"1.Context/background of projectThe BASAE project (To Become Ambassadors of a Sustainable Agriculture in Europe) is designed to make students and teachers participants of the Agroecology Project launched by the French Ministry of Agriculture in 2012 in order to respond to the multiple challenges that Agriculture around the world is facing today. Within the international context this project also includes one of the broad outlines of work of the European and International Strategy 2018-2020 : to support Agriculture's transition to systems with sustainable solutions. Students and teachers coming from France, Finland and Slovakia will compare and learn the different sustainable agricultural practices made at their schools and at their surroundings. Observation and practical workshops will be focused on these 3 main issues : water, carbon and animal welfare and the impact these issues can have on animal husbandry, crops and agrotechnology in a sustainable way. 2.Objectives: They will gain practical knowledge not only about their own local agricultural sustainable practices but also about other European countries' practices allowing them to acquire at the same time the linguistic and sociocultural skills needed to become ambassadors of a sustainable agriculture in Europe» These skills will be developed through face to face interactions and through collaboration activities (oral and written activities) on the e twinning platform.3.ParticipantsDirect participants: 8 Teachers (technical teachers specialized on farm and water management and English teachers), 28 students (secondary vocational students ) and agricultural associations participating in the elaboration of workshops and helping in the creation of a recreation kit.Indirect participants: The rest of the educational community and local farmers that will take advantage of the results in the future.4.Methodology and description of activities.Our project is a project based learning (PBL) and it combines the use of ICTs. This methodology will help students develop critical thinking, collaboration and various forms of communication.The use of the e twinning platform will be the main tool for preparing and organizing the project. A training course on how to use this platform will be organized by the CANOPE network in France at the beginning of September 2020.The project is planned to last 2 years. During this period students and teachers will collaborate using this platform before, during and after the Erasmus mobility. Before each mobility, students and teachers will get familiarized with their surroundings and technical vocabulary needed for a better understanding and communication of these topics. During the mobility, students will become actors and acquire hands on experience on the topics mentioned above through workshops prepared by the schools and by external agricultural organizations promoting sustainable agriculture (see annexes for a detailed planning of activities). These practical experiences will be important for the elaboration of the following final products, which will be elaborated throughout the two-year project: - A film presentation of the project.- A collaborative virtual magazine.- A recreation kit on sustainable agriculture/agro-ecology.Teachers and students participating in these 3 mobilities will receive one of these 3 badges after the presentation of the final products. This will be in the form of a ceremony to validate and to acknowledge the professional, social and linguistic skills acquired thanks to this project. - A 1st badge labelled ""Beginner Ambassador of a Sustainable Agriculture in Europe"" if participants have just been involved in 1 mobility.-A 2nd badge labelled ""Intermediate Ambassador of a Sustainable Agriculture in Europe"" if participants have been involved in 2 mobilities.- A 3rd badge labelled ""Advanced Ambassador of a Sustainable Agriculture in Europe"" if participants have been involved in 3 or more mobilities.The presentation of the final products and the ceremony will take place in the Festival Hall of Saint Chély d'Apcher. Local authorities, local farmers and agricultural organizations together with the neighboring educational institutions will be invited to the event. During this ceremony students will receive their EUROPASS certificate, a recognition of evidence of their formal qualification.5. Expected results and impacts:- improvement in the agricultural practices of students and local farmers- high degree of transference of results to other agricultural high schools- students better prepared to respect the environment with sustainable practices-increased motivation for language learning.- a more motivated educational community to participate in future Erasmus projects- valorization of the village of St Chély d'Apcher.-increased number of students enrollment in each educational institution during the following years-students open to cultural diversity promoting social inclusion."

"Our project with the title ""Cooperation for innovation in building automation systems "" was started because we felt that there was a common need in the field of ICT (electricity, electronics). In different countries (and even regions) there are used different automation systems, each one with its specific features and (dis)advantages. Therefore we realized that we could (should) do something in common : organizing seminars where students and teachers get familiar with all these automation systems. By doing so we will reinforce their employment chances on the labour market as well as participation in civic and social life.So with 5 partnerschools from Spain, Belgium and Finland this 2 year project was created. This means that every partner will organize one seminar (of 1 week) where the local partnerschool will organize workshops about which automation system they use, its advantages and disadvantages, problems where they are confronted with and solutions that could be found together with other participants. So every seminar has a different theme.Technical description of the activities:Each country (region) has its own standard building automation system. During this project the students and teachers get to know all the different building automation systems that are used by the different partners. Objectives are:•Training of the hardware and integration of the appropriate building automation systems•Acquaintance of the software•Learn the possibilities of each building automation systems and from this the pros and cons can be determined•Getting acquainted with different types of bus systems in building automation and which can be linked with other systems.During that same week (of the seminar) visits to local companies (using building automation systems) will be organized to reinforce the link with company culture. Here participants will learn how companies deal with problems and the way they try to solve them using that particular automation system.In the spare time the partner in charge will also be responsible for organizing recreational activities so that social, cultural, communication, language skills of all participants will be developed.Specific results and impact:* getting familiar with the different building automation systems (technology, capabilities and uses) and ways of implementing them will be a great educational experience.* participants will be able to control and manage a remote installation with PC, tablet or smartphone.* participants will acquire skills in the ETS software and programming the building automation systems* to get more info about applications, security and communication capabilities of the individual parts More general results:* More knowledgeable, skillful students and more informed and prepared teachers* Raise of the interest in the electro-technical and technical education* Increase of the cultural, professional and international experience of the participants and the school* New ideas and ways of collaboration, with the same or a different partner from the vocational field* Significantly easier employment process for the students, and, hence, decrease of the unemployment rate* Students will also develop intercultural and language skills (English is used as the working language)* They will gain social skills, communication skills, to work effectively in teams, handle disputes and effective negotiations, etc.,* students will also develop skills like critical thinking, focus, attention, productivity, engagement, organisation, self confidence* Students will create bonds with other students and become more flexible in innovative and digital learning environments.* Greater student involvement, increased motivation for studying, promotion of cooperative learning, Longer term benefits:* The proposed mobility action will bring significant benefits both at the individual level and in general developmental level, contributing to the added value of local and regional development, creating qualified professional resources, increase productivity and develop opportunities in social groups.* To connect Vocational Training and the labor market with professional visits to companies and organizations applying modern electronics of Building automation systems.* Be encouraged to develop other mobility programs and international partnerships* To encourage the acquisition and certification of qualifications via the EuropassMethodology used:in order to realize our project objectives we are planning to do various Learning Teaching Training activities. Every partnerschool will organize a seminar where 3 students and 2 associate teachers of the department of ICT (electricity, electronics) will participate. Duration of this seminar 1 week. (so 5 seminars with a different theme will be organized)Contents: workshops, company visits, recreational activities. Communication, preparation, dissemination of the whole project will be done via eTwinning."

The 2018 OECD study found less than 40% of educators felt ready to use digital technologies in teaching, with wide differences across the EU. Teachers find difficult to develop digital teaching because they have difficulties in creating interesting and engaging lessons, to motivate and support students, to use/integrate digital technologies in pedagogy and it takes them more time to get prepared to lessons.The specific objective of the project is to increase the ability of teachers/trainers to develop digital teaching. That can be reached thanks to the achievement of the following results: 1. Improved ability in creating attractive and interesting digital lessons2. Improved ability in motivating, supporting and engaging students for digital learning and in collecting their feedbacks 3. Improved abilities in monitoring the digital learning process of the students and to track their real attendance4. Improved abilities in using pedagogically digital technologies, in particular for aged teachers5. Decreased number of hours of preparation for every digital lesson.The project intend to reach these objectives and results thanks to the set-up, testing and release of a 40 hours easy to use digital module which foresees a shared pedagogical approach, a tested methodology and the use of digital technologies in pedagogy. The module will be accompanied by two guides addressed to Teachers and Organizations which will support teachers and managers in the application of the module/methodology. Moreover, an online courses cataloge will be created in the project and will be available from the project website.The online courses catalogue (IO 1) includes existing courses selected and tested by the partners and aimed at improving the competences of teachers in digital teaching.The 40 hours module (IO 2) includes 10 h distance preparatory activities (eTwinning), 20 h digital training, 7 h project work and 3 h final assessment. The module will be tested with a pilot group of students from cook sector EQF 3 level (20 students per partner – 80 students total).The Guide for Teachers (IO 3) includes tools, methods and suggestions to help teachers approaching the module to develop the methodology in their classes and sectors/levels.The Guide for Organizations (IO 4) includes tools, methods and suggestions to help EDU VET organizations’managers to plan, manage and integrate the module in the traditional curricula.The project promotes a strong use of innovative digital technologies, like streaming systems and simulators, which will help to create attractive digital lessons addressed to NET generation students.Another innovative aspect of the project is the focus of the 40 hours’ module on vocational subjects, those in which is more difficult to create digital lessons, because of their connection with the manual aspects of each job. At the same time the project aims at training expert teachers (expert level B2 of DigCompEdu Framework) to become leader teachers C1, able at mentoring their colleagues and at driving the organizations toward digital transformation.The project produces relevant, easy to use and innovative tools and instruments that can be used in different educational sectors and EQF levels. The results can be transferred and used by organizations actives in all fields: VET, Youth, School, Adult Education.The partners selected as main target group of the project teachers and they are going to involve 40 teachers during the development of the project. The JTE will improve the teachers compenteces in the development of digital teaching. They will have the opportunity to deepen the knowledge of the module and the methodology and to test it directly with international colleagues and students. The cascade trainings planned by partners inside and outside their institutions after the JTE enable to impact more final beneficiaries and target groups about the training content and results. Partners will organize 4 multiplier events in the 4 countries.The testing phase of the outputs is going to generate positive benefits for final beneficiaries and target groups directly involved in the testing activities. The achievement of the project objectives and results is going to lead to a series of long lasting benefits for the target groups: - Increased n° of teachers reaching B1(integration), B2 (expertise) and C1 (leadership) in digital teaching of respectively 10%, 5% and 3% by the end of school year 2021/22 and of 30%, 10% and 5% by the end of the project, according to DigCompEdu Framework;- Increased n° of teachers creating digital lessons of 25% by the end of school year 2021/22 and of 40% by the end of the project;- Increased n° of digital content created by teachers of 20% by the end of school year 2021/22 and of 40% by the end of the project; - Improved teachers competences in motivating, supporting and engaging students of 10% by the end of school year 2021/22 and of 30% by the end of the project.

already in english