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."

It is impossible to ignore the changes in our environment, specifically in plant life, brought about by agriculture, industry/ pollution and climate change. We have also noticed that most of our students can neither recognize the most common plants surrounding them nor describe their features, either because of lack of interest in science topics or because of a purely theoretical approach to botany at school.While losing this bond with nature, our students are busy connecting through social networks and exploring the online world while actually lacking real-life team skills. As a group of partners ( except for the Polish school) who have worked together on previous STEM-related projects, we wish to make use of their mobile devices and IT know-how to improve their digital skills and energize the learning process.As each partner school is situated in a biologically unique area, we aim to make our students aware of the common and specific problems of preserving the environment within their biome. For this purpose each school will form a project team. After setting up a digital platform where all the project activities will be uploaded, schools will organize field trips to local areas with relevant itineraries of plant species, including indigenous, endangered, medicinal and other plants. The Global Learning and Observations to Benefit the Environment (GLOBE) Program, sponsored by NASA, is a network of worldwide partners, students, teachers and scientists that provide the opportunity to participate in data collection and the scientific process. Through participation in the Phenology and Trees Around the Globe Campaigns , our students will methodically build understanding by observing nature, posing questions, developing a hypothesis, planning investigation, assembling and analysing data, documenting conclusions and presenting findings . Its coverage of whole regions, countries and continents will enhance the value and the dissemination of our project. We will contribute to the GLOBE database and use its data to understand critical environmental issues such as contemporary climate change. Based on these findings, we will create CLIL lesson plans to implement into our schools' curricula and will further disseminate these by organizing peer teaching lessons in other schools. The field trips done in loco, during LTT activities and newly gathered information about plant life will be uploaded onto online platforms such as GLOBE, Wikiloc and Wikipedia. Schools will create catalogues of key plant species as well as calendars of flowers and fruit in season. They will collaborate with local liberaries, museums, botanical gardens, arboretums and laboratories.Students will interview local beekepers, grape growers, park rangers, farmers or botanists, and will produce videos on the topic of „A Day in the Life of...“. They will research historical resources, documents and photographs of their area to discern changes in their biome. All these local activities will be presented to partners on the online platform and during LTT meetings. A European exchangemarket of local products will also be held on these occasions. Students will improve their foreign language, team work and ICT skills. Their engagement in European environmental initiatives such as Let's clean up Europe will boost their sense of civic responsibility and belonging to Europe. Students' progress will be tracked via their contributions to the common website, through questionnairesregarding their ICT, science and foreign language knowledge. All project activities will be presented in the form of online magazines which will be edited by students.An initial staff-training meeting will inform teachers of common and specific tasks, planning and monitoring project activities. Workshops will be held on the use of GLOBE protocols, CLIL methodology, peerteaching and magazine publishing. A SWOT analysis will be presented by the coordinating school at every meeting. Each meeting will have media coverage (radio/TV/newspaper)in the host country and each partner will guarantee at least one article in his local press on return to describe every meeting.This project will have widespread impact, not only in each school’s local area but also at regional, national and global levels. A final teachers meeting will oversee the dissemination of project activities, results, products and repercussions through our common website, the GLOBE database ,the eTwinning platform, online magazines and published videos, articles in didactic publications as well as an open Erasmus day in our schools. We aim to reach a wide audience, students and teachers involved both directly and indirectly, parents, employers, representatives of local institutions involved in our project activities, local and regional governments and the international scientific community Our contributions to the GLOBE database and our use of their statistics in our CLIL

Global economy is currently fuelled by rapid development of Science, Technology, Engineering and Mathematics (STEM). STEM fields have experienced continuous growth since the 1990s, and jobs in STEM are expected to grow around 20% in the next decade. However, one of the biggest obstacles to this process is the lack of employees with STEM skills. According to the European Commission, one of the solutions would be to tap into largely unrealised potential of women in this area. In the EU only 24 out of 1000 female graduates come from ICT—related studies, and women constitute just 13% of all graduates of ICT subjects. To address both of these problems – lack of employees with STEM skills, as well as gender inequality in this area, we came up with the project Full STEAM Ahead! It is directed at secondary school students (particularly girls) as well as teachers (especially STEAM teachers) from partner organizations in 6 countries: Slovakia, Poland, Greece, Finland, Estonia and Spain. The project aims at combating the gender inequality gap existing in the field of STEM and promoting STEAM (STEM and Arts for a full and integrated approach) education among students. The project’s objectives are: increasing motivation of students, particularly females, to study STEAM subjects; fighting stereotypes regarding female role in STEAM world; raising awareness of STEAM studies as career opportunities; improving knowledge and capacity in STEAM area, implementing more active, hands-on methods while teaching STEAM; making STEAM teaching and learning fun and exciting; strengthening the profile of teachers by exposing them to innovative teaching and motivating methods. We also want to make our students aware of their European cultural heritage through familiarizing them with famous scientists (particularly women), whose discoveries and historical achievements constitute the basis of modern science and development. We are planning 1 LTT event for teachers only, STEAM Guides, to help them become well-versed in teaching STEAM subjects, show them how to motivate and inspire their students. There will also be 5 LTT events for students: 1) S (Science) - Science Explorers! - activity focusing on Science, including workshops and seminars for students on real-life science applications and experiments (e.g. building photovoltaic systems out of solar cells, molecular cuisine, physics challenges etc.). 2) T (Technology) – Code Breakers! - focusing on Technology, particularly ICT, covering elements of „Introduction to Coding/Programming/App Development” with seminars and workshops focused on coding, programming and app development led by professional experts from ICT area (Learn2code).3) E (Engineering) – Future Engineers! – LTT event focusing on Engineering and Robotics. Participants will practice creating engineering projects, such as building real-life devices. They will also take part in Robotics workshops. 4) A (Digital Art) – Digital Artists! – mobility during which students will focus on the Arts and Creativity. They will work in mixed groups, scripting a story, acting it and filming and finally editing it using software like Photoshop Pro and Adobe Premiere. They will also design and edit graphics and take part in 3D printing workshops.5) M (Maths) – Inspired Mathematicians! – LTT event during which students will develop a new approach to Maths by studying Thales´ circle, Archimedes´ principle or even Pythagorean Theorem with creative, engaging methods like case studies, experiments, field trips. Apart from seminars and workshops, we are planning to introduce students to important female scientists, tech professionals and artists, both past and current, from each partner country, to serve as inspiration, motivation and role models for young people. There will also be STEAM-oriented trips during and between LTT events to technical schools and universities and various Science and Research facilities. STEAM participants will conduct STEAM lessons for their peers. Partner schools will organise STEAM Days to promote STEAM education and disseminate the project and its outputs among local communities. Virtual mobilities for students and teachers will take place around each LTT event to give project participants a richer, more extensive experience and prolong their involvement.Tangible results of the project will be: multimedia materials (instructional videos, slideshows, guides, presentations etc.), STEAM-oriented lesson plans that will be added to school curricula, multimedia newsletters that will include tangible outputs, LTT activity descriptions, photos, etc. The project website and STEAM Clubs will be created in participating schools to implement and disseminate project activities and results. The intangible results will be: increased knowledge and skills of students and teachers in STEAM areas, changed attitude of students, particularly girls, towards STEAM subjects, increased interest and motivation to learn and study them.

"<< Background >>After the Covid-19 pandemic spread, with the transition from face-to-face education to online education, it has become more vital for teachers to possess pedagogical digital competence in order to manage the learning and teaching process in the most efficient and effective way, considering teacher education processes are predominantly shaped on the basis of effective face-to-face teaching. In the face-to-face education model, the teaching process holds an interactive and inclusive character. However, nowadays in the digitalized model of education, it is considered essential to enhance the VET teachers’ digital competencies and also digital pedagogic proficiencies including competencies on how to include slow learners, foreign students or disabled students in the learning and teaching process along with regular students. With the initiation of emergency online teaching, all countries and all educational institutions have put a lot of effort to quickly adapt into on-line education. Teachers had to take part in this process without any training on digital competencies. As a consequence, they, directly, tend to transfer face-to-face education activities into online education. Nonetheless, the dynamics of face-to-face education and online education are totally different from each other. In order to ensure the success of education in this process, providing teachers with sufficient digital competence is a key factor: The latest OECD’s TALIS study (2013) showed that 18% of trainers and teachers feel that they need more development of ICT skills for teaching. This also shows us that for effective online teaching it is a priority to develop teachers’ / educators’ digital pedagogical proficiency, specifically digital competency. In addition to this, after COVİD 19 pandemia, effective inclusive online teaching is the main agenda of policy makers, educators, administrators, teachers, parents and students, especially in vocational education which has many practical implementations and is difficult to manage it by online teaching. So it is also vital to develop the digital skills of the vocational school teachers in order to produce a more qualified education and minimize the limitations and risks of online teaching.<< Objectives >>By implementing the e-FLIP project we aim to develop and to implement a flipped classroom-based education model (e-FLIP Teaching Model) and a teacher training module (e -FLIP Teacher Training Module) embedded in an e-platform for VET teachers and teacher candidates in order to develop their pedagogical digital competencies. We plan the e-FLIP teacher Training Module to incorporate four basic components:i. Lesson planning and preparation by implementation of e-FLIP Model based on flipped classroom approach.ii. Guiding principles for developing teaching/learning activities in digital environments.iii. Tools for developing teaching materials compatible with digital learning environments and guiding principles for an effective utilization of such materials.iv. Use of assessment and evaluation tools and guiding principles for an effective use of these tools.Within this framework, the project intends to support digital pedagogical readiness in school education in two main aspects:(1) e-FLIP Teaching Model aims to support and improve VET teachers’ and teacher candidates’ digital pedagogical readiness.(2) e-FLIP Teacher Training Module (proposed at the end of the project) allows VET teachers to be effective users of the e- FLIP teaching model and digital tools so that all the students, including disadvantaged ones, can benefit from online education and training services in the most efficient way.The e-FLIP project supports digital transformation plans at all levels of education and training through cooperation. It supports digital pedagogy and expertise in the use of digital tools for teachers (European Commission, Education and Training, Resetting education and training for the digital age, 2020).The Project aims to achieve the following objectives: · to enhance existing skills and to develop new one relevant to online teaching skills and coaching skills, digital skills of the participants,· to produce innovative teaching model (e-FLIP) effective in qualified online education which may supply the educational needs of students including disadvantaged ones (non-native speakers, immigrants, slow-learners etc.), · to produce teacher training module (e-FLIP Teacher Training Module) embedded in an e-platform,· to adapt e-FLIP teacher training module to teacher education curricula in order to equip prospective teachers (teacher candidates in their final year of education) with necessary competencies for online teaching,· to produce an e-book about flipped teaching model, its components and digital tools with sample practices including the inclusive ones.The e-FLIP project aims are coherent with the priorities such as “Addressing digital transformation through development of digital readiness, resilience and capacity"" and “Supporting teachers, school leaders and other teaching professions””by:· supporting digital transformation plans,· producing innovative teaching and training modules,· adaptation of flipped classroom approach to the online teaching,· strengthening the digital skills of VET teachers and teacher candidates by adaptation digital tools into the school curricula.The e-FLIP project also aims at contributing to find common solutions to a common education crisis caused by a global problem, Covid-19 pandemic. Following this goal and in order to produce internationally usable, inclusive and functional educational tools/products/strategies, the project needs to be carried out with the collaboration of different countries and with the contribution of several academics and policy makers with expertise in various fields so to ensure the consistency and “global” claim of a newly developed/ innovative educational platform and for its wider dissemination.<< Implementation >>The activities that will be implemented are the Transnational Project Meetings (TPM), Learning/Teaching/Training activities (LTT), production of Project results (PR), Dissemination activities including Multiplier Events, Impact, Dissemination and Sustainability activities. These all activities will be achieved by the coordination and cooperation among all project partners.Project results are the (1) E-Flip Innovative Teaching Model, (2) E-Flip Teacher Training Module transformed by the model and (3) Digital Platform including these project results with a special infrastructure and (4) E-book. All these project results will help them develop important skills related to digital pedagogical competence and the digital competencies of both teachers and teacher candidates in terms of VET process and aim that is also mentioned in the Erasmus Plus Programme Guide 2021 for VET projects’ priorities.The other activities that will be implemented are The TPMs, LTTs and pilot studies will be used to develop these innovations (Model, Module and Digital Platform) whose actual use will also be conducted in real school settings. Innovations revealed at the end of the project will be transformed into a e-book for a wider audience to be used as a resource which will give new ideas to potential users/practitioners.The activities will be supported via pilot studies for 3 months contribute the quality and effectiveness of the e- FLIP Model, Teacher Training Module and Digital platform. These pilot studies for the evaluation of the project outputs in real school and teacher training settings before finalizing them and finding out the missing points during implementation. These studies will be integrated with the training module and the digital platform development that will be used in both pre- and in-service teacher education processes.The integration process of the project results in all dimensions including teachers, educators, policy-makers and academics will be another implementation process during and after the project duration. The dissemination, promotion and other sustainability activities will also be implemented during and after the project duration. Some of the main activities under this are as follows:• Significant education networks such as EU Project Results Dissemination Platforms, e- twining, European SchoolNet, and national and EU online platforms will be used to increase the effect of project results which are already assumed as reflected through the selection of participating project partners. After the development of the PR, the partners will start to disseminate the PR via these platforms.• Multiplier events will meet project results, Project results and products, with key persons who will disseminate and sustain the project outcomes, contributing to increase the impact of the project. Also, the presentation project results in an international conference and will be published research paper will disseminate the project results also in the academic community to be used in wider platforms of teacher training and further research.• LTT – Learning Teaching and Training activities will also improve the proficiency of the teaching staff in digital skills, digital pedagogical competencies and also key competencies as communication in foreign languages, collaborative work. Visiting schools/ educational institutions will give a chance to teaching staff to job shadowing different sorts of implementations regarding the online education, inclusive online education and digital pedagogy.The methodology of communication and cooperation with partners and stakeholders including associated partners will depend on online or face-to-face meetings of the project like transnational project meetings and project management meetings for preparation, monitoring and evaluation of the project process, coordination among the contact person of the project partners’ and channels used for VET, EPALE and including Project Results Dissemination Platform<< Results >>In our project we plan to create intangible and tangible results. We consider the following results to be tangible project outputs:The project logo, promotional leaflets, website, blog, wikispace, eTwinning page and other social media and project dissemination platforms will be created and they will be used as an effective way for the project dissemination. For the promotional objectives we will also create a final booklet that will include project objectives, topics, activities, results with photos and memories from each TPM and L/T//T. We also plan to produce various ict-products (photo galleries and mini videos) to summarize each project activity.The main Project results are the e-FLIP Teaching Model, e-FLIP Teacher Training Module embedded in e-FLIP open access Digital Platform, and e-Book. We will also prepare an E-guide of the e-FLIP digital platform, tools and sample practices of the e-FLIP teaching model including inclusive digital classroom implementations thanks to which teachers can develop their own lessons and teaching materials. We will also offer teacher training for partner and pilot schools, academic staff and teacher candidates not only focused on the e-FLIP teaching model and digital tools but we will also include some inclusive practices for disadvantaged students. Research papers will be included in e-FLIP model and digital tools used in online educationThanks to the TPMs and L/T/Ts we will produce presentations, reports, records, seminars and workshops and also materials for the agenda of meetings, multiplier events and training.In the process of project implementation we will create records of the lessons realized thanks to the e-FLIP model and we will prepare various materials by digital tools to be used during the lesson as well. In this way the students from our partner and pilot schools will be educated using the e-FLIP teaching model. We will propose to include our e-FLIP teacher training module in the teacher training curricula of gaun and we suggest to integrate it for the professional development of VET teachers at partner schools and pilot schools.Thanks to the direct implementation of the project results we will obtain the reflection reports of the teachers focused on the e-FLIP model, module and digital tools that will be a formative and summative evaluation tool of the project and Project results. Evaluation and interim / final report of the project will be also written and submitted.Among the intangible results we expect the following outcomes:- VET Teachers´ improvement in respect to the digital education- Change of European teachers´ opinion and customs on online education thanks to project Project results that will be disseminated by associated partners.- Cooperation among various educational institutions for developing innovative ways of online education and for respecting the special needs of our students.- International experience for the project participants that will communicate in a foreign language and share the good practice in different European online education thanks to the project.Recommendation of the project's Project results by the important educational networks to its followers."