"In order to take part in the international competition in industry with success, there is a demand of qualified and international experienced skilled workers in the industries of the EU, all member countries, all regions and especially in all firms. A better competition can be achieved through an increase of productivity and quality at less costs with automatized processes. This can easily be done with computer-based methods of production like mechanical engineering, electronics and information technology. Besides the technical qualifications the so called „soft“ factors are getting more important. These „soft“ factors are for example language-skills and social, methodical and personal competences. This project is interdisciplinary and is covering all the before mentioned requirements.The Project is coordinated by HTL Weiz (Austria), an experience technical high school in the field of electrical and mechanical engineering and project management. IES ""BERNAT GUINOVART"" (Spain) and LYCEE GENERAL ET TECHNOLOGIQUE VOILLAUME (France) are both experienced technical schools. IPSIA Leon Battista Alberti (Italy) and Antalya Mesleki ve Teknik Anadolu Lisesi (Turkey) are strongly interested in electronic or mechanical lab equipment. All students in the project are between 14 and 18 years old.We will have five students meetings at all five partner countries, as well as two management meetings at the beginning and the end of the project. Our project tries to improve the social, technical and digital skills of all Project participants* Our Project is multilingual. We will encourage language learning through the use of five languages with our project dictionary.* Our Project is a motivator. Because of the possibility of travelling, large scale performances, media coverage and our lab experiments students will be attracted to become well educated engineers/technicians.* Our Project is united. The project actively brings together students from very different parts of Europe and encourages communication in all project languages. We will also include students with low study skills in our project. Teamwork across borders and the use of online Tools, like e-Twinning will increase a variety of skills.* Our Project is visible and audible. Due to its outcomes the project's results can be easily disseminated and therefore reach and touch many other students, schools and communities. We will also produce a set of project results, tailored for the use inside schools: We will produce technical lab experiments including proper documentation. We will also produce multilingual participants presentations with detailed Information about the participating countries/schools including general information, school system, history, music and arts, social life, etc. which will be used throughout our partner schools. They will also be available for the public.The concept of encouraging students with low study skills is nowadays more important than ever. We will gain experience on how to include these students inside the project.All project results, photos, videos and lessons learned will be published on e-Twinning and Erasmus Plus project result platform, school websites and local press.Our project addresses the topics:ICT - new technologies - digital competences: modern Lab experiments are one of the most useful applications of ICT in near future and one of the best ways to attract students to learn new technologiesEarly school leaving, combating failure in education. We will try our best to better understand students with low study skills in order to correct failures in education, open their minds for an open Europe and thus Prevent them from leaving school (too) early.Having a look at the main targets of Europe 2020, this project provides a huge contribution to a better occupation and less unemployment of the teenagers, a smaller rate of school-dropouts concerning the education-sector and indirectly to a decrease of poverty and social discrimination.Without this Project most of our students and some of the teachers would have no possibility to meet each other (physically) in different countries and therefore Exchange ideas and learn from each other in terms of creativity and culture.Without this Project definitely no School or teacher involved in this proposal would have produced the Project outcomes addressed in this proposal."

Building Up Skills (ErasmusBUS) was a Strategic Partnership under the leadership of Akdeniz University. It was a consortium made up of two universities, four VET schools and two NGOs engaged in research and innovation in education. The project proposal was conceived in 2018 and indeed the project started one year before the COVID19 pandemic.With hindsight, the partners had foresight and consciousness that education is almost always reactive to change in society, industry, technology and the labour market. ErasmusBUS wanted to reverse this tendency by making education providers become constructive proactive players stimulating continuous professional development throughout one's career. This change was imagined to be possible through Modular Learning in Distance Education.The COVID19 pandemic is halfway through the project lifetime and this:- gave higher relevance to the importance of distance learning due to necessity with the closure of schools,- placed blended learning top of mind of policymakers in education as the way forward (and we were all late on this process) and- introduced a new avenue of discovery for the ErasmusBUS partners to see Modular Learning as part of blended learning not only to widen knowledge but also to deliver core educational content in the process of implementing curricula in VET but also to put lifelong learning from early years straight into post-school years.ErasmusBUS: - introduce Modular Learning methodology in VET so that trainers and students acquire a better understanding and background knowledge about their profession, - created OERs on cross-sectoral Technical Design so that learners acquire knowledge on the fundamentals of design in air conditioning, electrical, mechanical and hydraulic engineering and these were tested by trainers and students in the automotive industry in a Work and Learn balance, therefore, creating the mindset for continuous professional development, - carried out observations and analyses of the Work and Learn balance activities in the project and carried out further research to publish a strategy document on lifelong professional development through Modular Learning called MODULearn. The Work and Learn balance activities included trainers who followed the OERs produced while they work and students who practised the same balance in parallel to their studies in school or during their training mobilities in which they worked in the enterprise, studied Technical Design through distance learning. Students were also mentored and coached in the culture of continuous professional development during their careers. The research for the publication of the MODULearn strategy document was carried out:- within the partnership tapping in-house expertise,- during the pilot activities in school and during student training mobilities/apprenticeships,- through desk research and- through cross-project cooperation with another Erasmus+ project REBEL (VisMedNet is a key partner) that has and still is carrying out research on distance and blended learning environments and strategies in the post COVID19 pandemic.MODULearn is an open invitation to innovation in VET and HE in the hands policymakers, professionals in education management and the design of training paths. Now even in the post-project lifetime, the document is the subject of debate and dialogue even with the partnerships of two other E+ KA2 Projects BIG InternPrize and Mapping Teacher Training (also coordinated by Akdeniz University) given the common ground in new learning dynamics.This intensive cross-project cooperation was not planned at the start of the project lifetime but it was an opportunity that the partners grabbed given timing (with the project extension) and the COVID19 pandemic and mindsets being more open and experienced with blended learning as a necessity and no longer a possibility.ErasmusBUS started a process of experimentation and innovation in the automotive industry transferable to other sectors and crafts through MODULearn strategy to create an impact on learners and professionals and in general, is a strategy for robust links and smooth transition from formal education in VET to lifelong learning and training for upping of skills and competences in line with social, technological, economic, environmental, political and values drivers of change outside the school.During the project lifetime, - IO2: 12 E-Learning Videos and 12 Handouts were prepared on Airconditioning, Electrics, Hydraulics, and Mechanics. 8 sample videos and online quizzes were prepared.-15 students from 3 partners ( with 3 accompanying teachers from each partner) attended short term blended mobility in Malta. They studied IO2 online and did work & learn in Malta.-5 students from Greek partner could not travel and did blended mobility in their local city because of COVID-19. -Total 49 students and teachers tested IO2 Online Module on Cross Sectoral Technical Design. -Total 132 participants attended 4 Multiplier Events.

"“Creating an international network of school theater” is a KA229 project in which four partners will participate: The Szent Lásló school in Mezökövesd (Hungary), the Mesleki ve Teknik Anadolu Lisesi school in Antalya (Turkey), the Liceo Francesco Orioli in Viterbo (Italy) and the IES Princesa Galiana de Toledo (Spain). It is a project focused on theater, an educational activity that has been present in all our Schools for years and we consider it is essential for the comprehensive training of our students. Theater is an interdisciplinary activity focused on performing in front of an audience: in other words, it is a project work, with a collaborative and active methodology, in which the student is always the protagonist. It also develops multiple abilities in students, cognitive, emotional, teamwork, motor skills, etc. Taking advantage of all these benfits, we want to add an international dimension to our project: collaboration between students and teachers from different countries, saving (taking advantage of) language and cultural differences. Over the last two years, the IES Princesa Galiana and the Liceo Orioli have developed their first theatrical project, in which they have shared working methods and experiences around the theater. Each group has performed in the other city. The project has been very enriching and it was already intended to go a step further in collaboration, proposing a new project expanded to new European partners and which will involve closer collaboration between the participants. Thus, in this new project, the work proposed throughout the two-year duration has two sides: knowing the work around the theater carried out by each of our schools and, above all, developing a collaboration that will culminate in the representation of one or various theatre plays by mixed groups of students from the four schools. The European cultural heritage will be the object on which our students will work: mixed workgroups will be formed from the beginning with, at least, two students from each school who throughout each school year will prepare one of the following topics:- Selection of scenes from different plays, at least one from each participating country, although they may also belong to the dramatic literature of other countries in Europe. Once the proposed scenes have been chosen, the texts will have to be adapted to our vernacular languages and to English. With the scenes selected by all the groups, a play that offers a panorama of European theater from antiquity to the present time will be built. - Elaboration of the ""original"" scenes that serve as a transition between the different fragments.- Selection, adaptation and rehearsal of musical fragments that accompany the different scenes (bearing in mind that there will be musicians in our own schools).- Preparation of studies on the European theater that will complement the main project: (works, authors, most important theatrical academies, etc.) to present to the project's colleagues and in each of the schools.- Throughout the development of the project, once the selection of scenes is advanced, technical teams will also be formed to work on aspects such as scenery, lighting, sound, etc.Teams should have frequent contact, mainly through eTwinning, but also using other online work tools. For this, we will take advantage of the great experience acquired in the months of confinement due to the COVID-19 pandemic, a time in which videoconferences, shared files and remote coordination have been compulsory for all of us (in Princesa Galiana, for example, every student and teacher is now an expert using g-suite platform). There will be meetings of the coordinating groups (made up of teachers and students) at least once a month.Broadly speaking, during the first year the fragments that will form part of the work will be selected and prepared. Well advanced the first year, the first coordination meeting of all the groups in Toledo will take place. In this general meeting, the project progress will be evaluated; the scenes will be worked on , and the next steps will be organized. The second year, in which there will be trips to the four cities, will be devoted to rehearsals and performances, incorporating necessary technical and artistic equipment. Each city, each school and each educational community will be able to enjoy the performances resulting from the work of all the groups. We expect a very important impact on the direct participants, but also the project will promote among our communities love for theater, appreciation for the common European cultural heritage, the importance of coexistence and cooperation, the value of effort and the importance of learning languages. It will be a reinforcement for artistic teaching. We truly believe that the school theater network should be a project that has continuity with new partners from different parts of Europe."

"<< Background >>The Covid-19 pandemic caused a major disruption in education systems around the world and most of the work with an impact on education shows that student learning losses, particularly in those coming from the most disadvantaged families, were very significant. However, learning difficulties and losses are not an evidence only during the pandemic period, but have always occurred in the teaching and training process, arising from situations of absence from school activities motivated by prolonged illness or accident, lack of interest and motivation. some youngsters, in general those from disadvantaged socio-economic backgrounds, belonging to families that are culturally, socially and economically destroyed, but also from migratory processes and ethnic, linguistic and cultural diversity. They are generally young people who demonstrate behaviors outside the expected standard, leading mostly to dropping out of school and reluctant to the entire teaching / learning process. The title of the project ""No One Stays Behind"" refers to the basis of the project. This, because what is intended is that through informal and non-formal learning (and even when associated with formal curricula), motivation for learning is promoted, consequently improving competences, skills and attitudes of youngsters in VET education, especially in the target groups with fewer opportunities, promoting sustainable growth, ensuring equality and social inclusion, through activities/ instruments capable of filling gaps (educational difficulties often associated with personal circumstances, among others), that these young people demonstrate in the acquisition of knowledge during the performance of the education and training system. and that often leads to the early abandonment of studies. It is intended, therefore, to reduce the so-called NEET (young people who do not work, do not study or undergo training), encourage entrepreneurial attitudes, as well as to create innovative pedagogies that will make vocational education more attractive and encourage the evolution of the classic curricula through increasing digital skills, both for trainers/ teachers/ technicians in VET education, and for students studying in their vocational option, promoting new practices and methodologies of an inclusive nature, promoting skills that lead to the internationalization of vocational education to students and teachers. This project is the result of several contacts, whether with partners from other Erasmus projects in common or from participations in training and/ or meetings of an international nature, in which several elements of each partner have already addressed the theme that will be developed here as being a concern and above all a need, transversal to all. All were even expressing some suggestions for measures capable of easing the problem and, above all, enhancing the attractiveness of VET teaching. For example, the participation of some common partners in the KA220-Schools 4.0 project, from which a Pedagogical Innovation Reference for the 21st Century Student emerged and good practices are presented through the use of AI supported digital applications as well as based in the theory of Multiple Intelligences. These will be included in the activities of the Summer School Workshops, as well as “Mathematics at the service of Robotics” (building of robots by students in the consortium of a ongoing KA202 Erasmus project), they leveraged new needs and perspectives able to enhance these tools. Hence, the objectives and results of the project are in line with the achievement of the 2030 European Strategy priorities and with the ones from the Erasmus program itself, acting on the great issue of Inclusion and Diversity, promoting the digital transition, and meeting the priorities of the education and vocational training sector inserted in the strategic vision of the construction of the European Education Area through the European Education Plan, in its six dimensions.<< Objectives >>The project aims to develop proposals of innovative instruments, of digital nature and practical application, based on the STEM/ STEAM methodology, mostly of a non-formal nature, which will develop transversal skills that will be the “empowerment” / leverage so that the process of transfer of knowledge and essential learning is carried out successfully. It will be oriented especially for young VETs, mostly from disadvantaged socio-economic backgrounds, who, due to demotivation and/ or lack of emotional stability, including the consequences caused by confinement and consequent distance learning, are far from educational success and close to school dropout (originating NEET- young people who do not work, study and do not undergo training), without often realizing why. The Summer School Workshops (STEAM base) –Sciences, Technologies, Engineering, Art and Mathematics around which activities/ materials/ forms of control and evaluation are proposed based on everyday situations that youngsters will have to respond to, to solve, to intervene and to investigate. Another Eco/ Social Workshop will also be included, to work on issues of volunteering, SEN, community support and/ or the SDGs - Sustainable Development Goals. These Workshops will constitute the so-called Summer School, with Mentoring programs and will be based on a strong component of digital skills development, aimed at teachers, technicians/ mentors and students/ youngsters in VET systems. Through these tools, capable of causing impacts regarding empowerment in the target group and, also, replicated in groups of the surrounding community, contributing to the pursuit of European policies and in line with the 2030 Portugal Strategy national policies and priorities, the European Education Area, in accordance with the European Framework for Quality and the EQAVET system, in favor of sustainable competitiveness, social justice and resilience. In concrete terms we have: Obj1- To determine the starting point and motivation of these young people departing from a self-assessment through a digital app Obj 2- To increase the pedagogical, social, and digital training of VET training agents, defining the role of the Mentor, proposing training, activities and making the assessment of the set of minimum skills required to participate in the mentoring program through a “pocket” e-book - easily readable, practical, and operational, Obj 3- To support the mentors in the project’s feasibility by presenting the steps to be followed for the implementation of Summer School, defining the functional structure and the Workshops to be implemented, with activities, virtual and digital scientific experiences, of practical cases already tried successfully and the respective evaluation process Obj 4- To evaluate and improve the presented tools and methodologies through the creation of a digital platform, meant to measure the effectiveness and usability from a quantitative and qualitative results analysis.<< Implementation >>In addition to the normal management, implementation, monitoring and evaluation activities resulting from a strategic partnership project, the planned mobility activities are: TM1- in March 2022 in Belgium, organized by the partner EfVET - will serve to clarify, enrich and ratify the responsibilities of each partner, to gauge the methodologies of communication and data processing and, mainly, to readjust the initially foreseen timetable, to reinforce the administrative and financial responsibilities, to approve the Communication and Dissemination Plan tools proposed by EfVET, to trace the implementation of the European vocational schools (associated with EfVET) diagnostic survey. There will be present 2 elements from each partner and this activity will last for 3 days. TM2- in November 2022 - to be held in Italy / Sicily - to reflect and assess project’s results by each partner, to reaffirm the planned dissemination actions and others that will emerge during the project and above all decide on sustainability of this work in articulation with other Erasmus projects, or not, that arose leveraged by this project. There will be 2 elements from each partner, preferably 1 linked to the project management and 1 associated with the development of the R1- R4 Results. It will last for 3 days. TM3- in July 2023 - to be carried out in Portugal - evaluation of the project's implementation cycle, preparation of the Multiplier Event, mainly to review each partner’s general dissemination plan and to decide on the future results’ sustainability to all European partners, proposing its adoption as a preventive measure in European education policies. 2 elements of each partner will be present for 3 days. Short-term training activities for staff - LTTA - May 2022- LTTA in Slovenia - training in STEM / TEAM methodology with sharing of non-formal education technical and methodology specialists. In view of the interest in the theme, this activity will have the participation of 4 persons per partner and will last for 5 days. - September 2022- LTTA in Cyprus - educational staff short-term training, with the participation of 4 elements addressing essential content for the the Mentor’s Manual e-book, with experts in non-formal learning Mentoring practices. It should be underlined that this is the more experienced partner in the application of Mentoring in the teaching-learning process. Participation of 4 persons per partner lasting 5 days. - November 2022- TPM2, in Italy / Sicily- project evolution’s analysis, each partner’s task accomplishment and possible improvements/ changes to be introduced, analysis of the financial fulfillment as well as of the contractual and administrative obligations of the partnership. 2 persons per partner for 3 days. - May 2023 - LTTA in Turkey - training in digital instruments - “Digital platforms for evaluating results: how and for what purpose?”, the program will have more specific content to be presented according to the specificities of the R4 results, since this partner has revealed a great deal of experience in building digital platforms, evidenced in a common project, in which EPATV also participated. 4 persons per partner preferably connected to the project management, and involved in the results R1-R4. In addition to these, we will also have the Multiplier Event for sharing, evaluating and disseminating the results of the project.<< Results >>The participation in an Erasmus project, by itself, always leads to results, some more tangible and capable of being measured than others, more intangible, that will only be felt over time and presenting some difficulty in enumeration. As an international partnership it will improve the language skills of the participants, as well as, professional and personal skills, among other benefits. Promoting, as well, the awareness of European values and policies that lead us to a more active, fair, inclusive and resilient citizenship. More specifically, in addition to the indirect impacting results, the following are scheduled: - To reduce early school leaving and to recognize the skills acquired through informal and non-formal learning, of students/ VET youngsters belonging to the group with fewer opportunities and unmotivated for the knowledge acquisition process. - To produce innovative practices’ pedagogics, instruments and tools, focusing on the STEM/ STEAM methodology and on digitization, with easy practical application, aimed at promoting leverage with positive and lasting effects in the recovery/ consolidation of learning (especially non-formal) , focusing in target groups with fewer opportunities and demotivation for the teaching-learning process, especially for VET students, enhancing success for knowledge transfer, in order to promote sustainable growth, ensuring equality and social inclusion in accordance with European, national and education policies for 2030. Simultaneously, the project aims to improve the digital and pedagogical skills of teachers and technicians from VET institutions so that they become promoters and agents of change towards youngsters of secondary age, as well as in the surrounding community, with potential intervention at European level education and citizenship policies. In what concerns final results, we have foreseen the following digital results, which correspond practically to each of the formulated objectives and that result from the listed needs: Innovative and transferable results: - R1- App for android and IOS with digital motivational animation content, self-assessment of the youngster's starting point in view of the skills worked in the different Workshops, through a quantitative and qualitative results analysis. - R2- e-book – “The role of the Mentor ... in 1 minute!” (guidelines, competencies and database for general assessment and immediate online results) - R3- Digital guide – “Summer School ... implementation and constitution manual” (with virtual scientific experiences, practical cases of proven applicability (by VET educational agents) using digital platforms and proposed activities with respective evaluation. - R4 - Digital and interactive evaluation management platform to assess usability based on the results’ quantitative and qualitative analysis, in order to sustain a proposal to be made to Education responsibles (via associations, Education ministry, Public Offices) so that this methodology is included in the VET Education and Training system as a non-formal learning unit. These results are intended to be a means for ... and not an end in themselves. They can be used individually as innovative tools to increase the attractiveness of VET education option, as well as their interconnection and interdependence towards its impacts. They constitute a methodology to be replicated in the success of vocational education and training of any educational institution or other, with a European dimension."""

This project aims to prevent early school leaving combating failure in education, to develop strategies for the issues of career guidence and youth unemployment, and to develop innovative education methods for improving student motivation in VET. The reasons which motivate us doing this project is as below: 1. Vocational school students are seemed that they cannot reach expected academic or work-based educational achievement. 2. New beginners of the vocational education are seemed to be indecisive and unwilling about their career choices, which might be a reason for their failure and early school leaving. 3. The students who don't have a future goal or career plan are seemed to be unsuccessful not only at vocational school but also in business life. 4. Vocational school students are seemed not to meet the needs of enterprises and business world when they graduate. The activities of this project have focused on identifying the reasons for inadequate or lack of motivation in VET and developing practical, sustainable approaches for increasing student motivation to deal with the disadvantageous mentioned above. Antalya Vocational and Technical Anatolian High School (Turkey) has coordinated the management and implementation of the project within the participation of IIS Francesco Orioli(Italy), Karlstads kommun Nobelgymnasiet(Sweden) and IES Punta Del Verde(Spain). The partner schools have non-profit public body experiencing similar problems and disadvantageous, carrying out studies to increase student motivation in their schools and are eager to share their good applications regarding motivation while learning from others. We exchanged good practices on alumni cooperation for motivation, internationalization for motivation, integration for motivation and emotional intelligence for motivation while working on developing systematic, innovative educational methods for assessment and improvement of student motivation as a key competence in vocational education and our schools’ VET quality. In order to reach the project objectives, we carried out monthly activities. We created a questionnaire to measure the motivation level of vocational school students and to identify the reasons of of low motivation in 4 languages. Each partner school conducted this questionnaire online. Totally 574 VET students involved in the survey. The project teams assessed the questionnaires and shared the obtained data firstly with the school community , then with the partner schools. The comparative results were uploaded the project website, vetforall.org.tr. Each partner school carried out motivation-enhancing activities according to the results of the survey. The motivation-enhancing activities involved technical visits to private companies, university visits, organizing or attending to introductory events for VET fields, organizing seminars which improves students’ professional or self-development, inviting former students to share study and work experience. Besides, we realized 4 learning/training activities in each partner country to evaluate the implementation of the project and exchanging good practices to transfer our schools’ education system. Totally 9 participants involved in each LTT activity. The participants involved in the activities at management, mentoring and teaching level. As a result of this project, we created a questionnaire which measures motivation level of VET students. This online questionnaire is not only practical to apply and assess, but also sustainable.The activities carried out according to the results of the questionnaire are also improvable and sustainable depending on the needs of the students and schools. It has been observed that these activities have improved student motivation by providing early job orientation for their vocational fields and future career. During the application of the project, the number of school activities which support students’ self-improvement and knowledge of VET fields were obviously increased. As a result of this, students’ interest to our schools has been increased. We exchanged the good practices supporting student motivation in partner schools, transferred the good applications, created innovative, systematic and sustainable approaches in order to strengthen key competences and VET quality in our schools. This project has strengthened the cooperation and internalization of VET schools, work-based settings and labor market.It has developed and supported teachers’, trainers’ and mentors’ competence and ability regarding motivation and entrepreneurship. The protocols that were signed during the project term have provided our students to get a job and decrease youth unemployment in a long term. A project activity booklet was published in Turkish and English. The booklet and all the documents including project activities were uploaded vetforall.org.tr, web sites and social media accounts of partner institutions.