The “The future in our hands” project is coming to an end.It was a great pleasure to have met, appreciated and worked with our various partners.The organization, the understanding and the work provided allowed us all to carry out this project.The European identity was revealed and the difficulties of mastering foreign languages ​​(English and French) diminished. The main objectives below have been achieved: - fight against dropping out of school through an innovative project - develop disciplinary skills (in languages, mathematics, science, thermal engineering, environmental health prevention, French, applied arts) - promote the use of information and communication technologies for teaching - develop knowledge of European culture, - to strengthen cooperation between teachers and between pupils, - improve the quality of our teaching thanks to exchanges with our partners, - to germinate the idea of ​​a common European identity and intercultural awareness, - to promote the integration of pupils in the European area, - personal development in relation to respect for other cultures, - improve construction for an active and responsible citizenship, - develop the feeling of belonging to Europe, - to enhance the skills of students and promote social and professional integration.We think from the views of the school results achieved by our students that our main objective which was to fight against dropping out of school was largely achieved.For the French delegation, the baccalaureate results are 94% for the cohort concerned.The project was carried out with the same cohort of students until March 2020 and the appearance of the pandemic.Because of the latter, transnational mobility in France could not be achieved.This mobility was scheduled from 03/29/2020 to 04/04/2020.All of the planned activities could be canceled ...The students of the French delegation took part in the project throughout their entire secondary school curriculum.Despite the sanitary conditions and the current context, the last mobility was carried out in hybrid mode.Since the start of the 2020 school year, we have continued the project with a cohort of students entering our high school in second class.In view of the benefits acquired by the students participating in the project, it seemed essential to us to continue the progress of the project with an incoming class.The results are also convincing, despite the hybrid operation which is forced to recognize it less attractive for the student. The productions carried out have made our students more independent, more responsible, more respectful of the environment, to open their minds, to increase self-esteem ...... .. All of these productions are shared with: educational community, families, professionals, institutions, media: media, social networks.

"The experiment of the teaching of entrepreneurship, entitled ""The Coop-Working Experiment"", was born from the desire to teach in a different way and using new pedagogical modalities within the school. Throughout this type of experiment, students will take part in an entrepreneurial experience. They will gain knowledge and skills before graduation and before entering the labor market. They will benefit from the real and professional experience, gain communication skills. Working in groups and under the leadership of teachers and mentors from the entrepreneurship world, they will start their own enterprise and discover for themselves how business works. Throughout this experience, they will develop the ability to submit ideas and to see them realized. They will learn to work as a team, to take initiatives and to assume their responsibilities. They will live the experience of a real company. They will understand how economics and finance can be major issues in the success of their business. They will practically apply skills from different disciplines such as Mathematics, Science, Languages, Economics, Management, Law, PSE. In addition, the project provides a unique opportunity to gain in-depth knowledge of cultural and linguistic diversity as students come from different social and geographic backgrounds. This project will also be an opportunity to create multimedia tools to communicate about the project, its progress, ​and its results. It will offer synergy for the various partners and can be a source of inspiration for the future professional career of the students. The dissemination of the project can be implemented on different internet platforms and thus give ideas to other educational teams."

"The project ""Multiprofessional teams in all-day schools"" aims to strengthen the possibilities of multi-professional cooperation in schools and to initiate processes for multi-professional team development by improving communication, cooperation and coordination. The all-day offer makes school a place of learning and living, which makes continuous and individual support of the children possible. The result is a learning culture that takes into account the different prerequisites and needs of the children and enables a diverse everyday school life. Cooperation and knowledge transfer in multi-professional teams are indispensable for this. However, there are still significant difficulties in this area in schools. What are the implementation problems: the professional self-conception of the actors, structural, personnel or factual obstacles, lack of space or time resources? Without well-developed multi-professional teams, it will be challenging to design a school as a place to learn and live.The partners in this project bring experiences from three European countries with different framework conditions to the design of teaching, learning and educational processes in schools. The central aim is to network and exchange information on the critical questions concerning requirements for the design of learning and living spaces in all-day schools, success factors and barriers for effective communication, cooperation and coordination processes in multi-professional teams, structural and institutional framework conditions, different pedagogical roles and mentoring opportunities.In the exchange and work process, the results are documented with an inventory of the structural and institutional framework conditions, a collection of good practice and possible options for action for multi-professional team development at all-day schools. These will be published in a bilingual short booklet (DE/EN).A team of 5 organisations (school authorities, school and school partners) have joined forces for this project in order to exchange ideas on a strategic-conceptual level. They will form a joint project group consisting of management and pedagogical specialists from education providers, school authorities, school management, teachers and education coordinators. At three transnational project meetings, the partners will dedicate their efforts to these focal points with instructive inputs, school/project visits (including expert talks) and result-oriented workshops: Inventory of multi-professional teams in all-day schools, structural and institutional framework conditions, communication - cooperation - coordination, understanding of roles and different pedagogical working methods, multi-professional team development. In this way, different working approaches, good practice, conditions for success and challenges can be worked out.This project will deepen existing structures between school authorities, schools and educational partners at a local/regional level. New relations at the European level will be created. The partnership will use shared experiences after the end of the project. The aim is also to explore possibilities for a more far-reaching innovation project jointly. We want to lay the foundations for the subsequent development of methods, instruments and qualification concepts that support sustainable multi-professional team development in all-day schools."

"Our project, or the idea of ​​""well-being of teachers and educators ..."" (WINTER) was created during the review and evaluation of the interviews for our Erasmus + predecessor project YOMAI. In this predecessor project, we looked at how (young) men can be won over to a pedagogical profession with the target-clientele children aged 0 to 10 years. A ""side result"" of these discussions was, that a subjective increased level of stress is recognizable in all partner institutions and in the facilities, we visited. These ""levels of stress"" mean, that employees write sick leave, do not decide to stay in the institution after an internship, that dissatisfaction is reflected directly in the educational work with the children and other target-clientele. In addition, we have seen, that men in the educational teams lead to more balance, less sick days, longer stays in the institution. However, we did not collect these findings or impressions quantitatively or qualitatively, not even representatively. In the composition of the project group YOMAI, and subsequently also for WINTER, we have selected countries, that are not close together in the Europe-wide educational survey (PISA). So we came to the conclusion, that in the Scandinavian countries there may be better methods or circumstances that, despite the high stress levels, lead to more satisfaction in the pedagogical workplace. With the project WINTER we want to explore with the partners, which satisfaction factors are present, we want to ask in partner institutions, what employees need, in order to gain more satisfaction in the occupation. The aim of the project is to collect and try different methods - best-practice! In terms of a portfolio, we want to share our findings via an Instagram-Account in a timely manner.We hope for so many followers from professional circles - but also beyond, who pick up on our findings. The feedback function of this medium makes it possible to open up further options for improving the satisfaction of a wider public. Since we only want to work resource-oriented, we present the pedagogical fields of work in a positive way. One desired effect of this approach is, that the pedagogical work appears desirable, interested followers outside of the educational profession decide on this profession. Working with an Instagram-Account requires rules, especially when multiple people and institutions are involved in the operation. These rules are created participatively at the beginning of the project. The forms of representation must be tested, discussed and practiced. The final care is to be taken over by a participant from the consortium, with the other participants assuming a supplier role in this phase. The care can change within the two-year term. Thus, it is possible, that the hosting partner of the international meeting will take care of it, after the methods developed in his country have been discussed locally. In addition to the Instagram-Account, we will discuss in the first transnational meeting and decide whether we write a professional article on the topic of health / satisfaction, promotion in the workplace in European comparison, if necessary, to create a handout. In addition to these intended outputs, we want to explore whether the topic of satisfaction or health promotion on the pedagogical workplace occurs in the respective training curricula.We found each other to a consortium before the application, spread over five European countries . We cooperate in a total of 8 partner organizations in the following countries: Romania, Lithuania, Finland, Sweden, Germany. Each country organizes a transnational meeting. During these meetings we will visit the partner institutions as well as other facilities. Prior to our visit, these facilities were selected by our partners and briefed accordingly. Leadership-based interviews are conducted on site. These key questions will be worked out in the kick-off meeting in Germany. For each international meeting, the respective partners send at least two representatives. Most of the participants are familiar with each other through the previous project. The following are represented as occupational groups: educators, social pedagogics, teachers, institution-managers. At least, three of the participants already work semi-professionally with an Instagram-Account."

<< Objectives >>The main goal of our project is to expand the digital skills of the participating partners for planning of educational offers in the fields of elementary education and educator training and thus to make a contribution to the digitalisation of vocational education. Another goal is the creation of a learning platform for digital learning spaces dedicated to elementary education and professional training of educators, taking into account didactic considerations.<< Implementation >>During our partner meetings, we will do an exchange and obtain information about the digital agenda of the EU. Our joint activities will allow us to process our experiences with digital tools / media didactically and through peer learning. The results will be published on the learning platforms installed on the websites of our partner institutions, communicated on the social media, and shared with educators and social workers directly.<< Results >>We expect an expansion of the digital competences of our project participants. We would also like to publish a didactically validated set of digital tools intended for elementary education and vocational training on a learning platform. Dealing with the digital agenda of the EU should strengthen the European identity of the participants and contribute to the dissemination of European visions.