The TEACH (Transnational Education And Competition in High schools) project was summoned due to the deficiencies of the standard educational system. The standard methods favor the teaching of the rapidly aging lexical knowledge. With respect to this problem, the aim of the project is to develop both soft and hard skills, thus the players are becoming capable of handling the diverse and unpredictable changes in their careers.Background of the projectThe most dominant company type in the EU is the SME with 99% share, which gives the 2/3 of jobs in private sector. The SMEs are the giants of economy, since they employ the 80% of newly hired employees. However, youth doesn’t tend to start new businesses. The TEACH project contributes to the EU2020 strategic goal of improving the job-seeking ability of youth by improving their entrepreneurial attitude, transversal and digital abilities.The fulfilment of the targets was ensured by the collaboration of a Hungarian limited liability company and of high schools from Hungary, Romania and a Slovakia. The members of the coordinator have been developing simulation games for several years, thus expertise in building excellent simulation models was provided.About the intellectual property of project TEACH, the business simulation gameThroughout the course of the TEACH project, a business simulation game was developed with online interface, free of charge. The business simulation games convert the often tedious curriculum into an interesting, easy to understand experience, since the knowledge is learned through intense acting. During the simulation the students have to form teams, manage companies and compete each other: strategic, financial, human resources, marketing, inventory management and commercial decisions have to be made, while the adaptation to the changing market environment is a must.An advantage of the simulation is, that the player does not take real financial risks, compared to being a head of a real company. Students get the chance to test themselves what is like to be in decision-maker role. The simulation improves the transversal skills, including process-oriented mindset, teamwork, management skills, complex vision and time management.The simulation can be easily integrated into the everyday education. Due to the components building on playfulness learning becomes fun.About the executed projectThe business simulation software and the competition are the shared output of the consortia. All the partners were taking part in the progress:1) The translation of the simulation and the additional documents to the mother-tongue of the participating institutions, and to English too, and implementing them in software environment.2) Decreasing the number of decision inputs, since - based on earlier tests - the software existed before TEACH project, made for universities with its 54 decision input was too complex for high school students.3) Web page development needed due to decreasing the number of decision input.4) Software model improvements due to decreasing the number of decision input.As a result of the TEACH project, the consortium developed an innovative, online educational business simulation game, and hosted Funplus Central-European Business Simulation Competition for high school students.During the project the partnership was eager to execute a learning procedure based on ICT (information- and communication-based technologies).Results and impactThe simulation remains free of charge for high schools after the accomplishment of the TEACH project for all the high schools within an outside the EU as well.As a result of the TEACH project, students will be more skilled upon graduating from high school. TEACH is beneficial for both companies and employees, in case of starting a company, it prevents some imminent failures on entrepreneurial side based on experiences gathered by playing with the simulation.There were multiple PhD studies publicated during the project focusing on the TEACH project and on business simulations which contributes to both the international awareness of the field and the embedding into the scientific life.We set a target of reaching at least 400 students during the project with the implementation of the simulation as an educational tool and with the Central-European Business Simulation Competition. This goal was significantly outperformed. Just in the competition alone 480 students were participated. In case of expanding the simulations outside the consortium we planned very carefully, we planned to reach at least 9 more teachers. The number of educators is currently over 130.Currently almost all the teachers registered from Romania, Slovakia and Hungary, but further spreading is expected.We are committed to a humanistic vision of quality education worldwide, the realization of everyone’s right to education, and the belief that education plays a fundamental role in human, social and economic devalopment.

"Water is one of the most essential element of any kind of life on earth and in both quality and quantity we are facing a difficult period in the coming decades. Clean water bases are diminishing while the demand for water is increasing which unpleasant fact is recognized even by world leaders. This led to serious and strict commitments at the Paris Climate Change Conference last December. The climate agenda clearly states that climate change threatens to undermine the ability of countries to achieve sustainable development. Similarly, water is a cross-cutting issue that affects all aspects of development, including health, food security, economic development, ecosystem services and biodiversity. The particular focus on water, climate and resilience during the Paris Climate Conference aims to encourage cooperation and initiatives in the area, both between countries and between different civil society actors. The latest objective of the United Nations' Sustainable Development Goal 6 is about ""clean, accessible water for all"". The teaching and training activities and their outcomes are to set a standard for this very important goal, and we wish to reach the High-Level Panel. We wish to show how educational institutes and the local communities behind them across Europe can promote Goal 6.As teachers we cannot sit back and watch the future of water, we have to be proactive in its preservation for the upcoming generations. The most influential way we can act is to create a meaningful educational program/project that educates students about its strategic role in life. However, the educational methods and approaches should be varied and as modern as possible as we feel the traditional classroom methods may not be sufficient for such a wide topic. Thus we aim to create a multidisciplinary and hands-on approach to teaching that can only be achieved when discovering the various fields of area that our partners can offer based on their special skills/expertise.The basic priority behind the project is to lay the methodological foundation of ‘good practices’ together with the teachers involved in the project.We aim to create a methodological model, which enables us to make an interdisciplinary educational program for the ages of 15-19 at secondary level as this age group will be the main focus range of our project activities. With the help of the program students will understand the importance of water, and how much it intertwines all fields of life. It is also essential for students to comprehend the vulnerability of water bases and the diminishing quantity of resources as well as the need to find ways of sustainable water management. Furthermore, students will also realize how important it is to work in a multinational project, as the very same rivers and water bases are often handled by other countries as well, as they pass through borders. However, water does not recognize borders or political treaties, and by approaching this vital element of life from various perspectives the school subjects covered in this application hopefully become a real, tangible experience which might help with a better understanding of sciences that otherwise may look too abstract for students.The international work is called into life with a clear intention of seeing the participating teachers become better educators, as they share the knowledge from their own expert area with others. The educational areas, subjects that we aim to develop are language skills, language teaching, history, geography, biology, chemistry, economics, environmental studies, water management studies, and maths."

For thousands of years a network of roads, routes, paths and passes have criss-crossed our continent allowing great numbers of men and women from various cultures to come into contact with each other and communicate, thus shaping the cultural, economic, religious and political bases of modern Europe. They paved the way for our Founding Fathers towards a common identity. Walking along these paths today, we can re-trace the memory of those who, long ago, left their influence and traditions on the places they visited and brought together fragmented territories under one common denominator: Europe. It is a journey into the past, which unravels ancient history and connects it to the present. The journey is a unifying symbol of historical trade routes, roads of emperors, kings, tradespeople, soldiers, pilgrims as well as routes of immense cultural and historical heritage, connecting all corners of Europe.Partners from nine European countries, whose schools are strategically located near important arteries, set off, on foot, on a journey of their regions in search of ancient, medieval and modern routes which they explored, finding links between the itinerary’s historical heritage and all the aspects of the area´s natural and cultural aspects as well as the changes these roads have undergone over the centuries and the reasons for them . Together, we learnt to read historical maps and documents, classify the various types of routes, discover their peculiarites and compare their functions in the past to nowadays. As a result of this study, our field work took us to museums and natural parks, let us speak to historians, archaeologists, tourist and nature guides, local people, etc.The information gained from these experts were included in lesson plans. Our trails were registered by GPS coordinates, enriched with information about nearby accommodation, photos and videos and eco- friendly activities which were uploaded to the collective etwinning project website as examples of ecotourism. By doing that, we guide Europeans in their discovery of our countries´ culture,heritage, society and wildlife.Since English was the working language of our project and all coordinators possess language, ICT and/or science skills, our main aim was to promote, develop and improve language competences through transversal skills. Many of us had worked together before and we were aware of the abundance of related information to be found on the Internet, some of which is valid, much of which is a waste of time. Applications include the Etwinning project website, Wikiloc, Joomag, Noah project app., Google docs and maps, Google Earth, school radio, Skype.Therefore, we continued our dedicated search for open-source digital tools and educational resources, selecting only those applications which have been truly tested among our pupils and received their positive feedback as well as didactic success. Our intention was to transform all the information gathered while walking along the routes together into interactive, learner-centred, multi-disciplinary lesson plans, which could be re-used in the CLIL classroom, as an independent learning tool or, in a simplified format,for peer teaching. Each school prepared at least one lesson plan per school year,which was taught by our students to local primary schools. The information include references to science, history, geography and citizenship and are presented in English.The open source applications used in the lessons are compatible with an interactive white board and encourage pupil participation and involvement.Pupils were accompanied through an exciting itinerary oriented towards a multi-faced appreciation of their immediate environment, which could be applied to different career paths, as well as an understanding of their own talents and possible areas of improvement. They were encouraged to reinforce their language, ICT and European citizenship competencies and combine their resources and talents to collaborate and suggest new directions and interpretations to the project .Each participating school involved as many members of its teaching staff as possible, encouraging a mixed participation of both experienced and newly-qualified colleagues. This allowed a fruitful exchange of innovative and time-tested methodologies as well as a multi-disciplinary approach to everyone’s teaching. Final products include innovative, transversal and interdisciplinary CLIL materials, lesson plans, didactic units, which we hope will be shared and used in various teaching environments.All actors in the project are made aware of the European dimension and far-reaching advantages of an Erasmus+ experience on individuals, schools and the community as a whole. All partners , from the outset, for the duration of the project and beyond, have the responsibility of informing the community of Erasmus+ actions and activities. Diseminaion activities continue up to now.

A long time ago, Humanity had a close relationship with the underground environment that provided shelter. However, it has since abandoned it and colonized a planet on which it now has a preponderant action: the environmental changes that we impose on our environment have an action on the climate, on biodiversity and in return on ourselves. This is all truer for the underground environment in Europe, where the major cities of the Union stand side by side with the prehistoric caves that were once our homes. The water cycle, citizenship and sustainable development are well represented in the school curricula of European Union countries. These essential notions are closely linked to the underground environment, which is taught very little. We will work in an international team to produce and test teaching tools for teachers. These documents and case studies will be constructed in collaboration with specialists in the underground environment. They will be compatible with school curricula and will be disseminated to a wider audience. Through the European school community, our project aims to raise citizens' awareness and increase their knowledge of the importance of societal issues related to the underground environment.The underground environment is at the interface between the atmosphere, the lithosphere and the hydrosphere. Understanding the dynamics of the water mass flowing between these three compartments provides essential elements for understanding groundwater storage and flow velocity. Based on observations and measurements made directly in the field, we will build didactic models primarily for students but which we will also share on universitary and speleology networks. They will be used to provide information on the water resource : where does she come from, how is she managed, what is her economic importance, how can she be used sustainably and how fragile is she? Understanding the fast stream of groundwater and the state of imbibition of the rocks is critical to hazard assessment and understanding of flood risk. Due to the global warming, our citizen project will integrate the constraints of climate change for an enlightened understanding of the water resource management and an increasing flooding risk.The underground environment is also home to an incredible biodiversity. This subterranean life is both a treasure that must be preserved and an indicator of the state of preservation of the environment. Without the contribution of solar radiation, underground life forms are totally dependent on the production of biomass on the surface. Environmental management measures over cavities that support life are therefore essential. Some insectivorous animals that take shelter underground, such as bats, have an unknown role in agriculture and health. Safeguarding them is therefore also an important economic and social issue. We also want to make citizens aware of the need to consider the protection of this fragile environment, which is invisible to the public eye.Invisible from the public eyes, but not from cavers who regularly explore this environment with scientists. They are the witnesses and the key players in the management of this environment and will be our privileged partners in this project alongside academic researchers. They will lead students and teachers in the underground environment. Another strong point of our project will be to create links between cavers from different European countries, but also with researchers and the educational community. Some schools in the project have already had links with local scientific and caving networks. We are going to build on this experience to extend and develop it on the scale of a European cooperation.In the schools involved, pupils will start an incredible journey through space and time which continue an human underground adventure that began thousands of years ago. With the help of their teachers, scientists and speleologists, the students will start by becoming aware of the underground environment that surrounds them. Thanks to observation, measure and meetings, they will learn to understand it and then share this knowledge with their peers in other countries. These meetings will lead to the sharing of a common heritage and the discovery of a continuity of needs and issues.Each school will provide one case study per year. It will be published on the project twinspace, accompanied by data (measurements, maps, photographs, articles) and teaching tools to help teachers to use it. Once validated by partners, they will be proposed for publication and shared on educational, university and caving websites. Each one will be the subject of kakemonos, posters and videos. They will be used to raise public awareness of the underground environment and its link to our society. We present them in schools, during caving and geoscience congresses at the national and european scale.

The FLASH project was implemented under the programme Erasmus +.The aim of the FLASH project was to support teaching of foreign languages in a professional context. Its main tangible output are textbooks for professional English and German (grade 1-3), which are accompanied by e-learning activities. The lessons are focused on topics from the electro environment including the main grammar and lexical items. The project consortium consisted of partners from the United Kingdom, Finland and Slovakia. As the project was intended for VET schools in the electro field, there were five vocational schools from Slovakia and one vocational school from Czech Republic that tested and piloted the learning content.The project is addressing concrete needs based on the lack of vocationally-oriented modern teaching and learning materials in the VET schools in Slovakia and in the Czech Republic. Therefore, we expect project results to directly contribute to fulfilling this gap at VET Slovak and Czech schools in the electrical field and other related professions.Using the project outputs, teachers will have access to high quality teaching and learning materials and thus they will be able to use different methods reflecting different learning styles of the students.The FLASH textbooks for English and German languages are designed for the 1st to 3rd year of VET schools in the electrical field. The main aim was to prepare future professionals in the electrical field for real situations that may arise in their work. The language focus of the textbooks aims at extending the professional vocabulary range using the real-life situations in the context. A considerable emphasis is put on practice and real-life dialogue simulations. The authors of the textbooks were aware of the gap in a foreign language tuition during the week of practical training at schools and therefore also included suitable activities to help fill this gap. The textbooks and the e-learning materials are visually attractive for their users, they include a lot of colour photographs and visual symbols. Their attractiveness is enhanced by the fact that students can make notes directly in the text. During the testing and piloting of the learning materials, the students and teachers gave positive evaluation appreciating the interdependence of textbooks with interactive e-learning exercises, videos and interviews recorded by native speakers. Not only vocabulary based activities are included, but also grammar points and related exercises. As the textbooks and the e-learning activities connect the theoretical and practical part of the course, students will be well prepared in terms of their language competencies in the professional context. The student textbooks are accompanied by a detailed methodology for teachers with practical advice, tips, suggestions and the answer key.The need to develop and introduce specialized language learning materials was well verified when we introduced the project outputs to VET schools. The project FLASH was introduced to more than 50 secondary vocational schools with more than 150 teachers and 3000 students. The project team interviewed the teachers from these schools during the training sessions and dissemination events and collected their feedback. We are going to disseminate the project even after its project cycle, as we are currently working on a similar project called Green Wheels that is focused on VET technical schools as well. Through this new project we can address more technical schools as potential users of the FLASH project outputs.