"MultiGen: Sustainable multigenerational living - social and constructional challenge?The project involves four partners from different EU countries: Germany, Spain, Sweden and Hungary. In each of these countries there is a desire for such a housing solution. The project ""Sustainable multigenerational living - social and structural challenge?"" is concerned with multi-generational living as a solution to the problem of the steadily increasing isolation of different generations. Due to various circumstances, the pupils have realised that a traditional living concept with several related generations under one roof, as known from back then or from stories, does not necessarily have to exist anymore. Most families live in small communities that span a maximum of two generations. This leads to bottlenecks in care and even to isolation for both older and younger generations.In the project of multi-generational living, the social aspects in particular, but also the structural aspects can be worked out and implemented. Accordingly, pupils find out for themselves what abilities and skills people need to have in order to support each other; starting with the perception of others, understanding the needs of others, to the applied support of appropriate aids. The schools participating in the project ideally combine the different aspects of the project. During the course of the project, four joint activities are planned, which pupils can apply to participate in. The meetings will take place at the locations of the different project partners, so that each project school can be host in its field of expertise. The first meeting is concerned with the analysis of needs and the definition of the course of the project. The second meeting will focus on the ethical and social aspects of multi-generational living and learning from best practice. The third activity deals with how to deal with people of other generations and how to provide support. These are prepared in manuals and explanatory videos. The fourth activity serves to develop the structural aspects. The milestones of the project are worked out in the activities and of course in between. The objectives include the creation of a dictionary, the creation of explanatory videos on the care and support of people with needs and the design of a model according to the structural requirements. These goals are worked out independently by the students in international groups. Participating teachers act as learning companions and coaches. Throughout the whole project the focus is on the learners. In accordance with this didactic principle, the learners are given the appropriate freedom to shape the project and its design themselves.In addition to technical knowledge, the focus at every point of the project is on expanding key qualifications. The systemic-constructivist, didactic basis enables student-centred teaching, in which the learner experiences the greatest possible increase in competence through self-awareness. The aim is to develop the learning groups in their relevant, highly qualified skills and key competences in order to train them to become independent and responsible citizens in a constantly changing world. The results of the individual meetings, as well as the results of the work between meetings, are equally important. The innovative idea of the project aims at a comprehensive design of the project results. These are directed to the project's internal and external target groups via various channels. This is done at local, regional level through publications by the partners. Due to the wide range of project results and the good visual presentation, they are self-explanatory and can be implemented without detours. In this way interested groups of people can benefit from the products. The series of lessons created and the thematic elaboration of the project serve the further planning of lessons at the project schools and are also made available."

<< Objectives >>The main aim of the project is to support establishments and reinvention of youth centres (YC) in various cities in our countries and beyond through:-research on existing models and developing new, innovative models - supporting practice of YCs-developing advocacy tools for youth sector - supporting establishing YC-developing a tool to measure effectiveness and impact of YCs - collecting evidences for policy making,-raising awareness of importance of youth-spaces and their recognition<< Implementation >>We plan to: 1) research on various models (learn extensively about them, experience their functioning)2) reinvent, reshape them (innovate to develop own models)3) apply their various elements in our countries (tests)4) formulate a manual describing amended models, as well as a set of tools helping to advocate for youth centres, manage them, support their rebranding or reformation, as well as measuring its effectiveness (IOs)5) and propose them to the youth sector and decision makers.<< Results >>We plan to develop:-a guidebook showcasing various youth centres models and their variations,-advocacy manual, helping youth sector to establish new youth centres,-card game for youth sector to practice and gasify advocacy,-a tool to measure and evaluate the efficiency, effectiveness and impact of youth centres.We expect to achieve also:-recognition of the value, standards and essence of youth centres as youth policy instruments,-political will and youth centres on agenda.

The European labour market is constantly evolving. Young people arriving on this labour market must be adaptable. They must have real professional skills and be autonomous. Above all, they must be open-minded.On the other side, in our schools, especially in the vocational departments, young people are often coming from the lower or middle socio-professional categories. In their everyday life, they are often facing situations that are a real brake for their educational success.That’s why, it’s the role of our School to provide them the opportunity to reach the EU labour market with abilities & skills that match with its needs, whatever their background is.This is the idea of the EuroMELEC project. The « European Mates of ELECtricity » project implies 5 electricity departments, 5 vocational high schools and 5 EU countries (France, Germany, Sweden, Portugal, Slovenia). This EU team of electricity teachers and EU project coordinators will propose to the students of their electricity departments (from 25 to 75 students, depending on the schools) to give a EU scope to their training, with the view to later create a EU electricity course.Through the project, students groups will do various parts of their (2 to 3-year-and-a-half) training with their peers. All the planned activities are part of their curricula (an advantage), but in addition to doing this « at home » in their mother tongue, they will carry out some of them in English with their peers. For example, between the mobilities they will do researches related to the production of electrical energy, to the prevention of electrical hazards or to the refurbishing of an electrical system to make it more eco-friendly,… but instead of « only » doing this at the local level, they will do that with their peers, working online thanks to synchronous or asynchronous working sessions, with the view to go further together and thus improve the final results.During the one-week mobilities, students will work on practical activities in the workshop of their counterparts: for example, choosing the components and cabling an industrial board, programming an automaton, preparing electrical diagrams, doing electrical maintenance tasks,... Tasks will depend on the content of the electricity/electrotechnics curricula in each of our countries.Once again, things will be done together. As the African proverb says: « If you want to go fast, go alone. If you want to go far, go together! »We definitely want to go far… and take our students further. That’s why we are doing this together!It will give an outstanding opportunity to our students to improve their professional skills as well as their cross-cutting or social skills. They will develop their EU citizenship, their language and communication skills and learn from each other. Above all, they will enhance their open-mindedness, a key competence in nowadays labour market. They will be more motivated, ambitious and all of this will lead to an increased employability.Teachers will also largely benefit from the project. They will share their knowledge and specificities and learn from others practices. They will teach parts of their subject in English. They will open their mind and create a real EU-network of electricity teachers.A real-scale test of the ECVET system will also be done along the project. Most of our curricula are divided in subjects and skills, we will allocate a certain amount of credits to each subject/skill, depending on their weight in our curricula. And students will acquire credits abroad, that will be recognized for their final assessment in their own country, that’s the ECVET system.This system is correctly implemented in some of our countries (eg. Sweden) but doesn’t work properly in some others (eg. France). So, the EuroMELEC project will also count a joint staff training event on the ECVET system and will be a lab to test this recognition system with the view to later embed this more widely within our educational systems with the support of our authorities.So, the project is innovative for students, teachers and for educational authorities.As tangible results, the project will count a project website with all the evidences, a Twinspace and a mobile app. for teachers to assess the acquired skills or credits.In addition to this KA229 project, member schools will also exchange their students for longer vocational training sessions in companies through KA102 projects, the short-term KA229 mobilities being a preparation for the longer, which is often needed for our students.Finally, we think that doing this project with electricity departments is particularly relevant regarding the Europe 2030 climate and energy framework, adopted by the European Council in 2014 and revised in 2018. Indeed, energy consumptions and climate changes are a global concern, that’s why « reducing energy consumptions and designing energy-efficient installations » will be a guiding light along the EuroMELEC project.

FLAgShIP FLexible Accommodation - Sustainability In Progress. Flexible residential solutions - Conception, development and model realization of sustainable and flexible living facilities Behind this project title stands a two-year project, which took on the needs of new housing possibilities and aims to design flexible, serial housing construction.The project involved five partners from different countries in the European Union: Germany, France, Spain, Sweden and Hungary. In each of these countries, there was and still is an urgent need for housing. The countries of France, Spain and Germany were affected by the refugee flows; Arriving refugees still live in old houses, in tents or containers. In Hungary, many people have no home and are forced to flee to homelessness. In Sweden there is a great lack of housing in university cities. However, the right to housing is an indispensable human right, which should be achieved in every country and under every condition.According to this need, the project partners were committed to designing a flexible residential solution that can be adapted to the respective needs and climatic conditions. The aim was to create a feasible concept of serial housing construction.In the course of the project, five corporate meetings were planned, to which pupils could apply. The meetings took place at the locations of the various project partners so that each project school could be hosted in their expert area.For the first meeting, the students prepared the needs analysis and also analyze the climatic and logistical conditions of the different locations.Afterwards, the different building materials for the wall construction were discussed. On the basis of established criteria of sustainability, the learner compiled a catalog outlining the usability of the various building materials with regard to climatic conditions. The sustainable use of resources and a positive energy balance was always the focus here.In the third meeting the appropriation of professional content was carried out with regard to the design in the supply engineering sector. The learners learned the installation possibilities and summarized the results with regard to the serial housing construction.In the course of the next meeting, the pupils developed the energy supply for the apartment. This was done by considering alternative energy generation and the ideal use of resources. The results were documented all the time.In the last meeting, the learner have implemented the housing construction as a model. This was done graphically, on the one hand, on the other hand also in analog 3D models. In addition, digitally designed models (CAD) were implemented using the 3D printer. The models served to illustrate housing construction.The results were also tested by the learners applying the modular kit to other countries with different climatic conditions.Between the project meetings, the pupils were continueing to work on specific objectives and carried out the documentation of the project results, as well as internal evaluations. The learner always focused on the project work. The systemic-constructivist, didactic basis enabled pupil-centered teaching in which the pupil experiences the greatest possible increase in competence through self-examinations. The aim was to promote the learning groups in their relevant, highly qualified skills and competences, in order to train them to become independent and mature citizens in a constantly changing world.The results of each meeting, as well as the results of the work between the meetings, were equally significant. The innovative idea of the project aims at a comprehensive design of the project results (project diaries, models, catalogs of the modular system, visual dictionary). These were routed to the project internal and external target groups on the different channels. Due to the range of the project results and the good visual presentation, the project results can be self-explanatory and without any detours. This allows interested groups to benefit directly from the blueprints.The series of lessons prepared and the thematic preparation of the project served to further lesson-plans at the project schools and were also made available for others.