Main goal of project named „Project Learning for better Establishment on Labor market“ was to provide opportunity for young graduates of secondary vocational schools to find (better) job on labor market, where present employers requires not only good knowledge and hard-skills but also well mastered soft-skills such as teamwork, sense of responsibility, following the deadlines, being flexible to changing conditions, working with ICT, communicating in foreign language or willingness for lifelong learning. During 19 months of project duration, 60 students from 5 different schools under supervision of their tutors and project coordinators worked on 30 students’ projects developing their technical knowledge and skills, but also mentioned soft- skills. Two students from different countries worked on each project, in which it was necessary to learn how to plan, divide tasks, take responsibility for his/her own work, communicate mostly in English, but also understand different culture and habits in different countries. With partner schools we created Methodology for creation and management of students’ vocational international projects and Manual for evaluation of students’ vocational international projects. In this way we allowed to spread impact of project also to students, that were not involved in project. Created materials together with student project assignments and selected documentations can be used at schools by teachers, who will show interest to see the project outcomes. Five secondary schools were involved in project Secondary school of electrical engineering, Košice (Slovakia), Secondary school of electrical engineering, Havířov (Czech republic), Secondary vocational and technical school, Murska Sobota (Slovenia), Joined Technical Schools, Mikołów (Poland) a Kandó Kálmán Vocational Training center and Information Technology Gymnasium, Miskolc (Hungary). From each school, 12 students were involved in project, that is together 60 students involved. Students were in age of 16-20 and they were in 2nd to 4th grade in mentioned schools, mostly studied in the area of electrotechnics, electronics, mechatronics, automation and ICT. In each school, teachers-tutors were chosen, who provide professional technical consultations for students and also project coordinators, who took part in preparing project outcomes. First step of project was to speak to local employers to identify key hard-skills and soft-skills, that we wanted to develop in students’ projects. At first transnational meeting, students’ project assignments were prepared based on employers’ answers with respect to knowledge and abilities of students and also to material, technical and personal possibilities of individual schools. Created project assignments was offered to students, who applied for working in such technical project. After creation of student teams, each student was contacted to his/her teammate, then they communicate with each other and step-by-step creating product, that was the output of student project. During this working phase, students had two one-week meetings (one in first student country, the other in second student country), during which they can test, debug and complete their product. After working phase, project presentations followed, where commission of technical teachers verify the fulfilment of the assignment together with gained knowledge and skills of students. In final months of project, teachers completed the Methodology for creation and management of students’ vocational international projects and Manual for evaluation of students’ vocational international projects. Outputs of project:1. Methodology for creation and management of students’ vocational international projects (contacting of employers, tasks and expected outcomes specifications, tutoring of students). It is available in printed form on each involved school and in PDF version on project site. 2. Projects’ assignments (goal of project, tasks, expected knowledge and skills). Available on project site. 3. Manual for evaluation of students’ vocational international projects (criteria for evaluation of each part of project). Available on project site. 4. Selected student products, that was created during the project work. To these products, documentation and pictures are available in printed form and on project site. Successful presentation of project output was considered as finishing vocational subject, which content was used during the project or as finishing of practical part of final exams. Outputs of projects were published on websites of involved schools, on portal Erasmus+ project results and information about project were disseminated by printed media. We expect that by preparing methodology and evaluation manual, we make it easier for other schools to implement project-based learning and allow wide range of students to gain not only technical knowledge and skills, but also soft-skills.

Teachers and trainers’ professional development continues to be a high priority on the EU policy agenda. In 2010, the Bruges communiqué (2010) invited Member States to invest in VET teachers and trainers by offering flexible training provision. The Riga conclusions (2015) have put renewed emphasis on the issue, calling for more systematic approaches and better cooperation and partnerships. There is a need of competences from VET providers on how to set up innovative Work-based learning methodologies to prepare students for their future occupation thus improving their employability when leaving the school. In particular, the staff of VET providers need to become more acquainted with organising WBL experiences in mobility, because they allow students to acquire key competences and professional competences at once, apart from contributing to their personal development. With this regard peer learning has showed to be a powerful method for exchanging knowledge and experience and possibly speed up the development process.Work based learning summer schools project brought together 7 partners, including 5 VET Providers (Hetel, Insignare, SPTS, EUGES, AOCDTF) and two mobility expert (Uniser and Efil) from 7 countries (Spain, Portugal, Slovenia, Germany, France, Italy, Belgium) that had a common shared concern: to improve work based learning and mobility of learners by upscaling the VET provider competences and internationalisation. The final aim of WBL summer schools was to exchange good practices among project partners, related to teacher training on work-based learning and internationalisation of VET schools with the purpose of develop a model of a European ‘summer school’ for the professional continuous development of teachers/educators operating in VET providers on these themes.The mixed composition of the partnership allowed to have multiple point of view and develop a comprehensive approach to student learning mobility projects that covered all the main aspects: writing, planning, managing, monitoring, organising, assessing and enhancing intercultural learning. The resulting methodology has been based on role games, experiential and peer learning working activities in order to put the teachers and practitioners in the student shoes and boost mutual understanding among participants.From November 2017 to October 2019 the project unfolded into the creation of an innovative teacher training methodology that was initially built on the partners best practices. The 5 days summer school training format was piloted for the first time in Bologna (June 2018) and afterwards it has been reworked based on the participants and trainers feedbacks. A second edition took place one year later in La Rochelle (July 2019). After the second piloting the final format of the WBL summer school has been delivered.Together with the training methodology partnership conceived the Mobiliteach brand with the aim to further develop teacher trainings based on the same content (learning mobility abroad) and methodology and reunite all of them under the brand in order to be easily identifiable as high quality teacher trainings.An ad hoc website has been created to maximise the impact and reach as many VET provider as possible. It contains all information about the project and training materials which are freely downloadables without any limitation. The website www.mobiliteach.net has been conceived also to bring together the complete Mobiliteach teacher training offer that organisations inside and outside of the partnership are developing.The project had a relevant impact on: - VET teachers and staff that increased their competences on writing, planning, managing and organising WBL experiences and gained intercultural learning competences.- VET providers that increased their level of internationalisation and the upscale their VET provision thanks to the competences and skills acquired by their staff - Mobility experts gained a deeper understating on the VET system of the participating countries- All organisation reached with dissemination that got interested or are already participating to new Mobiliteach projects.The project in the long run will contribute to increase the offer of high quality WBL experience abroad to VET students and therefore enhance young people employability. Upscale of VET teachers competences and their increased awareness on the importance of. work-based learning experiences will also indirectly support work-based learning validation of competences and its integration in the students curricula.

Students with LDs are an underrecognized and undersupported group throughout society. In schools their problems are often not identified, academic services are not provided, compensation is not allowed, and they are not engaged with school. These issues result in students with LDs being at high risk of early school leaving. Early school leaving is associated with limited employment and life opportunities. Over 10 years, the coordinating partner and others in the partnership have done projects that helped with correct identification and assisting parents of students with LDs in getting appropriate services.This project extends the work directly with academic aspects of student life to finding ways to keep students with LDs be engaged with school. We found that athletics and other outside-of-school-time activities are often available but that gaming is not made available. Gaming is a feature of modern adolescent life and is a way that students can use skills such as language learned in academia to have fun and extend their networks. Some places (such as was seen in DK) use gaming already as a way to increase engagement with school. They do this by providing coaching, space, and tournaments. We decided to help schools and students learn to create tournaments.In addition, this project will use a work tool known as Agile as a way to structure our efforts. We will teach this tool to students. As this is a very popular work methodology in IT, it will increase employability and expose them to an industry where there are large opportunities.The project will have three tournaments during face-to-face learning/teaching/training events. The tournaments will be examples and generate video and other materials that will be used to create the intellectual outputs of a Manual of how to do this, a website with deeper materials and information about tournaments and Agile, and videos as documentation of training and tournaments.20 students with LDs will be directly involved and 12 staff. Dissemination and multiplier events will bring impact with at least 300 more. By popularizing the project via the website and school visits, the reach extends significantly. The project has a number of direct, long term benefits: schools will be further sensitized to the issues and potential of students with LDs. Students with LDs will be more deeply engaged in school and they will have learned a work organisation structure that can increase their employability. They will also be able to point to the outputs as examples of their work.

<< Background >>Graphic design is a profession that is constantly changing and evolving at a rapid pace, school systems are not so fast as to keep up with all these changes. These changes directly affect the labor market because graduates are expected to possess knowledge that is currently current and in demand. That is why innovations are needed in school systems that will keep graphic design in step with the times. Creating an international curriculum obtained by a detailed analysis of the curriculum and labor market in these countries preceded by a digital textbook that will be used as a methodological aid to teachers in teaching.<< Objectives >>The aim of the project is to improve the teaching of professional subjects of graphic design adapted to the labor market in partner schools in Serbia, Croatia, Slovenia and Portugal.The specific objectives are:Detailed analysis of curricula for professional subjects of graphic design in these four countries, highlighting good practices and shortcomings in the effort to develop modern teaching.Creating a digital textbook for the subject of graphic design that is adapted to the labor market and current software solutions.Improving teachers' knowledge and software skills.Establishing a network between schools in order to cooperate and improve teaching.<< Implementation >>The activities of this project are:Detailed six-month curriculum analysis in Serbia, Slovenia, Croatia and Portugal.Writing a digital graphic design manual that will have a customized content to the labor market and modern software.Training for teachers to improve knowledge and software skills as well as the use of the newly created manual.Testing of textbooks in the form of five-day classes of all partner schools.Conference to promote analysis and manuals.Promotion of the manual through the media, the Internet, eTwining events and meetings.<< Results >>The realization of this project will primarily contribute to a better understanding of the current situation in the teaching of this group subjects and point out the shortcomings of parts of the curriculum that need to be upgraded, updated and adapted to the labor market and current software used for work. The creation of a digital manual that has not existed in teaching so far in this content with video lessons will bring refreshment to the school system. This innovation will also have a positive impact on teachers who will improve their knowledge and skills, which they will pass on to future generations. We also expect that the analysis we conducted will affect other educational institutions in these countries in the systemic changes of plans and programs.With this project, we expect to achieve a continuation of the network of partnerships with future partners, which will cooperate in the future and after the completion in the improvement of teaching and cultural events. And as the most important result of this project that we expect is the improvement of students' knowledge and the availability of textbooks that they will use in teaching.