The project is a new development effort to strenghten the vocational cooperation partnership created for SEE-REUSE (Leonardo ToI) and SZEMESZ (ERASMUS+ Strategic Partnerships) projects, aimed at creating new, comprehensive curriculums on alcohol and essential oil distillation technologies.The leading organisation of the partnership (consortium) is Vox Vallis Development Association delaing with rural development, natural resources management and adult training. Vox Vallis Development Association initiated and coordinated the above mentioned vocational development projects (SEE-REUSE and SZEMESZ). Members are Berufsförderungsinstitute (BFI), an Austrian regional vocational centre, the Slovenian Lendvai Kétnyelvű Középiskola operating vocational training in engineering, mechatronics and chemistry, as well as Siófoki Szakképzési Centrum from Hungary providing vocational training in building engineering, catering, viticulture and wine making.All of the participant’s countries have strong traditions in distilling, and the market demand for distilled products is booming. In addition, in Hungary, the legislative liberalisation of distilling has drastically increased the number of registered distillation equipments (25.000 pcs.) and the number of enterprises dealing with distilling (740 pcs.). On the other hand there are no curricula available on this topic in these countries, and the related literature is low quality and deficient, with a number of aspects missing. Therefore, the consortium decided to develop a comprehensive curricula on distilling technology presenting all aspects in details in order to provide a basis for different vocational and adult training forms. The work would be based on utilizing the special competences of the partners: the high level Austrian technical training skills, the Slovenian experience in chemistry and the Hungarian knowledge in distilling and raw materials. The consortium involves the most outstanding experts from leading Hungarian enterprises into the development process. The curricula would consist the following parts:1. intellectual output: training textbook A 200-250 page book on distillation technology incorporating the technologies, materials, tools and equipments, laboratory needs, as well as legislative and business environment of alcohol and essential oil distillation.2. intellectual output: technical guideA printed guide presenting all technical details on the distilling equipment types available on the market and on how to operate them, as well as it provides the backroung knowledge related to the operation, gives detailed information on steps of installation, testing and maintenance, on the most frequent fails, malfunctions and repairs.3. intellectual output: e-learning systemElaboration of an e-learning system following the structure of the textbook and the technical guide and processing their contents. According to their structure special modules will be elaborated with navigation interfaces created from animated illustrations demonstrating a characteristic operation of the distillation process. It should provide easy access from the navigation interface to practical information, background knowledge or control questions and tasks. The system can be elaborated as a Moodle surface, the navigation interface can be solved by Prezi bases.4. intellectual output: layout and equipment plan of a practical training workshopElaboration of the parctical training workshop requirements - place, equipment and tools, laboratory needs, built-in supplies, etc. It should contain a sized layout, the list, detailed description and location of built-in and portable equipment, and the quantity and quality of other tools and materials needed. It should have equipments for one-course and two-course distillation, essential oil distillation, as well as all tools necessary for preparing raw materials and products.5. intellectual outputs: threelingual professional glossaryElaboration of a glossary of professional terms related to distillation technology in three languages: Hungarian, German and Slovenian in accordance to the structure of intellectual outputs 1. and 2.The new curricula enables specialized vocational schools in related fields (catering, viticulture and wine making, agriculture, mechanics, chemistry), grammar schools, and adult training organisations to provide education on distillation technology. There is an increasing demand for related trainings and for comprehensive and practical training materials, because of the quiclky growing number of registered distillers. It will be especially useful if the liberalised Hungarian legislation on distilling will be strictened by the EU harmonisation process and training will be made mandatory to the 25000 registered distillers.

The project was aimed at further developing the innovative VET curricula in renewable energetics created by the SEE-REUSE project (LEONARDO Innovation Transfer), as well as to extend and strenghten the partnership established in the same project.The partnership (consortium) is led by Vox Vallis Development Association, an organisation with environmental, rural development, and adult training profile. It was also the lead partner of SEE-REUSE project. Members are the Austrian Berufsförderungsinstitute (BFI), the regional VET centre of Burgenland, the Slovenian Dvojezična srednja šola Lendava offering technical and mechatronics vocational education, and the municipality of Tab. Tab is acting on behalf of its vocational school Rudnay Gyula Szakközépiskola, also providing technical and mechatronics training, as the school has no financial autonomy to participate financially, because of the national integration process of VET schools.Target group consisted of related VET sector representatives, manufacturers and entrepreneurs of renewable energy sector.SEE-REUSE project created curricula and training materials of a one year technician training in renewable energy technologies as an additional training of basic technical and agrotechnical vocational training accredited in the national training list (OKJ). The work was based on the adaptation of BFI training materials, but developed it further in the biomass based technologies (burning, biogas), regarding the outstanding biomass potential of Hungary in Europe. The success of this newly created VET product is highly depending on the quality of its practical training elements. To ensure a quality practical training in the diverse and quickly developing renewable energy technology is much more difficult than other sectors, and, because it is a relatively new sector, it has only a few capacities offering practical training opportunities.Therefore the partners decided to elaborate a detailed methodology for practical training in renewable energy technologies, and present it as a methodology manual (intellectual output No.1.) for assisting the planning and implementation of such trainings. The efficiency of practical training periods can not be measured easily. A former LEONARDO cooperation (SKILLDA) elaborated an efficient evaluation methodology for a few other professions. Therefore we adapted that to the practical training in renewable energy (intellectual output No.5.), and exceeded our original aims by elaborating that in details for solar energy technology and also planning and implementing a mobile experimental equipment assisting practical training and evaluation. The equipment is a miniature, operating model of a household solar absorber system.The efficiency of practical training can be raised by applying blended learning, therefore the partners developed a related e-learning material (intellectual output No.3.) to assist the pupils in preparing for and to follow the progress of the practical training. This e-learning material integrates the elements of the evaluation methodology as well. Short blended mobility programs of VET learners were implemented in the course of the project in order to provide a basis for the iterative process of testing and developing the methodologies and the e-learning material. The equipment of the practical training workshops could not fulfil the needs of the renewable energy technologies. The partners elaborated a detailed layout and equipment design of a workshop for the practical training of renewable energy technologies (intellectual output No.4.).In the training materials there is no economic calculation methods to compare renewable energy technologies, although the market demanded so. To answer this need the partners elaborated a supportive training material to assist such economic calculations (intellectual output No. 2.). However in the course of the work we conluded that the calculation of heat loss of buildings is the precondition for the comparison, therefore, exceeding our original aims, we prepared such a software as well.To enhance the efficiency of international VET cooperation and related developments the project created a glossary in four languages (Hungarian - German – Slovenian - English) of renewable energy technology (intellectual output No.6.). The partners, supplemented by the Szakképzési Centrum and TÖOSZ signed a cooperation agreemant on enhancing the vocational training in renewable energy technologies and on further cooperation, defining the areas of cooperation in a cooperation concept (intellectual output No.7.)This way the project created a state of the art form of blended learning vocational education in renewable energy technologies and established an European partnership to maintain and develop this innovative VET product, which contributes to the achievement of the EU 2020 goals related to climate change and sustainability of natural resources.

<< Objectives >>Based on the secondary research (A1) and focus groups (A2), prepare starting points for changing the training program created within the GEM (A4) project.Empowering teachers who teach in secondary schools to work with Roma students.Prevent early school leaving and failure in secondary education among members of the Roma community.Raise the educational level of members of the Roma community and consequently influence their competitiveness in the labor market.<< Implementation >>1) Secondary research, the purpose of which is to investigate the trends of enrollment and dropout of Roma students in secondary schools.2) Focus groups with teachers on the topic of problems in teaching Roma.3) Examples of good practices of Roma who has successfully completed secondary education.4) Adaptation of the GEM program for secondary school teachers.5) Pilot training of professors in SLO.6) Pilot training of professors at HR.7) Recommendations for other high schools.<< Results >>Secondary research of the trend of enrollment and dropout of Roma in ssAn analysis of the problems encountered by teachers teaching Roma studentsAdapting the GEM program to the needs of teachers in secondary vocational and technical educationTeachers in secondary vocational and professional education programs trained to work with members of the Roma communityPrepared recommendations for working with Roma students for other vocational and technical secondary schools attended by Roma students

"Building Bridges was a project for the exchange of good practices in order to develop and implement inclusive methodologies. “Social Inclusion” and the development of “Innovative Practices in the Digital Age” have been its two main priorities.Our partnership was born at the TCA “Languages”, held in Ljubljana in June 2016. We were six schools interested in the implementation of inclusive methodologies and therefore improving coexistence in our communities. We initially scheduled six observation and implementation activities but the outburst of COVID19 and the resignation of our Swedish partner made only four of them possible. Each one was focused on a topic:- IES Monegros (Sariñena, Spain) coordinated “Building Bridges through music”, an activity in which we used music and lyrics in different languages and with important social content in order to promote inclusion and multiculturalism. We also shared our experience recording the lipdub of JJ Goldman song ""Je te donne"" in order to involve all community members in school life.- ""Integration through Biology"" was coordinated by Gottfried-Wilhelm-Leibniz-Gesamtschule (Duisburg, Germany). We learned to implement school gardens to promote inclusion and turn them into educational and leisure spaces in which students leave their footprint in a cobblestone common path. We also discussed with refugee students about the reasons that lead people to migrate or escape from their countries.- NMS St. Agatha (Austria) coordinated “Media and Inclusion”. We learned from their experience using the media as an inclusive tool. We learned how to edit newspapers and audiovisuals and we ended up publishing the first issue of a magazine with the contents of the activity.- “Inclusion through social commitment” was coordinated by Szkoła Podstawowa nr 5 im. Dr. Aleksandra Majkowskiego (Kartuzy, Poland). In this activity they shared their experience in projects with organisations committed to equality and social justice. We also collaborated in activities with special needs students and others related to immigration.- DSŠ Lendava (Slovenia) is located in a multicultural and multilingual region between four countries. They use educational strategies for the integration of cultural, ethnic or religious differences, however we could not celebrate “Integration through History” in order to learn from their experience due to the COVID19 pandemic.- “Inclusion through Dance and Arts” was to be coordinated by our Swedish partners, Fryxellska Skolan (Västerås, Sweden), a school specialised in arts and dance education. Unfortunately the activity did not take place due to their resignation after the first year of the project.Our activities were designed using a methodological approach that we called BITS, as they were supported by Blended and Service Learning strategies, ICT promotion, Task Based Approach and Self Centered Activities. In addition, our implementation activities were programmed as collaborative projects and we have also encouraged group working and peer learning.The project allowed us to implement methodologies and resources that will remain after its completion, some of them will be the basis for future collaboration projects. Music has become a leitmotif for us, we have recorded lipdubs and music has been incorporated into some of our subjects. We are gradually implementing school gardens that are becoming educational and leisure resources but also spaces for inclusion and participation of the entire community. We are publishing school magazines promoting inclusive and social content and we will extend the experience to the use of radio, web publishing and audiovisuals. We are also making an effort to improve our collaboration in projects with NGOs and groups that fight for equality and social recognition.The project is still leaving very important impacts on our schools today. On a personal basis, it has left a profound footprint on the participants and in many cases it will mean a turning point in their personal and professional trajectory, especially in participating students with special educational needs. It has meant the reinforcement of relationships within the school communities and greater motivation and participation in school life. Many of us participated for the first time in an Erasmus+ project and the huge transformative ability that we have experienced is responsible for the progressive process of internationalisation in which all the partners are involved three years later. We belong now to a stable and growing contact network that for sure will allow us to continue collaborating in future projects.We invite everyone to visit our website and download our Decalogue, a printable and multimedia teacher´s guide that includes a summary of our activities, results, methodologies and also useful documents and templates."

"Talent management has been recognized as one of the cornerstones of modern Europe which can lead to more skilled workforce and consequently to a more “competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs... "" as stated in the Lisbon strategy. Despite the importance of VET in providing skilled and quality workforce, many vocational schools and VET providers lack the capacity and competence to identify, retain and train talented students. Where there is talent management in place it is mainly focused on the academic field or art schools, have a tendency to judge talents by cognitive tests and concentrate on picking up “general talents” - without the view on giving equal opportunities to disadvantaged groups, without building on multiple intelligence models, without a special focus to train mentors and teachers to identify hiding talents, and without a highlight on the vocational field. Teachers and mentors are not prepared to identify and endorse hiding talents and in most schools there is no strategy for dealing with gifted students. With our project we aspire to contribute to change the above mindset, draw attention to the importance of talent recognition and management in VET, collect and systemize good practices, demonstrate and teach new approaches and practices in the field to teachers, trainers, mentors and leaders. Our general aims: •To explore the situation and main methodologies of talent identification and management in vocational education and to exchange good practices and ideas on talent management in general and specifically in VET.•To facilitate creating a network in Europe around the liaison of talent management and vocational education and trainingOur specific objectives: •To gain an overview of talent management policies and practices in the partner countries•To observe practices on mentor recruitment, selection, training, etc. with special focus on mentoring talented students•To explore ways on supporting talents with disadvantaged background•To make recommendations about talent identification and management in internship and practices with the outcome of developing a “seal of excellence in talent” part adjoining the Europass mobility certificateThe partnership consists of 4 vocational schools (Ro, Nt, ES, Sl) and 1 organization directly involved in talent spotting and talent management (Hu) all with various expertise and aspirations in the field. The participants who will take part in the project are teachers, trainers, mentors and staff of the above organizations, but a wider audience will be addressed via the research, the collection of good practices, visits and dissemination activities of the project. The primary and secondary target groups which we want to address and to benefit from our project include: Primary target group: managers/ teachers/trainers of vocational education and training institutions; Leaders, managers and employees of organizations dealing with talent management/mentor programmes. Mentors, facilitators.Secondary target group: policy makers, educational bodies and decision makers in education as well as the world of labour. Within the 24 month of our project by conducting a country survey, monitoring and exchanging practices and participating at meetings and joint staff trainings aims at developing the following tangible outcomes:•Country reports on talent management policies, its legal and political background in general and in relation to VET. A comparative compilation of the reports with conclusions.•An exchange of good practices on talent management in VET. •A recommendation for an optional additional part complementing the Europass mobility certificate with a “seal of excellence in talent” part The project is expected to have an impact beyond own institution level and reach out to other organizations both in VET and in talent management. We also aspire to draw attention to the importance of our topic on national and European levels and influence educational decision makers in the field."