Our three vocational schools from Cyprus, France and Portugal worked collaboratively for two years on the project called “Track it don’t lose it”. We decided to work together because our schools experienced the same difficulties such as many of our students came from deprived backgrounds, many were issued form the immigration, many of them were on the brim of dropping out school and they did not have full access to the same opportunities as the students that attended schools in general secondary education sector. We agreed that our students from different social, ethnic, economic and disadvantaged social categories needed to get the best and the most innovative way of teaching and we were convinced of the benefits of the European projects on our participants.We had three main objectives in our project:1.Providing guidance and help to the participating students by teachers to write an IT program for asset management of products in our schools. This greatly helped them to improve their ICT skills.2.Establishment of students companies by group of four international students under the supervision of participating staff. This helped the students to improve their entrepreneurship and many other skills which they would be needed in their future work life.3.Giving motivation to feel European citizens.Our three schools were very complimentary because each one brought its expertise needed for the project. France was the coordinator and was responsible for the good communication throughout the project. The coordinator, as an eTwinning ambassador, was also responsible for the creation and organization of the Twinspace on eTwinning plateform. They also helped with the creation of mini companies. Portugal brought its long experience in doing many European programs and had a strong cooperation with Mozambic which enabled us to disseminate and offer our IT program to their partners. Portugal had an important role into the success of the creation of the mini companies by our students because they monitored this task. They were also responsible for our project advertisements, our dissemination plan and our website. Cyprus had a strong expertise in programming and with their partnership with the faculty of Limassol they taught our students how to program and to write an IT program. They also supervised the creation of the manual user for our IT program.The three transnational meetings one in each country (France, Portugal and Cyprus) spread at keen moments of the life of project took place at the beginning, in the middle and at the end were very important for teachers and headmasters to organize, manage, implement and adjust the different tasks of the project. In between three Learning Teaching and Training activities were held in Cyprus, then in France and finally in Portugal. They were highly appreciated by the students who met and share to work in collaboration in the writing and the testing of our IT program, on updating the website, creating the mini companies and presenting them. Our project’s different steps and results are visible on the Twinspace and any school which is interested in our IT program can use it for its own purpose. Our Twinspace allowed our students to in between and during the LTT. They worked on the summary of our LTTs and produced newsletters, leaflets, videos, user manual for our IT program, created a multilinguism dictionary brainstormed on entrepreneurship and they exchanged and discussed into forums. They also evaluated their work and the project. The staff was always helping and facilitating the students in achieving the best possible results. The impacts on our participants were numerous by participating and working in collaboration it enhanced our innovation in education and it allowed our students to create and IT program which is going to serve the needs of our schools and also it gave them the keys to develop entrepreneurship. They used their professional’s skills in order to realize a concrete work and the different steps for this It program was integrated naturally into our curricula. Our students’ social skills were strengthened because they had to work with persons from other countries, to communicate they had to speak English which was our common language though they learnt some phrases and words from our partners. They discovered the countries and the culture of our partnership. Working in international teams gave them confidence. We managed to combat early school leaving because none of our students left school. They passed all their exams and they continue to do studies and apply to do longer mobilities abroad in doing work placements. All the skills acquire during this project was very profitable for their future life as responsible citizens.

"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."

"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."

<< Objectives >>This project aims to develop a model for entrepreneurial-oriented STEAM education with standards set and applicable for teachers. This model to be developed will serve as a guide for entrepreneurship-oriented STEM education in teacher training. Thus, a guide to the standards for creating practical STEAM activities to support the entrepreneurial skills of teachers and students, which has been identified as a gap in the literature, will be created.<< Implementation >>Translational project meetings [teacher training and STE²AM implementations in classrooms], meeting for defining standards of STE²AM, and green Europe international conference will be carried out as activities to reach the goals of the project.<< Results >>In the light of the data obtained from this project, a standard structure for STE²AM will be established. This standard structure will form a basis for research on how STEM studies to be carried out should be. In addition, it will allow the evaluation of the suitability of STEM training that has been carried out so far.