"Given that Europe is going through a momentum of change, it is essential for every organization in the educational sector to make sure that all European countries cooperate so that Europe can succeed in guaranteeing a common future for the younger generation. Erasmus+ is oriented towards the “Europe 2020” strategy (smart, sustainable and inclusive growth) and the “European Education and Training 2020” strategy for European cooperation. The focus of our project was to contribute to these common European purposes and priorities by encouraging young students to learn about European values which enable them to participate in the European cultural and social life. By working together on our project, including exchange visits and meetings in the partner countries, we directly followed the guidelines of the Paris Declaration, “Europe belongs to us and we belong to Europe”. In dealing with the European cultural heritage we could clearly demonstrate our common roots to the younger generation.This connecting element, the tradition and numerous cultural monuments were made aware.The project work and the securing of the results was be done by means of digital media. First of all, the participants were introduced to the appropriate use of new media. This knowledge was used by them in class and will be useful in their future working life. That is why media literacy (or media education) has already been adopted in many European curricula. It was supported by a critical analysis of new digital products.As part of the project, digital media enabled open, differentiated forms of learning, offered opportunities to do justice to the individuality of the individual and promoted independent learning.The students used various apps to present their final results. These have been published on our homepage (www.european-heritage.rocks) and can be viewed and used at any time. The participants got to know the meaning of an existing, already awarded European cultural monument and took responsibility for choosing a cultural monument from their hometown that was worthy of appreciation and had not yet been awarded a prize. A self-designed cultural label was awarded in the end. For the final presentation, members of the community, school and representatives of the press have been invited. In order to ensure sustainability, we want this award to continue to be part of school development in the following years.We want the close cooperation, not only with the local authorities, but also with the participating schools beyond this project. When we selected participants (age group 15-18, number 5 to 8 students per school), we paid attention to choose students from socially disadvantaged families, have an immigration background, suffer from any kind of learning disability or even be a potential school dropout. Experienced teachers who were open to innovations as well as willing to share their experiences have accompany the project. Not only the participants were involved in the project, but all the other pupils and teachers of the schools, too; also representatives of companies and trade centres; professional craftsmen, artists and musicians; parents and other family members; representatives of the public authorities, the media and the politics; as well as other relevant persons from every partner country. Finally, the project was evaluated by all those involved in the form of a questionnaire.With this project we were able to increase the professionalism of the teachers through the exchange of experiences and innovations. Private contacts between the project participants continued beyond the project. European cooperation was felt to be very valuable in the working groups.Our participants, the youngsters, the ""heirs of our heritage"" themselves will become ambassadors of our European cultural heritage by experiencing common roots."

The more Europe is assimilating, politically as well as socially, the more our young people will be working in foreign countries. Mobility of labor will not only be necessary in their home countries but also transnational. To know about the specific demands of working in a European country is the foremost task, apart from speaking the language. Companies that send their apprentices abroad to get trained do already exist.Our project conveyed an insight into: ° The different structures of the job market. ° The various methods of working. ° Site-specific jobs. ° The tasks of regionally working politicians in countries of the European Union. ° The different ways of life of young people of the same age.The project encouraged young people and adults to reflect their personal lifestyles and their ability to adapt to new and different working and living conditions. Some students are considering training in other European countries.The project involved two Bavarian secondary schools in Haar and Höhenkirchen, a Latvian school with comparable academic qualifications and qualifications, and Canterbury Highschool, which also offers pre-vocational training courses.Students (aged about 14 - 19 years) and their teachers took part in the transnational meetings. The aim of our project was enabling young people to maybe think about finding a job abroad, make them getting to know and to learn about cultural and geographical facts in advance.We had the following transnational meetings: o three meetings of all teachers to get to know and fix the project; to create a brochure; to evaluate and discuss a new common project o three Project meetings with students and teachers (working on the project )Students, also those who are not taking part, got an impression of the foreign countries by giving them audio-visual information about the given tasks.With the help of local teachers, the students selected companies around the school locations (visits to specialized vocational schools and universities in Canterbury and Daugavpils, small and medium-sized businesses (e.g. Hotel Aying, Ziegler GmbH) as well as companies (such as Audi AG and Rohde and Schwarz in Munich and Ingolstadt), factory tours and explored various professions and job opportunities, documenting the results in words and pictures. At the same time, the students got to know the nature and culture of the country by visiting families and by going on sightseeing. Numerous friendships were closed.Results and impacts:- Geographical, cultural, economic knowledge about the partner countries- Awareness of Lifelong Learning is essential especially nowadays - Contact to peer groups in Europe on digital Media e. g. Facebook, Skype, whatsapp, brings a rapid exchange of new developments and living situations - Developing an awareness and willingness for the mobility in an integrating Europe in education, training and vocation- Improvement of personal skills (e. g. initiative, purposefulness and flexibility.)- Cross-cultural openness that also preserves their own cultural identity- Better chances in future professional life- Contribution to a peaceful coexistence- Awareness of a multicultural citizen- Lifelong Learning- improvement of language skills (employee, staff)- Increased employees' self-initiative as a key competence- Establishment of European contacts beyond the school project - maybe European cooperation of firmsThe sustainability of results:- other schools in the field of the project partners have benefited from the experience by seeking similar projects or use the results in their teaching-The example of the project informed the local public about interesting progress at European level- Students received valuable application tips from personnel managers - Students with learning difficulties were motivated to leave school with a good qualification- Presence of the participating schools by publications and project präsentationsThe project is an example for succsessful cooperation in Europe. It enlarges already existing European cooperations of vocational education.

"Europe is experiencing a moment of change. Therefore, a close acting together of the school sector in all European countries has become even more important in order to see Europe succeed in guaranteeing a common future for young generations. Our goal is to actively contribute to the common European goals and priorities by encouraging students to explore mutual European values. The connection should be tangible and perceptible, also based on the experience of the diverse cultural assets in the field of youth culture. In addition to a sound general education, our central task is to promote the students' ability to work together. This is especially important in public schools, where more and more students with different backgrounds, cultures, upbringing and financial need come together. In order to counter exclusion, discrimination, anti-migration, anti-European racism and a general hostility to Europe, an important building block is “getting to know and appreciate each other”. Through visiting each other and working together, the participants get to know other European countries and young people. Friendships develop between the schools, the teachers and the students, persisting to continue long after the project is finished. Non-participants (parents, community representatives, pupils) are also involved in the project and may find contacts with their corresponding European partner through this intercultural dialogue. Project work and the securing of results are carried out by using digital media. The young people are introduced to the reasonable use of new digital media, which can be extended in class and at work. Media literacy education, which has been included in many educational plans in Europe, is also promoted effectively that way. It is the digital media that enables open, differentiated forms of learning as well as opportunities to consider the individuality of the student and to support independent learning accordingly. In order to ensure sustainability, events on the topic of “European Heritage Rocks” will continue to take place in schools in the coming years. There is close cooperation not only with the municipalities, but also beyond the project with the schools participating in the project. When making the selection, care is taken to preferably involve students (age group 15 - 18, with a number of 5 to 8 students per school) from socially weak families with learning difficulties and/or potential school dropouts, especially including those with a migration background, in the project. Our project includes five important topics:- We are looking for or investigate European treasures that are particularly in the area of experience of young people and in which they can contribute very actively. The connecting structures of pop art, street art, folk dances and music within Europe should not only be worked out in various workshops but should also be internalized through active participation.- In the workshops we use new digital media such as tablets, smartphones, apps, editing software, professional camcorders and cameras. The results are published on a website from the last project, “European-Heritage.rocks”, which is expanded to include further examples.- In addition to the main theme of youth culture in pop art, street art, folk and modern music, traditional dances, we will also get to know other cultural treasures at the school locations such as the Art Nouveau in Riga, old handicrafts (violin making, weaving) and various cultural monuments (Linderhof Palace, the Episcopal Seat in Kromeriz and churches of different religions in Daugavpils and Canterbury).- The subject of cultural treasures should be included in the lesson plans of all schools in the coming years in order to achieve sustainability.- With the special design of our website we would like to encourage many European schools to take up this topic. In addition to our results, we also provide prepared working materials in German and English. The aim is to involve not only the participants, but all students and teachers as well as many other groups: experts, artisans, artists, musicians, parents and other family members, representatives of the authorities, the public, the media, political representatives and other relevant people of all partner countries. All of those mentioned should become aware of our concerns and encouraged to participate. The participants, the ""heirs of our heritage"" themselves become ambassadors for our European cultural heritage by ""tracing the common roots and values of the soul of Europe"" (quote: Minister of Culture Grütters)."