The idea of this project was based on the previous cooperation of three agricultural secondary schools - the Danish school Landbrugskollen Sjaeland in Höng, the Spanish school EFA El Soto in Chauchina and the Czech school Libverda in Děčín as an applicant organization. The aim of the project was to contribute to meeting the needs of all partner schools: to improve the quality of teaching methods, the transfer of knowledge, skills and competences - both theoretical and practical, and to improve the knowledge of foreign languages.The project was aimed at finding the contrasts and balance between nature conservation and intensive agricultural production in different European countries. The main objective of the project was to provide students of agricultural secondary schools from the Czech Republic, Spain and Denmark with new experience and knowledge through virtual and educational activities in various national parks and farms.During the two-year project, we organized three international partners meetings and three five-day training activities, one in each partner country. First, there was a preparatory period in which pupils with teachers from the school organizing upcoming educational activities created presentations and learning materials focused on their country, school, national parks and agriculture in their country. During making these presentations, the pupils cooperated with experts from national parks and farms. These presentations were then sent to partner schools so that their pupils and teachers could prepare for the upcoming educational activities. Then, six students and one teacher from each partner school took part in five-day educational activities, during which students did practical activities in national parks and on farms and learned about the links between the environment, specific activities necessary for nature conservation and agricultural production. Management of national parks and farms where students learned and worked, prepared and managed the program of educational activities.During educational activities in all partner countries, students had the opportunity to learn about the plant and animal species of ecosystems of different national parks in the Czech Republic (Bohemian Switzerland National Park) and Spain (Sierra Nevada National Park) and in Denmark's protected landscape areas. They carried out specific activities necessary to ensure the protection of nature and the landscape and its sustainability. They learned about damage to national park ecosystems caused by interventions in neighboring fields and agricultural areas and how to minimize them. They also had the opportunity to see different approaches to agricultural production in different countries. Czech and Spanish students had the opportunity to learn about the most modern technologies used in Denmark, which is known for its livestock and pig farming.During the project period students did virtual activities in English using various communication means such as social networks and mobile phones (Whatsapp, Instagram, Messenger etc.).The project was attended by students and teachers of agricultural fields. The virtual and preparatory activities of the school organizing educational activities were always attended by pupils from several classes of agricultural branches, only 6 pupils and 1 teacher participated in the training activities abroad. During the whole project period students created groups and communicated through social media in English language. By participating in this project, pupils have a better understanding of the importance of human activities necessary for nature conservation and sustainable development, as well as the importance of maintaining a balance between nature use and intensive agricultural production. They had the opportunity to look at the topic of their studies in a different context, which in particular can affect pupils in their future business.We expect to continue working with the staff from the national parks and farms involved in the project. All partner schools will be able to use all presentations created during project activities.The whole project was carried in English, which was also a great benefit for all participants.

This exchange of good practices is going to involve four organizations from four different countries, Spain, Denmark, Italy and Poland.The main objectives of the project are to reinforce European competences for lifelong learning of levels 1, 2, and 3, the communication of students in a foreign language, their basic technological and digital skills, and their interpersonal, intercultural, social and civic skills, developing at the same time his entrepreneurial spirit and responsible with the environment.The exchange of good practices between the participating centers will achieve tangible results that will positively affect the motivation and needs of its students.The objective of the project is to combine three concepts, culture-art, technology, environment, and food resulting in the logo of the digitized project with cultural emblems of all the cities participating in the project, shirts with the logo, brochure about the project, a digitalized reinvention of the work of art by national painters reflected on a poster, study of the production of zero kilometre vegetable fields produce, information wall and projection of the project that will be located in the halls of the participating centers, and a section dedicated to the project in each of the Websites of the centers, apart from the interviews that are carried out on radio, magazines and local televisions.The activities developed in the project are divided into those developed in the classroom through the eTwinning platform and other innovative programs and those developed in physical mobility in the 5-day visit to the participating centers of the project.The centers will also see their methodological objectives reinforced through the use of new programs and platforms such as eTwinning that will benefit the internationalization of the centers and their teaching staff.The participants will be students of average training cycles of computer science, technology and agri-food, aged between 16 and 19 years, living in environments with economic or social obstacles, many of them migrants and some of them in disadvantaged environments.The total number of participants will be approximately 50 students per center, taking into account that there will be two groups of 25 students in each center and of these 50 students, 18 students from each center will be selected for physical mobility, since the 6 students selected per center will be different in each mobility.The teachers participating in the project will create new synergy and knowledge by their great diversity and mixture of disciplines having the collaboration of foreign language teachers, English and Spanish, computer science and technology teachers, arts teachers, and social sciences and humanities in the case of the coordinator center and the center from Poland and technology, computer science and food in the case of the centers of Italy and Denmark.The methodology will focus on students who will develop activities autonomously guided by teachers, using innovative tools, taking responsibility for the project, participating in the decision of the skills that will be worked, and making them participate in the dissemination of the project through of current media thus reinforcing their self-esteem and creativity.The main result will be to improve or arouse the motivation of all participating students to continue interested in continuing with their academic preparation, thus dealing with the abandonment of these cycles, and also to introduce a new tool in the training cycle classes, the eTwinning platform.The expected impact on the participants is to increase their motivation in their academic trajectory while improving the skills already described, we also expect an impact at the local level and other stakeholders and social agents improving the quality of the relationship already established at the local level between schools and local businesses, while opening doors for new collaborations.The fact that different subjects are involved in the project and therefore not only foreign language teachers, also represents an impact on teachers of other disciplines who will learn about the eTwinning platform expanding the use of this platform in future projects, thus impacting on the quality of education at the local, regional and national level.Finally, at European level, we hope to impact on the proliferation of European projects that we believe should continue being subsidized to give the same opportunities to other students who with these projects will get also an unforgettable European experience.

The project successfully completed and delivered all of the intellectual outputs and the objectives.1. An equine entrepreneurship education network was set up with the four partner schools participating in the project. This is in part connected to an existing equine educators network (EEN) because some of the partner schools participate in both networks. 2. The existing curricula of the participating schools were compared. The strengths and weaknesses of the curriculum of each school were analysed. This led to the creation of a plan for the future regarding the exchange of students and the continuation of the project.3. The key competences needed by the sector were defined. The key competences were all also used to implement the mini company project at the partner schools.4. A website was set up to encourage participation of other schools in the project and to be able to share the intellectual outputs. 5. Two students from each partner schools participated in the mini company project. This project was very valuable in training the teachers to work with international students. It also highlighted many cultural issues that resulted from working with international students. A handbook for students participating in setting up a mini company was created (first in draft) and then evaluated and adapted at the end of the project.6. At the end of the first year of the project, one of the partners (Equipeople) decided to stop participating in the project. The project was therefore completed (after an amendment) with 6 project partners. Four of the partners were colleges, training future equine entrepreneurs. The sectorraad represents the equine sector in the Netherlands. The Holland Horse Foundation is a network of leading Dutch equestrian businesses out of different branches of the equine sector, who are complimentary to each other. It proved difficult in this project to maintain the cooperation and active input of the non-college organisations. 7. Although there is a plan for the future needs and wishes for Equine students, the realisation of European 'expertise centers' has not been achieved in this project. The contacts between the partner colleges have been strengthened by this project and now provide an easy route for the exchange of students between the colleges. The teachers within this project have greatly benefited from this experience and some teacher exchange/visits have already occurred following completion of this project. 8. A considerable difficultly in this project has been to maintain meaningful contact between the physical meetings. The roosters of the participating staff members meant dat it was almost impossible for everyone to attend the proposed monthly Skype meetings. The attendance of the physical meetings was also very variable with mostly only one staff member attending from each school. This has resulted in a considerably lower realised budget for transnational meetings. Most of the communication for this project has been through emails in-between the physical meetings. 9. Halfway through the project there was a change in the project coordinator. In fact there were a lot of changes in the people participating in the project from the partner organisations. This certainly did not help to achieve the goals of this project.