"Vocational orientation at secondary schools in Lower Saxony has improved but is still not ideal. Despite regional vocational training offers, many pupils struggle through their last school years and the Abitur, only to start an apprenticeship. The same applies to the Lycée in France, whose Baccalaureat as a prerequisite for any professional advancement cannot always be successfully completed and then the alternatives appear unattractive. Our objectives were: 1. to develop strategies for improved career orientation at the Gymnasium and Lycée, i.e. to create a concept which enables the pupils to apply for a vocational internship or even an apprenticeship in other European countries. With the created concept they receive tips, tools and contacts with which they can determine their professional development on the European labour market themselves and thus - supported by their teachers - can decide more easily on a professional field or a profession. 2. to set a link on the homepages of the Gymnasium am Markt and the institution Notre Dame de Sainte-Croix Neuilly/Paris under ""School profile"" / ""Erasmus+"", which helps underage students and their teachers access our career orientation concept with all its application training tools and some contacts in the regions Achim/Bremen and Neuilly/Paris.The following activities were carried out:The German and French vocational training and higher education systems as well as companies and businesses in the Bremen / Achim region were researched and presented. All the 16 pupils participating in the mobilities have drawn up a CV and a letter of application in German, English and French. In preparation for the internship abroad, observation sheets were designed for pupils, parents and companies. All students took part in the annual job fair of the French school and - after collecting important possible questions - managed a simulated job interview in the three project languages.A two-day job shadowing with a parent of the host students in the respective other country with documentation, feedback and interim evaluation by the participants prepared them for their internship abroad. Seven German students completed this 7-day internship in a French company through the agency of their French host parents (law firm, bank, gift shop, primary school, paediatrician, telecommunications, advertising agency). Due to the outbreak of the Covid-19 pandemic, the French students' internship in German companies had to be postponed until next year.The subsequent student reports, feedback from everybody involved and the overall evaluation led to our FINAL RESULTS, i.e. a roadmap called CHECKLIST: YOUR INTERNSHIP ABROAD, a practicable procedure for pupils, parents, teachers and company staff along with a TOOLKIT of useful templates and contacts - to be found on the respective homepages (checklist plus 10 templates in English, French and German): www.gamma-achim.de (Schulprofil/Erasmus+) and www.saintecroix-de-neuilly.com. The templates include CV’s, motivation letters, language preparation for job interviews/internships, agreements between school and company, feedback sheets and internship reports.The Europasses “Mobility” have been applied for and will be issued soon. All documents were created in workshops. The host parents have fulfilled their obligation to offer a job shadowing and to assist in finding a work placement.We expect that in the medium run, the results of our Erasmus+ project will provide not only secondary schools, their 15-17-year-old students, their parents and teachers with a roadmap for career orientation in other European countries but will also be useful for vocational advisers in the respective regions. We are going to send our checklist and tool kit to our partnerschools in Latvia and Spain."

Our project Erasmus CSI (“Climate Scenes Investigation” deliberately related to “Crime Scene Investigation”) deals with the issue of climate change and wants to promote a better understanding of the human footprint. Climate change is our main global problem and deeply concerns all generations - especially our students' generation as shown by the environmental movement “Fridays for Future”As schools from our four partner countries we want to analyse current and future scenarios of climate change whereby we will not only look at global developments but also observe how this issue already affects our local surroundings. CSI will motivate students to work together to uncover challenges as well as discover solutions –both politically but also on a personal level (eco-friendly behaviour).Erasmus CSI is scheduled to last for three years. In the first year we will only have short term meetings while in the second and third year some of our students will also participate in long term mobilities of up to three months. Prepared for this by online language courses, they will fully integrate in their partner school's everyday life and make valuable cultural experiences that only a longer stay in another country can provideAround 12 teachers and 90 students aged 13 to 18 will participate in CSI on a regular basis. The project will help inclusion by integrating students in a cooperative project and giving students from low income families the opportunity to travel abroadStudents will be asked to present their findings to their peers and to the public. Hereby, they will produce many different kinds of works:-written: articles, questionnaires, presentations-creative: logos, leaflets, posters-audio or video: documentaries, podcastsErasmus CSI will apply the same methodology to each meeting and include:1-Introductory plenary session2-Workshops3-Excursions4-Closing plenary session (presenting the week's results)5-“Homework” (mainly, to prepare for the following meeting)Due to its demanding subject matter, CSI will greatly improve our students' oral and written expertise in English. On top of that, the ones involved in long term mobilities will also improve their language skills in German, Italian, Portuguese and Spanish. All this progress will be registered in their Passport of Languages for Europass.Our students' IT skills will improve through the application of various software tools (blogs, presentations, survey analyses, video- and audio editing, photos, layout software)The project will have both intangible results (knowledge and skills acquisition by the participants) and tangible results (material products). Reports, podcasts, videos, presentations will be shared on Twinspace and also at a final public exhibition in Rho, Italy. We will use these outcomes to measure the success of our project – especially in relation to the three priorities we selected for this project:-Environmental and climate change-Civic engagement / responsible citizenship-Teaching and learning foreign languagesThe project will have a significant long-term impact on its participants whereby the impact on students is expected to be the most significant. The first-hand experience of partners, and activities based on critical thinking and innovative methods will highly influence our students. By working in groups and collaborating with each other, they will gain competence in various areas and improve many social skills (negotiating, problem-solving, decision-making). The perception of our environment will also be changed since participants will gain a greater understanding of climate change based on analysis at the levels of biology, chemistry, demographics, philosophy, politics, economics, and social scienceThe teachers will also improve their knowledge on CSI-related aspects. The knowledge and experience of cross-curricular teaching, acquiring new methods and materials, and social skills and cooperation techniques will be improved. The ability to communicate better in English and competence in using ICT will be improved for all participants by the end of the project as wellThe partnership will have a positive impact on the participating institutions by building a community of teachers and students who have a strong commitment to and sense of ownership in the project, and by creating and carrying out several creative dissemination techniques and activities. It will also enable a broader community (parents, school authorities, local authorities, associations) to benefit from our partnership in the long term.The best practices of the project will be disseminated by sharing our experiences and products not only in our schools and local communities but also at conferences and workshops organized for schools interested in Erasmus+ projects by our national agencies. As a result, a wider audience will be reached and benefit in the long-term.We hope that our project will be an example of good practice in the lifelong learning community

The project wants to study and propose sustainable lifestyle products based on innovation, competitiveness and sustainability. Also we’d like to show the importance of new work formulas based on collaborative economy. Sustainable lifestyle concepts are an important way for using and employing our partner’s European territory with ist natural potential and its cultural traditional heritage based on a sustainable development and for the advantage of every European citizen. With this project work we want to make our students aware about those common values and developing a responsible and willing behaviour for respecting and preserving those common goods and taking advantage of them for the future.Our selected students are concerned about the consequences of environmental problems on our daily life and interested in sustainable development of local environment and a responsible way of living. As for the general methodology the students will work in collaborative international groups of students in order to investigate on the European dimension of education. By widening their knowledge about the importance of youth participation all project members will gain knowledge on how to encourage young people to be active and promote active citizenship through sustainability.By developing ideas on how to increase an interest in sustainable lifestyle concepts among local communities we will gain new knowledge on the development for local communities.Finally, our project products serve to share experience and best practices in creating topic related projects. With the activities planned we intend to give value to the respective resources of each territory from the educational and economic point of view. In the long run, with our project, we aim at fostering the innovational sense of the younger generations as our new insights, achieved by this project, will create an important concern for using and employing each country‘s great potential based on the principle of sustainable development and for the advantage of every European citizen. Education of young people must refer to make them aware about those common values.Thanks to the various mobilities and the resulting collaboration, our students will increase their awareness of the need to develop a responsible and willing behaviour for respecting and preserving those common goods and capitalizing them for the future through sustainable thinking.A key focus of the project is to develop a synergy between sustainable strategies and environmental education and to implement the results into youth life using the context of sustainable lifestyle. Upon completion of the project a framework to do this will exist. The framework will consist of defined pedagogical processes within sustainable approach. This framework will have utility as an extension of the existing project for future participant schools not directly involved in this project. In addition the framework will be transferable for collaborative studies of other environmental issues at local, regional, national or international level. Students and staff will use the learning and teaching outcomes generated by the project to enhance their own work in this field by using the project outcomes as template for their own work and private life to hopefully change their mind and way of living into an eco-friendlier manner. Students who are not directly involved into the project but who are concerned regarding sustainability, e.g. in the research lab of our school, will be informed by the students of the project. Students directly involved in the mobilities will gain to create insight by experience into global environmental issues and conservation measures which exist in response to these issues.

The Atlantic Salmon Conservation Schools Network is an innovative project which uses the context of Atlantic Salmon to bring young people together in a collaborative study, exploring a variety of complex environmental issues. This project is designed to place ICT and specifically Geo-media at the heart of the project. An overarching objective is to develop a framework to enable collaborative studies of environmental issues with outputs fully embedded in the digital age. Atlantic salmon are found throughout the bio-region of the North Atlantic. They inhabit the rivers and seas of a significant number of European countries within their range. As they are a migratory species, they therefore face an array of environmental pressures. The studying of Atlantic salmon acts as a catalyst to investigate these numerous environmental problems in the fields of sustainable food production, ecotourism, renewable energy, pollution, agricultural impact, forestry, ecosystem management, fishery management, conservation methods and most notably climate change. The aim of the project was to deliver an innovative pedagogical project to improve the teaching of environmental issues. The utilization of a single species with a wide geographical distribution and intercultural iconic significance was adopted as vehicle for the stated aim. The participating organisations subscribed to delivering this aim with the support of relevant stakeholders within their local context.The project had 4 distinct themes; (a)The value of Atlantic salmon.(b)A comparison between Baltic and Atlantic salmon.(c)The southern range of the Atlantic Salmon.(d) Industry and Atlantic Salmon. The project will provide 78 students aged 16 to 18 years, from the UK, Finland, France, Germany and Greenland an opportunity to participate. The students are from a range of socio-economic backgrounds. A variety of methods were to be used to deliver the project aims. The project was highly innovative. It used a single species to teach in context a wide array of environmental challenges, liking directly to sustainable living in terms of food sources, economy and energy. The wide spread of participants geographically added to the global sense of the project and the sense of environmental challenges being global. Inter cultural attitudes towards sustainable living objectives were also explored and experienced.The development of ICT skills such as the use of Geo-media applications in studying environmental issues were central to all mobilities. All students had the opportunity to engage worth this type of learning and all students across all the mobilities developed greater ICT skills. The implementation of the teaching and learning activities were delivered in accordance with the stated aims in the application. The aims of developing scientific skills as planned were exceeded. Student had opportunities to deliver such skills due to the collaborative work schools were able to organise with local universities, environmental NGOs and STEM outreach programmes.At international the project was recognized as mentioned and then replicated beyond Europe. Including the participating schools at total of 15 schools across 8 countries have engaged with project. Approximately 500 students and stakeholders have engaged with the project either through participation directly, participation through replication or by hosting visiting students.Beyond the life of the Erasmus funded project, the Atlantic Salmon conservation Schools Network is now running in North America with 4 schools and links with the original partner schools within this project. The project is now a listed event in the International Year of the Salmon 2019 and the Atlantic Salmon Conservation Schools Network, born out of this project remains an observer NGO of the NASCO international treaty and is invited to report annually and attend the annual inter governmental NASCO meeting.

Tourism in the time of globalization and how to avoid that overcrowding and neglect destroy the natural wealth and the sustainability of touristic resources are the factors that generated the answer defined nowadays as Ecotourism. This concept involves environmental, economic and social issues which vigilance is of crucial importance to ensure the survival of natural and historical patrimony. Putting together the tourist potentials of the participating European countries, the objective was that our students had the opportunity to know the different realities and reflect on thepractices and their consequences.In this way it is possible to awaken a common conscience that will help preserve the natural and cultural wealth of Europe. International meetings have been organized to involve students in the development of good ecotourism practices and have included the knowledge of cultural and natural richness, conservation projects and normative approach and their consequences.During the first mobility (Spain) they got familiar with the fundamental concepts of Ecotourism and had the opportunity of comparing the effects of human intervention on some touristic spots throughout the years. During the second one (Portugal) they approached the three main sectors directly involved in tourism: institutions, professionals and consumers. At the third mobility (France) each international team was given the opportunity of being creative and presented an ecotourism accommodation in which they have worked on all environmental aspects related to the theme: materials, construction,organization, philosophy, energy, etc. During the fourth meeting (Germany) each country set a stand with typical referents and food of their places and the exposition was visited by students, teachers and families. ICT tools were also applied to work on sustainable tourism as a way of preserving the environment. Furthermore, during all meetings, many parallel activities (exhibitions, visits to natural parks, eco-sport activities, …) and mixed internationalteams projects offered the students a glance at the different European realities and gave them the opportunity of collaborating with their international partners in the creation of a more responsible way of living tourism.Digital and/or physical materials such as magazines, ebooks or websites have been created after each mobility to collect the work and results obtained by the students. These materials have been shared with the respective school communities for their benefit and they will be used as referents for future projects and future student generations. This project has fostered the creation and improvement of an awareness of the necessity of giving ananswer to the problems created by the abuse of mass tourism activities. In the long term this is a way of creating future conscious citizens, able to value and help to respect the environment and european natural and historical richness.