportunities through products that promote or maintain health (Kelly, 2010, Rodrigues et al., 2010). In 2017, tourism centred on health and wellbeing grew by more than 9%, almost 50% faster than overall global tourism. Today, a return to nature, renewed awareness of the environment, the rediscovery of local identity, and the search for both physical and psychological wellbeing have resulted in new wellbeing and slow tourism opportunities for tourism destinations and providers, and importantly for the destinations they are embedded in. DETOUR emerges in the context of consumer trends changing the tourism landscape. DETOUR recognises that European Tourism SME’s are ideally placed to capitalise on the opportunities that wellbeing and slow tourism pose. Our specific OBJECTIVES are to:a) Increase the understanding of Wellbeing TourIsm - a Future Tourism Megatrend for Europe and develop a resource pack for VET tourism educators, policy makers, tourism bodies and stakeholders to learn the necessary components and tactics required to create regional wellbeing destinations (IO1) b) Increase awareness of wellbeing tourism opportunities and provision of a framework for sustainable collaboration between VET, HE and tourism business (DETOUR Communities of Practice - IO2). Wellbeing tourism destination placemaking cannot be limited to single tourism properties, instead it must developing and promoted as a whole, from town, regional or even national. Crucially, by testing this resource to setting up 5 Wellbeing Tourism Destination Communities of Practice, our project will identify the potential growth opportunities for the tourism sector in each partner region through a focused on analysis audit approach and crafting of opportunities intoCooperation for innovation and the exchange of good practice education and training actions. c) Develop the first Wellbeing Opportunities for Regions/Destinations training programme for Tourism SME's (IO3) and make such training available in two formats - 1) which can be delivered by tourism education providers and 2) direct online training modalities via our DETOUR MOOC (IO4) The DETOUR project addresses the needs of the following groups: a) VET and HE ORGANISATIONS b) TOURISM DEVELOPMENT AND POLICY STAKEHOLDERS - local governments and tourism and economic development stakeholders c) TOURISM SMES d) COMMUNITIES WITH TOURISM POTENTIAL - community groups, marketing organisations, development groups, special interest networks e) STUDENTS OF TOURISM Digital technologies are at the very core of the DETOUR project and are key to the delivery of our innovative pedagogies and methods for wellbeing tourism teaching, learning and assessment. Not only will digital tools (IO4 MOOC), ebook resources (IO1, IO2) and OER's (IO3) be developed, a new digital angle will be given to destination tourism training topics (such as Digital Placemaking and Digital Destination Mapping) to make them more relevant to the digital era we now live, work, learn and travel in. Marrying this priority with the aforementioned one, DETOUR will pay particular attention to the European Framework for Digitally Competent Educators (DIG COMP EDU) and utilise the framework to increase trainers’ confidence of using digital teaching in their daily work. Meeting this priority is crucial to the success of DETOUR, hence the inclusion of EUEI as technical/digital partner. Based in Copenhagen (the number 1 innovation capital in Europe) EUEI are embedded in the digital learning eco-system and have a significant network of collaborators working not just in e-learning but in the ICT sector generally. They will bring the latest innovation thinking, open education trends and digital tools to DETOUR and will advise on how the relevant digital frameworks such as DIG COMP EDU can be integrated into project work/design from the onset.