The main motivation for the project is without doubt the possibility of meeting and getting to know students and teachers from other countries in Europe. Intercultural competence is more important than ever. We need to break down cultural barriers and build awareness of cultural norms, to create people who have a tolerance for ambiguity and who can keep an open mind. But in order to have a project funded you also need a great project idea – and this we think we have found – sustainable living. The common core subjects in the LK06 Norwegian national curriculum will by 2020 be equipped with new core elements, and one of these will be sustainability. Sustainability can only be achieved through a collaboration between countries – it can never be seen as something isolated or something relevant for only one country.The objectives we would like to achieve and the concrete results we would like to produce can be summarized in the title of the project: “Sustainable Living – Active Citizens”. We would like the participants of the project to get knowledge of what sustainability is and in that way be able to live more sustainable lives, and we want them to get knowledge of what it entails to be an active citizen and by that become active citizens in their local communities. By looking at what you can do in your local environment to achieve sustainability, we hope the participants will be capable of making informed decisions that can help change the way they live their lives.Altogether, we are six partners, including Norway. These are Adam-Josef-Cüppers-Berufskolleg from Germany, Secondary Municipal School Taki Daskalo Bitola from Macedonia, OGEC Ensemble scolaire JEANNE D'ARC + SAINT JOSEPH from France, Muhoksen lukio from Finland, IISS Francesco De Sanctis Sant'Angelo dei Lombardi from Italy and Trysil videregaaende skole from Norway. A needs analysis helped us form this partnership consisting of countries which, on some level, had already implemented sustainability in their curricula, were in the process of implementing it, or who in other ways had integrated sustainability in their teaching or would like to do so. They all give different reasons for why being part of an Erasmus+ project like this is important. Both in France, Finland, Macedonia and Germany the topic of sustainability is already a part of the lessons, but what they need is to exchange ideas and help their students put into practice what are being taught in school. In Italy sustainability is not part of the national curriculum, nevertheless sustainable living has been put on the agenda by increased pollution levels, and they therefore see the need for their students to see what goes on in other countries, be influenced by this, and get the motivation to change things at home. In Norway sustainability will soon be part of the curriculum, but already it is a much used concept in many companies and institutions - the challenge is to convice the general public to make sustainability friendly choices.We have included a wide range of activities in the project. Before each LTT activity we have planned collaborative online activities where the students first do some sort of research in the homes or local communities before they compare results with partners from the other schools online. During the LTT activities we mainly focus on getting a grasp of what sustainability is, by looking into the different pillars it is made up of: Sustainability and Environmental Development’, ‘Sustainability and Social Development’, Sustainability and Cultural Development’ and ‘Sustainability and Economic Development’. After each LTT activity we focus on evaluation and dissemination.What we hope to achieve is awareness of what sustainability is and what you as an individual can do to contribute to making your local community more sustainable.Sustainability is not just something you should read about – you should be able to live it.

In this project the department of Restaurant and Food Processing studies at Trysil videregående skole, located in Trysil - Norway, and The School of Culinary Arts, Hospitality and Tourism, located in Trapani - Italy, has been engaged in a collaboration. Both these places have a considerable tourist industry and both schools wished to take advantage of this by training the students to meet the needs of the industry. Thirty-forty students (attending their first and second year at Restaurant and Food Processing studies in Trysil and The School of Culinary Arts, Hospitality and Tourism in Trapani) were picked out to take part in each of the four visits (the number varied for each visit). There was one visit in the autumn of 2015, one visit in the spring of 2016, one visit in the autumn of 2016, and the last visit was in the spring of 2017. Each visit lasted eight days, and there were two or more teachers accompanying the students each time. The purpose of the visits were rooted in the Norwegian national curriculum, both the general part and in the specific goals of each of the subjects involved in the project, and in the Italian national curriculum. We emphasized entrepreneurial methods to stimulate the active and curious student. The visits also promoted the students' entrepreneurial competences. The participants were forced to face the challenge of meeting something which is different, where they themselves had to relate to these challenges without a given solution. The interpersonal relations helped shape and influence the process of learning.The participants were through their new experiences in a new learning environment able to attain knowledge about and get an understanding of the similarities and differences between the tourist industries in the two countries. This gave the participants an opportunity to reflect and achieve a deeper understanding, something which also enabled them to see their own culture in a larger context. It was an explicit goal that the visits should improve each participant's understanding of themselves and their professional basis. The participants were well trained in using English, since that was the only common language.

We live in a rapidly changing world and do not know which professions that will still exist in five, ten or twenty years when today's students are going to earn a living. What we do know, is that digital competence and programming will be increasingly important. Programming has even been called the new literacy. In some European countries the curricula are in the process of being changed, and programming will be given more attention. This is likely to happen in the other countries as well. In a future world full of technology, not only programming will be more important, but it is also to expect that even soft skills will be increasingly important since that is what separate human beings from machines and robots. It is important as a teaching institution to be one step ahead when it comes to methodology and strategies. We believe we can learn a lot from each other, develop new ways of teaching together and in this way be ready to educate our pupils for the future.Based on this we want to introduce and use programming in traditional school subjects, such as social sciences, mathematics, foreign languages, physical education and natural sciences. By doing so, we will make learning more practical and hence increase the students' motivation, and we will turn our students into computational thinkers and thus increase their sense of mastery. Another important objective is to contribute to gender equality. This can even be seen twofold. Statistically boys achieve lower than girls in most subjects, while girls tend to choose other subjects instead of technology. We will encourage and give the boys a new access to traditional school subjects through programming and at the same time encourage and give the girls a new access to technology and programming through the other subjects which they statistically prove to master.We are six schools from six different European countries, namely Latvia, Greece, Portugal, Croatia, Spain and Norway, and we all share the interest in using programming in the context of non-IT subjects. In Latvia and Norway, the curriculum is going to change, and there will be more programming and practical learning, so therefore this project is extremely motivating for them. At the heart of the Greek school's culture, is the belief that programming represents an opportunity to a genuine impact on teachers and students. They have already used it in mathematics and found that the students are excited with this new approach. The Portuguese school can contribute with a vast experience in using programming in the classroom, but they have not yet introduced it in non-IT subjects. The Croatian school has studied its own practice and come to the result that their pupils get better prepared for lifelong learning and the labor market through more focus on programming, and they are therefore interested in including programming in more subjects. The Spanish school is of the opinion that focus on transversal competence and digital competence helps mastering other key competences, such as communication, language skills and basic skills, and prepares the students for their future.Our activities will focus on programming in non-IT subjects. The activities will span from visits in local companies and universities, building and programming robots, solving math problems numerical with programming, 3D print climbing holds and building a European boulder wall to making art with mathematics and programming. We will collaborate in eTwinning and in addition to physical mobilities in the different countries, we will carry out a lot of virtual exchanges.When it comes to methodology, the fact that we will do a lot of programming, defines it to a considerable extent. Programming is synonymous with computational thinking, a mode of working where you fiddle, create, debug, persist and cooperate. We will combine this with the ideas from collaborative learning, a method where the students team together and get to share their strengths and develop their weaker skills at the same time as building their interpersonal skills. Practical learning is also a key word here, the students will be active and solve real problems. In addition to that, we will go out of the classroom and see how the pupils can use what they have learnt in the real life.We will produce several physical results, like for example code samples, lesson plans, robots and even a boulder wall. The impact envisaged is for example that more girls will be interested in programming, more boys will achieve better results in non-IT subjects and the teachers will be able to teach in many new ways and also share this with teachers at other schools.In the long term, our students will benefit from the project in their future professions and everyday life because they know programming. The teachers in our schools and other local schools will have methods, teaching materials and code samples to use in their lessons, and our common resource library will continue to grow.

The purpose of this project was twofold, and based on a needs analysis of what are challenges in each of the regions to which the schools in this project belong. This needs analysis was carried out by taking into account the European Development Plan of each participant school and it resulted in that all partners decided to focus on a set of common objectives in order to improve the quality of education and contribute to the construction of a European identity based on democratic principles. On the one hand it focused on job shadowing as a method to increase students’ motivation, and at the same time we used the job shadowing to look into important social issues. The project objectives were, briefly summed up, to get students to finish their education, increase motivation, make students better equipped to choose career path, make students see the link between theory and practice, prepare students for the shared European labour market and to make students become aquainted with trials and triumphs of work life. Additional objectives addressed were teachers’ and students’ communicative and linguistic skills, students’ creative skills, teachers competence through exchanges of good practice and linguistic and foreign languages skills, students’ critical thinking, participants’ self-confidence, organizational and leadership skills and teamwork and initiative spirit and entrepreneurial skills.All four schools who ended up taking part in the project (the Greek school withdrew at the beginning of the project period) had issues they wanted to address In Trysil, Norway, the refugee crisis has led to an increased inflow of newly arrived immigrants. Antalya and Turkey have struggled with recruiting women to working life. Kielce, Poland, is located in an area which once was rich in minerals such as copper ore, lead ore, and iron, and this was used as a starting point to look into sustainable living. Spain was hit hard by the financial crisis of 2008 and still struggles with low employment rates. The purpose of the project was to use job shadowing as a method to increase students’ motivation, and at the same time use the job shadowing to look into the current issues described above. The participants were in a way forced to face the challenge of meeting something which was different, where they themselveshad to relate to these challenges without a given solution. The interpersonal relations would help shape and influence the process of learning, we hoped.The participants attained, through their experiences in a new learning environment, knowledge about and got an understanding of the similarities and differences between working life in the different countries. This gave the participants an opportunity to reflect and achieve a deeper understanding of the shared European labour market.When the project started, the coordinating school contacted all partners to start preparations for the first project meeting in Trysil, Norway, in November 2016. The focus of the meeting was “Settlement of migrants due to the refugee crises” and workplaces for job shadowing were recruited within this field. These were then presented for the guest students so that they could choose workplace. The host school also made teaser videos about their hometown and school. In addition all schools had to prepare for what we had chosen as ‘Special Topic’ in the Norway: “The European Fair”. Here each school, region and country were presented through PowerPoint presentations, posters and traditional food and costumes. The purpose of this was to get to know each other better. The focus topic in Poland were 'Sustainable Living', in Spain 'Entrepreneurship' and in Turkey 'Working Women'.The meeting last for eight days and the structure of this meeting, and all the following meetings, were:Day 1: ArrivalDays 2 and 3: Get to know the school and local community. Days 4 and 5: Job shadowing for students. Teachers will observe.Day 6: At school to (1) share the experience of the job shadowing and (2) present ‘Special Topic’ that has been prepared on beforehand.Day 7: Preparations for next meeting. Evaluation of current meeting. Day 8: DepartureThe students lived with host families during all the meetings.Even though some of our goals were phrased in such a way that it is difficult to measure whether we have achieved them or not, there is a general feeling among the partner schools that the students who participated got an insight into work life that they would otherwise not have got, if you take into account that these were students attending general studies, and not vocational studies.If you look at longer-term benefits, we can see that we now got a better and more close relationship with our local municipality leaders, something which we plan to take advantage of in the way that we arrange job shadowing activities also after the project has ended.