This strategic partnership project aims to help move VET schools and colleges to the next level with respect to internationalisation. The partners in this project strongly believe that a successful and innovative strategic partnership will play a central role in positioning our activities nationally and internationally. There are a number of ad hoc partnerships that participate in mobility and innovative projects within EU funded programmes. However, the disadvantages that present themselves with year to year funding are significant to hinder and prevent the development of alliances between institutions that could provide real added value and benefits to students, staff and the local economy.This project aims to forge a formal strategic partnership between four large organisations. It will explore the breadth and depth to which this partnership can stretch to bring benefit to their vision and priorities as well as those of their locality and region. Each partner will identify their institutional goals, taking full account of their regional economies, and a process of sharing and agreeing a common agenda for collaboration will be undertaken. Local and regional stakeholders will be consulted on this draft partnership agreement and measures will be put in place to ensure the sustainability of the strategic alliance and its activities. A log will record the development and unfolding of the partnership process, its scope and nature, the barriers and the best and worst bits that do or don't work. Partnership will help to develop quality placements based on partners' experience and knowledge of the productive or service sectors.The previous cooperation with companies in their areaswill be crcucial to provide work placements for teachers and students: - On one hand, because every partner would know the companies activities and would know how they fit on participants' profiles,- An on the other hand because every partner will be able to facilitate agreements and suitable conditions.Out of this experience the partnership will produce a manual that would assist other potential strategic partnerships in the VET sector. The project will enhance the aims of the Mobility Charter by aligning strategic policies between institutions and by sharing common ambitions and objectives.

Environmental and social issues are a priority for our society in transition. They are major challenges for the European Union, which implements policies to promote ecological practices at different scales. We named this project, Seeds for Tomorrow, because we believe that the seeds of this ecological ambition for tomorrow are in the hands of European youth. Drawing on their experience of European projects, the teachers and staff of the Lycée Touchard, located in Le Mans, France, have gathered around them Portuguese, Finnish and Bulgarian partners with whom we are renewing a project, as well as newcomers. Among them, we welcome the teachers and staff of the Collège Cocteau de Coulaines, located in the agglomeration of the coordinating high school, to enable them to embark on these very stimulating experiences and to strengthen the regular and active collaboration between middle and high school students. The IES Las Salinas establishment located in Cadiz is also discovering this organization with a lot of motivation. The Seeds for Tomorrow project will spread from the banks of the Danube to the north of Europe, via the proximity of the Atlantic and the Mediterranean. Seeds for Tomorrow meets cross-cutting objectives. First of all, awareness and skills acquisition on ecological transition will follow four axes: feeding, moving, producing, consuming. All the activities planned over the two years of the project will enable students, teachers and staff to work on these concepts. The linking of knowledge and know-how will allow students to exchange in English, based on argumentation skills and a specific vocabulary. In parallel to the development of language skills, the pupils of each school will express social skills thanks to the organisation of the host week and the sharing of a different culture from one partner country to another. Finally, Seeds for Tomorrow is based on the creation of High School Climate Citizen Conventions, which bring together students, teachers, staff and external speakers at the end of each mobility week to discuss proposals for improvements made by students. We hope that the Seeds for Tomorrow project will enable positive, ethical, scientific and civic changes in the way our schools operate. The practice of public speaking inscribes our project in the democratic tradition of our continent and will contribute to its positive evolution. Groups of about 20 young people will carry out the project, over two years, in each institution. They will be chosen on the basis of their motivation to take part in the project over the long term. They will be ambassadors for Seeds for Tomorrow which will radiate far beyond this group. The activities have been designed during each mobility to include many members of our educational communities, schoolchildren, students, working people, parents to reach a large community of European citizens. We also want young people, who do not have the personal conditions to travel, to be able to take part in international mobilities. We defend the solidarity values of welcoming and sharing. The integration of secondary school students into the project reflects our desire to accompany young people towards the above-mentioned skills and to create a link between two ages of secondary education. On this subject, all the partners have thought about activities that can be carried out, at different skill levels, by students aged 13 to 18. The progression is intended to be growing between September 2020 and June 2022 with a specific identity to each stage such as the professional world, science or coastal preservation. The e-Twinning platform will allow an efficient follow-up of the productions in their diversity: articles, photographs, video capsules, audio recordings, artistic works... The common experience shared between teachers and staff upstream of the project allows for a shared organisation of the project. Roles are defined within and between schools. The young people will be able to benefit from a framework that complies with well-understood rules and allows them to develop. Families will be able to join the project with confidence, aware that risk management is taken care of. At the end of the project, we are therefore looking forward to the following prospects: - Young people enlightened about the right ecological and social choices to make - Schools which will benefit from their reflections to improve their daily lives - Pupils and adults, better speakers in English, to continue this investment on a European scale in the near future.

Empathy versus apathy. Synergy versus lethargy. The project intends to develop teenagers' active European citizenship and social inclusion by discovering differences and similarities in problems young people face and need to solve today. The project will promote the involvement of teachers and 15-20 aged students as a whole team from 5 different European educational settings. It was prompted by the need to combat low motivation and apathy at school. This is a large project with various partners but the coordinator believes that this will facilitate the broadest range of perspectives, experiences and examples of good practices from different cultural backgrounds. The project will be accomplished through activities of searching, studying, comparing, analyzing and creating with the strong involvement of students and teachers. The development of the project will be based on a permanent communication between partners via Internet or face to face in six different international meetings. Considering that the topic of the project is of great interest for partners and a European priority, we believe that it must be disseminated widely from the level of the partners’ institutions to the wide educational community by using various instruments such as mass media, project website and direct meetings. This project will identify effective practice using different evaluation methods for analyzing strengths and weaknesses in order to obtain a good practice partnership. The involved partner members will have precise tasks in accomplishing a user-friendly end products such as an e-journal, a website and multimedia short products made available electronically for the target and for the stakeholders in different European countries as a real added value for education.

Technical progress in databased operating of processes in production has drastically advanced. To operate and develop the processes in the future, it needs an integration of EDP supported systems in vocational education. A lot of professions are already based on EDP supported systems.The Internet is a permanent part of sociocultural as well as workplace related information- and communication infrastructure. Cost-efficient, effective and mobile devices, universal availability of the Internet and user-friendly applications lead towards a change of information and communication behaviour. According to these changes, new forms of learning are necessary and furthermore are a necessary step into the future. All scenarios of learning, which are not exclusively face-to-face or online executed, are named blended learning or hybrid learning, thus a combination of virtual and non-virtual settings of learning and methods.The BMBF (office of education and science) has published a brochure “Digital Media in Vocational Education” in which “Social Augmented Learning (SAL)” is emphasised. According to the brochure “The aim of Social Augmented Learning is the consequent use and application of digital media to update and develop education. SAL works on different levels: Using Social Learning apprentices are apt to document their learning progress, generate their own learning content or update existing content. Furthermore apprentices might use mobile learning to work and learn self-reliant at every place and at every time. The content is based on the “virtual print system”.”This argument also works for the education of welding operators. Recently simulators for the welding education are introduced at professional expositions. These simulators are a new level of didactical and methodical education. These multimedia teaching aids are close to reality and contain a great motivational factor. All produced results could be easily retrieved, and this offers a good opportunity to reflect on results and thereby are a welcome support to the later realisation in a workshop.The simulators based on Augmented Reality could be easily configured for a large number of different languages. This enables apprentices of different partner institutions to operate the simulator rather easily. In addition to that, the simulators are not linked to a workshop which offers the usage of these simulators in classrooms. Another benefit is the reduction of working hazards including exposure to light, extreme temperatures, dangerous gas formation and dust formation and the incidence of cinder. This reduction of working hazards is, especially for young and difficult learners, a great benefit because the potential danger is much higher.This new technology might be used in trade and industry alike, for full-time students and part-time students, for beginners and advanced students. Especially for students with “special needs” this technology offers a great potential. The location-independent use is not restricted to workshops equipped with a vacuum device, workshops with potential hazards and complex safety regulations. This technology is predestined for the usage in international contexts and diverse groups of students.The planned project shall involve an international concept for an introduction in MAG welding using the simulator in different groups of students and an evaluation of the concept. Very important is the guided self-reliant work of the students in which they have online access to their acquired theoretical skills and knowledge. The virtual results are going to be compared and evaluated by using tablet computers. The guidance and support of the concept is provided by the project partner of teacher education in Brunswick. Technical guidance is provided by the Metal-Guild Gifhorn and the company H.Butting GmbH& Co.KG. All educational modules will be developed, prepared and evaluated together and provided for all members of the project.Stratetic Partners are: BBS II in LeerGermany; Saimaan ammattiopisto Sampo - Finland; Buskerud videregaende skole - Norway; Goierri - Spain; 7 Ersatikiato Athen - Greece; PTS Tamsweg - AustriaAssociated Partners: Metall-Innung Gifhorn - Germany; TKNIKA Errenteria - Spain; BBS für Metalltechnik Bremen - Germany; Studienseminar Braunschweig - Germany; Fa. Butting GmbH&co. KG - Germany;

"According to the European Commission analysis, the rate of youth unemployment in OECD countries is of 15.7 % while in the EU countries was 23.4 % at the beginning of 2017, with slight variations in both cases compared to previous year.At the partnership level a poll was conducted for 500 pupils aged between 16- 19 years on the opportunities they will have after graduation and how they expect to handle a future job.The project aims is to develop a strategy for a better career guidance of youth and increase the entrepreneurial potential of student using the voluntarism. Project objectives are:O1.Developing an open educational tools for a better guidance of 150 students in career through experiential learning and voluntarism during the ongoing projectO2.Training for 15 teachers to become coach of students in the social entrepreneurship and using non-formal methods during one training courses in the second year of the projectO3.Increasing the new soft abilities at youth to become more competitive on the labour market during the project implementationO4.Development of strategy for developing social entrepreneurship knowledge, skills and competences for students of each partner schools. This objective aims at 25% increase of student interest in social entrepreneurship among the target group.Different legal, financial and intercultural aspects in the culture of voluntarism and social entrepreneurship, with various expertise in these fields, the strategic partnership will give more solutions with the common problems, more creative ideas and way to improve youth career guidance, their civic attitude and entrepreneurial education in schools.The impact on students directly involved in the project will consist of:-acquired soft skills (empathy, teamwork, communication, leadership, self confidence, critical thinking , active in a team group, real problems solving) for 150 students for a better career guidance and better insertion on the labour market.-acquired knowledge, skills and competences in social entrepreneurship though local activities and blended mobilities for 90 students-strengthening the ability of handling things( ""Look! I can do it"" )/ self-confidence for 150 students-acquired personal development and improvement of social relations, managing priorities and time for 150 students-90 students certified in personal development or in social entrepreneurship through personal action planning , acknowledgement and logical thinking based on both knowledge acquired in a formal setting and inspiration or improvisation in a non-formal education, experiential learning-240 students will develop the ability to take appropriate decisions in accordance with the own needs, trends of the labour market and with needs of the community they belong.-Improvement of target group skills to develop and implement new projects in order to increase competitiveness in youth-ICT skills development through text editing, processing images, making presentations, films, photo exhibitions, communication on various online channels, development of an e-learning platform-improvement of inter-personal communication skills in EnglishThe Cognitive outcomes of the project will be:-improvement of interpersonal skills and communication in English to 25% pupils and teachers of the partner schools-enhancement of ICT skills and communication, achievement of promotional material, management of an online platform by 25% students and teachers-enhancement of knowledge and social entrepreneurship skills to 25% students and teachers from all partner schools-improvement of teachers ' skills in student working by integrating non-formal methods to formal and informal context.-10% of students will get Europass cerficates that acknowledge skills and competencies in the field of social entrepreneurship.-improvement of students' attitude regarding the problems of the local /European community, especially concerning disadvantaged groups of young people-development of intercultural and social skills through non-formal methods for 40% students-improvement in school management ability by diversifying working methods with students, allowing them to pursue responsible specific actions in the project-development of cross curricular competences for 20% students (communication, leadership, empathy, ICT, entrepreneurship, sociology competences) among young people through non-formal methods, experiential learningThe principal Long-term results of the project will be an e-learning platform to exist even after the completion as tool for schools,18 trained teachers for becoming coach in social entrepreneurship.Different economical backgrounds and didactical aproach will bring various solutions, experiences in a better career guidance and social entrepreneurship. Also, the partnership is a tool of shared European priorities, born in the Erasmus + logic, in order to establish cooperative ties to create knowledge, innovation and cultural integration."