"Context/backgroundOur project is called Young in Europe and focuses on an exchange of experience between the students of different cultures within that field. Do notice that the language for all communication in this project will be Spanish used for investigating interesting global phenomena. We want to provide possibilities for our students to use their language skills in real life which will deepen their knowledge of the language and develop their confidence. The students will start the project by communicating via ICT and social media in order to introduce themselves and get to know each other. They will communicate concerning their hobbies, what they do on their spare time, cultural phenomena such as cuisine and greeting ceremonies and cultural clashes, etc. They will go on by meeting each other in real life where they document some of these events by creating films. These films will be spread within their own social media in order to share their experiences within the field. This project will provide the students with a greater understanding for another culture than their own and lead to global awareness, which is part of the outcome for this project. The European added value is a significant part of this project.Cultural experience is essential to foster intercultural experience and to prevent intolerance and racism among youth. The students will gain new experiences which will make them more suitable for an international labour market. The objectives with our projectThe objectives with this project are to motivate the students to learn a language and to make them aware of other cultures by presenting a real life experience of Spanish language usage. Our organisational goal is to provide the students with a sense of purpose in learning. We want to put emphasis on the students’ ability to read and write in a European language in a real life context.Internationalisation is of key importance in order to make students employable on the European market. In order to ""acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, [...] global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development"" (globalgoals.org)ParticipantsDuring the first project year a group of 12 students age 15-17 and two teachers of Spanish from the secondary school Escola Secundária D. Manuel I are participating in the project. For Polhemsgymnasiet the same conditions will be applicable. When it comes to the digital communication, via e-mail and Skype, around 200 pupils will be involved. In the second project year 12 new students and two teachers from each school will participate.Description of activitiesThe pre-activities for the students involved within this project started in February of 2019. The students from the two countries are now communicating via ICT. The purpose with their communication is to exchange experience and thoughts about what it is like to be young in Europe and to practice the Spanish language. The topics discussed are all connected to their everyday life. During this stage many students are involved. By involving many students in the pre-activities we believe that we will more easily awaken interest for the later stages of the project and the outcomes of the project will benefit from this. During the next step of the project a smaller group of students is involved. The Portuguese students will arrive in Gothenburg in October. The visiting students will stay in the families of the Swedish students. The Portuguese students will attend lessons together with their new Swedish peers but they will also visit other groups to present themselves and their country. The pupils will together visit cultural events and different parts of the city where the Swedish students are responsible for a presentation, all in Spanish, obviously. The students document their days together and at the end of their stay they will in pairs produce a short movie which will be shown in the evening in front of the other students. After the visit in Sweden the communication between the two groups of students will continue. The Swedish students will visit the Portuguese in April. The arrangements in Beja will resemble the ones in Gothenburg and the activities will once again be documented. By producing the movies the students practice their teamwork skills. Methodology, impact and longer term benefitsWe believe that this project will lead to higher goal fulfilment within language acquisition for our students since this project will put emphasis on the students’ ability to read, write, listen and speak since the project is based on these LTT methods. The students’ films will be spread on Erasmus+ Project Result Platform, by the students on social media and will be used in the classroom by the teachers via organisations such as the Spanish teacher organisations."

Memory – a Memorial! In the project “Memory – a Memorial!” six schools have addressed the issue “cultural heritage”. Our aim was to help people find their own positions as individuals in their everyday surroundings, in society, in town or country. Our work was meant to provide the possibility of continually learning among friends. Participants were supposed to learn about their own roots and traditions, to deal with objects and subjects of history and learn about and explain the social patterns of their towns. The fact that fairly long-term research work and some thorough work with documentary material would be necessary was to act as counterbalance to the fact that schools are permanently confronted with quick changes, with a fast-paced flow of information and a shrinking confidence when dealing with knowledge.Particularly important for us was to add to the curriculum not only new contents and techniques, but simultaneously we wanted to further develop fields of knowledge and experiences which we already have. Thus, we, the teachers, succeed in perpetuating our students’ knowledge and in overcoming their tendency to adhere to current trends in a rather selective way. As we selected our topics and organized the research work in view of the students’ knowledge, we were able to realize our intentions throughout our project work. Thus, we have created a fairly solid basis for the development of the individuals’ security, for the knowledge of their own roots; their origins and history were used, enlarged and updated within a greater (European) context. This becomes more and more important in a world which is continually changing in the course of streams of refugees, of immigration and the constant movement of strangers, and which therefore seems to show only little constancy. In the project “Memory – a Memorial!” we did research work on facts and figures in order to become aware of and add to the cultural knowledge which we already possess to a certain extent. Finally, we worked on reforming and preserving it. We intended to connect and further develop conservative i.e. established elements (e. g. knowledge about literary theories or aesthetic positions) with progressive, i.e. modern elements (e. g. new cognitive and emotional insights, or new spontaneous creativity). This plan proved to be a good starting point. To know that we have long traditions in the fields of sciences, arts and literature, to know where the names of certain streets and schools derive from and which are the origins of memorials or names of town districts, to learn of the development of regional terms or linguistic peculiarities, all that serves as an element to help the individual find his position in life. To know of important persons, to prepare their biographies, and to trace their impact up to the present and in the process realize in which networks they acted centuries or decades ago is a further element which may develop its very own dynamics. It strengthens the concept of ourselves and produces connections between past, present and future.The additional value of a transnational cooperation is evident when we intend to use different approaches in order to achieve the best possible impulses by relying on synergy effects. This is also true of the challenge which today confronts schools and teachers in the context of the current problems of immigration. Here it is particularly important on the one hand to be open for new impulses, on the other hand, however, to be consequent and consistent when protecting and confirming basic values (freedom, democracy, a culture of discussion). In this way good impulses arose in order to convey who he or she is, how to explain their respective origins and finally show that our cultural heritage and our individual impressions are to be taken seriously. In view of the present turmoil in the EU In particular, we found it extremely important to show that there have always been contacts and transnational cooperation in Europe concerning the important issues of the time. The same is true with reference to the impact and appreciation of important persons and groups at different places and in different countries, which have formed the citizens of the EU up to the present. Such connections and relations have been emphasized and elaborated on in this project in particular.

Final Report (abstract) CLOU1.BackgroundThe project has been conceived against the background of more and more young people who fail taking their final exams at school or in their vocational training programmes, who drop out of school and thus contribute to a growing number of young adults without any qualifying graduation. While the project was running a new educational objective arose caused by the current influx of fugitives. The project group has reacted immediately and managed to include this target group into their general work concept at short notice.Furthermore, we observe that the teaching staff often feels left alone and overburdened in such difficult and demanding situations, which results in the fact that little happens to effectively improve the learners’ conditions.2.AimsTaken as a whole the project dealt with general educational aims – including most recent ones which focus on improving the structural possibilities of educational institutions and on optimizing the success of the individual learner. Suggestions on specific actions to provide support are meant to develop the resource “education” and to increase young adults’ chances to find employment. It was agreed that there is a great need to support students in developing their individual talents, in improving their key competencies and in outlining personalized teaching concepts. Therefore the project partners found it expedient to share, compare and jointly develop innovative concepts in a transnational project in order to devise suitable arrangements which will satisfy the needs mentioned above. This resulted in a further aim, namely to awake and to improve the fundamental understanding of all people involved because as many teachers as possible were meant to be included by such an educational initiative into a discussion and reflection of the topic with the intention to make them realize and interested in further training programmes. The intention was to clarify the relevance of individual offers of support and learning arrangements and to take up catchphrases, like ‘equal opportunities’ and ‘inclusion’, which are discussed emphatically, but which are not always adequately realized. In our project we focussed on counteracting, on using and further developing existing patterns, for these patterns are based on past experiences which were shared, evaluated and put into context in the course of the project. Additionally it was important for the project group to discuss the promotion of examples of mentoring, of individual support and of modifying curricula, as EU countries differ considerably in furthering such processes. Therefore sharing their respective experiences and opinions is particularly attractive among transnational partners. While pursuing our aims we have reverted to results of a ten-year-old project which was realized in the context of a Grundtvig strategic partnership (“Aller Anfang ist leicht”), for the partners of this project had already dealt with topics like support, encouragement and with developing individual structures of support and mentoring. 3.Participating organisations Seven partners were involved in this project thus representing various forms of schools and ways of learning: the partners in Gothenburg (SE) and in Bartin (TK) represented schools teaching young people (secondary schools / grammar schools), the partners in Amsterdam (NL), Tallinn (EE) and the associated institution in Paderborn (DE) represented adult education / second-chance education; and educational associations or institutions of popular education were represented by the partners in Leitir Moir (IR) and Pleven (BG). Thus it was possible to cover, to analyze and systematically take into consideration the problems of learners (and teachers) independent of a specific school form and across all age-groups.4.Main activitiesThe work schedule outlined in the application of the project was implemented: there were three obligatory “transnational conferences” (kick-off Oct. 2014 / May 2015 and May 2016), in addition there were – as proposed in the application – further meetings when the project partners were focussed on working intensively, i. e. on compiling material, and on developing and outlining steps and activities for counselling and support. Each partner institution sent two to four representatives, who participated in the obligatory “transnational conferences”. Additionally all partner institutions again sent two participants each to two major meetings in The Netherlands (spring 2015) and in Estonia (autumn 2015), and furthermore there were two meetings on a lower scale in spring and summer 2016 when the partners from The Netherlands (NL) and Bulgaria (BG) were represented by one participant each. These meetings were mainly concerned with outlining and designing the homepage, therefore it was important to have a small group of workers committed to their task. The partners’ interests and activities were guided by their agreemen

"3K*3M Partner from: School / university / teacher training / museum / music school / adult education work together. The common goal is the review of already existing and the creation and presentation of new creative approaches to digitization, including previous project results.Due to the forced lockdown during the corona phase, both educational and cultural institutions have been forced to find new ways of presentation, mediation and communication. When personal encounters - whether temporary or long-term - become restricted or impossible, it is important that pupils, students, museum and concert visitors, artists and the interested public remain in contact without breaking off the dialogue.This challenge is linked to technical possibilities and the ability to handle the corresponding software, but also to the digitization and preparation of content that can be worked on and discussed online. Neither of these is a matter of course. In many places, technical equipment has been upgraded, but the people who will use it in the future are not always up to the newly created possibilities. At the same time, it is important to prepare content in such a way that personal encounters, individual contact and feedback, and lively exchanges can be transferred to the virtual space. This also requires preparation, competence and the willingness to take such digital paths in the first place. Creating such modules is our goal.A presentation of already existing examples and the joint creation of new digital tools is the focus of the project work. Contents cannot be transferred 1:1, which is why the exchange between experienced partners is important. It is also intended that the project work will simultaneously result in a further training course, but this is not the first priority.If we want to remain in contact with the various target groups, if learning, study, training and teaching processes are not to be abruptly terminated, then we must be prepared to be digitally prepared enough to be able to digitally convey individual modules, presentations and possibly even entire seminars and teaching units. If culture is not to fall into a deep slumber, then art, music and literature (theater) must find ways of digital presentation and presence. Individual digital passages can be incorporated into analog processes - for example, when it comes to vocal passages or dialogues. Here, various stages and concert halls have developed excellent examples in recent months.The project team is broadly based with experts from the fields of education and culture in order to respond appropriately to the challenge. We work together in a partner group that has a good foundation in blended learning, modularization and digitalization. Our aim is to create common digital formats that can be used in the different institutions - and beyond. The Kadriorg Museum in Tallinn not only wants to present objects and provide information about them, but here the virtual museum visit should also be a ""visual experience"". The Music and Art School in Liepaja will not only present individual concert pieces, but also create first steps for music workshops online. The methodological-didactic center in Bratislava has already developed digital formats in the summer of 2020 to continue teacher training online and to offer teachers support for their own online lessons. The Westfälisches Forum works closely with the Westfalen-Kolleg Paderborn, which has been offering the ""Abitur Online"" course for over 15 years. Here 50% of the lessons are digital. The platform work is constantly maintained and expanded, so that a good pool for development and adaptation can be used. The Foreign Language Institute of the University of Kaunas supports the group by using different language modules and the participating schools in Ghent, Gothenburg, Liepaja and Paderborn test and try out the different new modules,. The University of Liepaja participates indirectly, as the Department of Pedagogy cooperates with School No. 7 and the Art and Music School. Teachers work as lecturers at the university. Our co-opted partner in Moscow, the State Linguistic University with a propaedeutic program, will also develop and translate modules. This makes sense and is helpful because Liepaja and Tallinn have a relatively large Russian population, and students with a migration background also study at the Westfalen-Kolleg. With the developed, documented and commented materials, a further education course is to be designed. Presentations of the results will take place in May 2022 /2023."