The Intempo project is the result of the joint effort of six European organizations aiming to develop innovative approaches in teaching mechatronic subjects in a more practically oriented way. The project filled the growing need expressed by the constantly expanding companies in this sector for skilled and qualified workforce. Each organization employ activities related to automotive sector, either in formal education path (i.e. schools) or vocational training (i.e. training centres, consortium), providing a link between education providers and the labour market, therefore a strong correlation between the educational component and the specific need of companies in the automotive sector was essential. The need of quality training and preparation of students and trainees for a successful integration on the labour market as well as a different outlook on the curricula stood at the core of the Intempo project. The partnership set the general objective in order to cover the common needs identified by the organizations: to improve VET-teachers’ skills and competences so that they are able to adapt in an innovative way the teaching methods and make use of technology during VET learning sessions, resulting in increasing employability of students/trainees in the European automotive sector. Several strategic instruments and methodologies were used in order to reach those targets.They were structured in project specific objectives and assigned to the different partners as well as the different events throughout the project. One of the results of the project is the Curricular Auxiliary for Mechatronics, a collection of teaching materials resulted from cooperation and joint work. The Auxiliary, adapted to the educational needs of the students as well as the requirements of the labour market has provided support for VET lessons for an important number of teachers/trainers; it has been distributed and disseminated in the VET teacher community(local and European) and will remain available on the project website for all those interested. The Guideline for Mechatronics was designed as a collaborative material resulted from constant exchange of good practices and experimental lessons within the six participating organizations; the guide consists of a collection of methodologies, strategies, innovative teaching resources: digital tools - software, Web 2.0, tutorials, practical application, which provide help for VET teachers/trainers in their everyday activities in the classroom and improve the quality of teaching in the partner organizations, making technical subjects more attractive and more desirable for students.The activities were correlated with the specific objectives and focussed on the achievement of results; activities set for project management (monitor, evaluation, dissemination); 2 short-term joint staff training activities focussed on the use of web tools and the use of interactive methods in the teaching process.The participants learnt new teaching methods and how to use digital tools during the lessons on mechatronics /automotive, debated on, assessed teaching materials/strategies/methods/teaching tools;during the 4 transnational meetings exchange of teaching methods and good practices were carried out, comparing didactic contents, training, teaching and learning in laboratories, sharing training materials and producing the project results, outcomes, evaluation, dissemination;activities connected to teaching practice: gathering teaching methods, recorded and experimental lessons, strategies. Other purposes of the meetings involved monitoring the implementation of the project activities,assessing the level of achievement with respect to the established objectives and results of the partnership, to provide a framework for better acquaintance (school systems, methods and procedures used in classroom, culture and traditions) exchange of good practices and information;the multiplier events were organized as workshops addressed to teachers/trainers by each of the participating organization and had as a main purpose the presentation of the Guideline on Mechatronics.The website together with the Newsletters (4 issues) and the brochure ensured the dissemination of all activities, results and products of the partnership.The website provides updated information as well as free access to the materials uploaded (auxiliary, guideline, newsletter, logo, cultural information about the countries), which will be available indefinitely.Communication was carried out by means of email, the website and the social network page (facebook, twitter), in English.The partnership strives to ensure open access to all website visitors and encourage users by providing free downloadable materials.In the long run the automotive businesses and education organizations will have a wider perspective on the needs of qualifications and cooperate in finding solutions together in terms of adapting the curriculum or the teaching approach.

"Today, the young generation is under the influence of the media. Over the last decade, there has been a drastic increase in the amount of time children and young people spend on-line. This has positive aspects, but it can also be a serious problem. For this reason, young people should be aware and critical media user. Partners from Bulgaria, Latvia, Poland, Turkey, Romania and the Czech Republic (5 schools and 1 art association) recognized that one important way to achieve this is to train children and teens in media literacy, build communication skills, exchange ideas in the extent of media literacy and the development of intercultural dialogue. The aim of the project was also to promote in-depth cooperation, provide tools to develop ICT competences, take responsibility for completing tasks and find creative solutions. The project has divided tasks and created working groups composed of people of different nationalities. All countries have fulfilled their assigned tasks. During the entire duration of the project there were also local activities for its participants in each partner country (questionnaires on media addiction, media threats presentations, meetings and interviews with famous journalists, lectures on contemporary media, workshops on the use of ICT, classes preparing for LTTA ). There were also collected materials for the brochure ""Hands on Media Literacy"" (gathering from the partners information on ""Media education at school"" and creating a new informer about ""Media education in Europe"" - included in the brochure ""HOML"").All partners have prepared min. 2 lesson plans / lesson plans on media education on the topic of the selected and project meeting, which were included in the Porfolio.The Polish partner as a coordinator was also responsible for the administrative and financial side of the project(partnership agreements, annexes, procedures / monitoring of good implementation of project activities). All activities were monitored on an ongoing basis, and the results of the work were presented and consulted during 4 project meetings.The project also included 2 activities related to learning / teaching / training. I)Turkey-photographic-ICT workshops and how to debate, exhibitions, create e-newspapers, theatrical performance, an international media evening (well-known journalists). II )Bulgaria - workshops on how to create films, attempts to create short films, blogs, vlogs. All project activities were documented on the FB profile https://www.facebook.com/HANDS-on-MEDIA-Literacy-Projekt-Erasmus-223433158084942/and on the project website www.handsonmedialiteracy.co, the eTweening, blog and project platform was created vlog (https://handsonmedialiteracy.blogspot.bg/ http: / Vlog https://handsonmedialiteracyvlog.blogspot.bg/Etwinning ""Hands on Media Literacy""Soft results:- raising the awareness of young people about such concepts as European citizenship and democracy based on the development of critical thinking;- intensification of cooperation;- reduced Internet addictions of the youth / parents' awareness of the effects of addiction.-technology (ICT, ability to debate, photographing, reading and writing, communication skills,)- introduction of innovative solutions for people involved in the project;- sharing and improving teaching practices and methods Hard results:- Brochure with national and international strategies against media addiction among students: ""Hands on Media Literacy"". This brochure describes legal regulations and strategies used in the countries involved in the project. The results of the media addiction survey among students in partner institutions and essays written by pupils from each country were also presented.- A portfolio of media education lesson plans: this output product is one of the main innovations of the project that combines the goal of disseminating project results with the need to guarantee follow-up, further stimulation of students and the creativity and knowledge of teachers even after the project activities have been completed.Lesson plans can be included in the program of media education lessons, they can be used in English lessons or educational lessons.- student presentations; мini-exhibitions, partner site; electronic newspaper, films, PowerPoint presentations; presentations showing the development of the project; short stories, a recorded course on how to debate, take pictures and use ICT in media literacy, a brochure with interviews with media experts.All project results are free of license and placed on the project website and on the Erasmus + PlatformOur project developed, tested, adapted and implemented innovative practices through new forms of learning and training."

"STARTING POINTFacing the COVID-19 crisis showed that the tools and approaches currently available for technical vocational education and training are suitable to a very limited extent. The common tools from the context of eLearning somehow cover the requirements of general schools with theoretical learning units in a subject-specific didactic approach, but not for conveying a mixture of theoretical and practical knowledge in an action-oriented, task-drivem system - as it is common in technical vocational schools. In addition, it turned out, that there are often good tools for smaller tasks, and therefore only for islands or islets on the global map of a solution. In order to enable appropriate basic homeschooling, the learners needed at least six tools, the teachers about 10 tools - each with its own login and differing operating philosophy.OUR PROJECT ""WebTVET"" offers a solution architecture on how new digital technologies can be integrated into all phases of training without giving up the good practice of the current teaching and learning system. This solution architecture is intended to ensure, that web-based teaching is enabled in technical, vocational schools and especially in a larger context.A CHALLENGE of this project is the school sector, which is the technical, vocational schools. According to current research, the greatest complexity can be found here. The requirements of general education schools, but also those of higher education, are lower. This is due to the fact, that a vocational, technical school needs to teach a mixture of theoretical and practical knowledge. Both need to be applied in a combined interplay to solve realworld, professional tasks. In general very different combinations (such as activities, manufacturing processes or manufacturing parameters) are possible to achieve a solution. At the end, one task can be fulfilled with an almost infinite number of solution approaches. Evaluating a learner solution in this context and enabling the combination of theoretical and practical competences is the specific challenge in this field of technical VET. Conversely, our solution architecture would cover an almost maximum complexity and would therefore be applicable for all training providers, possibly with reductions.APPROACHTo achieve this challenging goal, we first want to subdivide the overall task of school work into manageable portions. These sub-areas are then examined in detail for their web capability, in particular with practical experience that already exists or that is collected in pilot projects during the project period. In total we will create an experience-based map, which enables teachers and decision-makers to plan and realize their navigation onto a web-based school.TEAMIn order to have this solution architecture as practical as possible, the main actors of the project are four vocational schools, which themselves have extensive experience, but especially have the opportunity, to try out different approaches in real environments. Our partner arrangement is supplemented by the IT partner INL AG, whose focus is on school IT and thus will underpin our solution architecture with sound technical knowledge and awareness of current developments.TARGET GROUPLearners in technical professions should primarily benefit from the solution architecture. The solution modules modernize training and further education and create alternation and motivation. Regarding the learners, we will also take into account disadvantaged people, who rely on the complementary use of teaching content outside of school due to learning difficulties or language problems.Of course, teachers and trainers from vocational education and training will also benefit from the results, since their work is being increasingly digitized as part of an overall strategy. This overall view is also intended to support authorities and regulatory bodies in their planning of IT and VET framework with well-founded, practical recommendations."