"Youth employment is a main concern and achieving it a main goal within the European Union. Studies and activities towards vocational and professional planning, guidance that is innovative and individually designed, has strongly been highlighted in 2020 Strategic Plan of Europe. Our project aims at creating opportunities for our students to get into a more intensive contact with the job market and its perspectives, demands and possibilities. This is done under the premise of a close cooperation between our schools, companies and enterprises and other educational institutions, for example on a tertiary level like colleges and universities. The variety of countries represented by our partner schools from Germany, Portugal, Spain, Turkey and Croatia allows an approach based on a comparison of regions and within a European context.The main questions we’re going to focus on are such as:What are our student’s goals and preferences for their professional and vocational future?Which jobs and positions would they like to get?What problems and obstacles do they see on their way towards these jobs?And, on the other hand: Which requirements are there from the side of possible employers? Which demands are uttered by educational institutions like colleges and universities? What claims arise from the digital revolution? What kind of jobs will be offered? What problems and chances are seen in the qualification and the conveyance of competences to future graduates and employees?Here, a special focus will be laid on the development of digital competences. And on the integration of the demands for our students into our schools’ instructions. Another focus will be on students with a low qualification standard, especially refugees as a connection to our former Erasmus project ""EUIntegrate"".The actual project work will be divided into different steps:Research and information (Project Year 1):Student teams of each partner school - coached by teachers – will research and create tools like - a questionnaire for students, employers and educational institutions like universities- interviews with employers, university professors / scientists, career guides, etc. - a data base with useful internet sites, contacts, etc.Analysis / Comparison (Project Year 2):- Realization and evaluation of the questionnaire- Comparison of the results at the five different partner schools- Implementation of the results by organizing workshops, creating a career guideline (by the students), etc.As far as possible our working process is supposed to be in digital form. Thus, the communication and publishing is planned on servers with social and interactive tools. Our goal is the use of the eTwinning platform, Moodle and MEBIS are another option. This will be done in combination with ""familiar"" apps like whatsapp, facebook.skype etc.Last not least our project stresses the face-to-face interaction on a European level, e.g. during project meetings. In the end we expect to create a strong feeling that Europe is a place to cooperate. After all, also a job market needs something bigger than friendships on facebook."

The context of project implementation, as already is indicated in the proposal, is focused on the situation that a lot of people has lived or live nowedays with the arrival of waves of immigrants or refugees. This fact of cultural contrast introduces certain economic and social problems, that we wanted to trait in the classrooms of partner schools. That was spread outside of the school environment to an online common meeting space for students and teachers thanks to social networks as facebook or whatsap. This project was also expanded following the model of an active school process socially involved in extracurricular activities thanks to other spaces provided by NGOs and institutions, which collaborated actively with us in terms of providing information of assesment to its implementation.We have been six partner schools in this project. All of them are secondary and vocational schools, whose students are between 12 and 20 years old.As already was writen in the initial proposal, Eurintegrate was focused on a final goal: the creation of a role game with well-defined rules, scnerarios and characters. Certainly a theater perfomance has also been included in the process, in reference to those scenarios and characters that have been appearing throughout the process of the game creation. This perfomance was played by the students during the last activities meeting in April of the 2018 in Thessaloniki in front of a school and family audience. The play showed some possible situations arising from the role game.Evidently, other objectives have been reached, to a greater or lesser degree, through the creation of the role game. An example of which have also been achieved:-Encouragement of teamwork and teamlearning, both in teachers and students groups.-More inclusive education: sensitivity to diversity, developingempathy and self-reflection, generating greater ethical awareness regarding many situations that students and teacher could share with the main protagonists in talks, meetings...-Broading awareness of European Citizenship-Integration of new intellectual tools in the classroom: encouraging the use of digital learning strategies thanks to the new technologies.-Students' empowerment in reference to human rights-Developing of new interactive learning methodologies by teachers.-Encouragement and improvement in the foreign languages .Regarding teachers of our school, all teachers have participated in some punctual activities in one way or another -as for example in the preparation of speachs, workshoops or an intercultural lunch offered by the APYMA where representatives of immigrants and refugees were invited to take part in it. Although the most involved teachers have been in a self-nominated group: the Erasmus group formed by 7 teachers who coordinated activities and results. They belonged to different departments: Foreign Languages, Spanish language, Mathematics, Philosophy or Biology...Regarding the profile of the students: they were of 3rd. and th. of ESO and some of 1st of Bachillerato,Concluding, about 200 students have befefited directly, although this number can be increasing because our final product, a role game, is a pedagogical tool that can be used in the classroom.The impact has been enourmously positive, given the impact on the educational community of our schools, families wish that their children to participate in similar international projects, because consider them an effective source of learning. Also students and teacher are more motivated to take part in similar activities and likewise the sensivity towards the treated topics refferring to social integration of immigrants and refugees and their social repercussions of the stutdents work has been transferred to the media though interwievs, blogs of journalists, broadcast of the news. Outside of the schope of our schoole we carry out a talk at the CEP of Palma in May and some teachers have agreed to participate as speakers at the CEP of Palma showing Eurintegrate project during the Erasmus Good Practices day in the Balearic Islands on November the 14th. It must be included an paper about the Eurintegrate project read at the IV Congress of Analytical Psycology by Mª Mercedes Domínguez, the project coordinator at the IES Joan M. Thomàs. This Congress took place in Avignon, from 30/8 to 2/9 of 2018People can visited the project web; where there are some photos and videos about the events which took place;http://sites.google.com/view/eurintegrate

"Through this project we aimed to develop the key competences of students in the field of electrical installations (installations and home automation) at European level,but also the training of teachers in this area by putting at their disposal some updated programs alongside with the corresponding documents.There has been used the Moodle platform for implementation and dissemination of the project and the project's goal was to offer young graduates of technical education the chance to be offered a proper and suitable job in the area.The project had as its objectives: to adapt the education of the participating schools involved into the project to the new economic conditions imposed by the dynamics of the labour market trades; the achievement of professional ties between the teachers from the participating countries in order to determine the work opportunities for the students and their integration on the labour market; to increase levels of knowledge of the students/ teachers regarding the importance of home automation installations; to increase the quality of initial and continuous formation and training through the use of ICT(implementation and use of Moodle platform). The organizations involved were:1.Cooperativa de Ensino de V.N.Famalicão,CRL-E.P Cior- Portugal;2.School I.E.S Miguel Catalán, Coslada, Spain;3.Staatliche Berufliche Oberschule Schwandorf - Germany;4.I.T.I.S G. ARMELLINI-Rome,Italy;5.WATT UNIT S.R.L -Constanta, Romania.The chosen partners have had rich experience in the attainment of home automation installations,have been interested in completing this project,because home automation systems are used differently worldwide,and they have wanted to analyse and choose the best solutions for the implementation of home automation installations in their own curriculum.The target groups identified were:students of 10th and 11th grades in the electrics field,for both the coordinator as well as for the other educational organizations involved;the teachers who teach in the coordinating organization in the fields of electrical/ automation and who lacked updated programs for their work;foreign teachers who wanted to improve the existing programmes in the field;the specialists of the participating company who wanted the implementation of home automation installations in Constanta.There have been done four intellectual products:1.a curriculum in the field of home automation installations and of the documents (materials) related to the work (at 11th grade);2. a general catalogue of home automation system chosen;3.a directory of practical training for installation of home automation of a house with two bedrooms;4.a manual of instructions for the devices used in automation systems with home automation installations.In order to achieve these intellectual outputs during the two years there have been six meetings between the participating countries of the project,two events of the applicant and three training activities.Six project meetings, as follows:the first and last meeting of the project took place at the headquarters of the Coordinator from Romania;the other four meetings were held at the participating organizations from Spain, Italy, Germany and Portugal;Two of the multiplication events were held at the headquarters of the Coordinator.The first multiplication event was held at end of the first year of the project,on July 4th, 2017,under the title:E1:""The need for the implementation of home automation installations in technical and vocational education from Romania"";The second multiplication event occurred at the end of the second year of the project, on July 4th, 2018,under the name:E2:""Auxiliary materials fot the curriculum of home automation installation"".These events were attended by specialists from Romania interested in implementation of home automation installations in everyday practice.Three training activities: 1.formation of 5 teachers in the technical field from the applicant institution at IES Miguel Catalan,which consisted of practical works with equipment designed for home automation installations,aimed at being able to implement the new curriculum for home automation installations; 2.formation of 14 students from the applicant institution at IES Miguel Catalan,who in working team with Spanish students have actually completed a home automation installation according to the curriculum conducted in collaboration with the external partners,noting aspects such as the impact on students,the difficulty in achieving the task and receiving the needed feedback. 3.formation of a computer scientist from the applicant institution at IES Miguel Catalan,which consisted in studying the use of Moodle platform,who became the administrator of the platform in order to implement and disseminate the project.The teachers and the students who were involved in the project had both professional and personal use of the following benefits:acquiring new competencies in the home automation;obtaining the EM."