The project Animation and ICT as a new quality of enhancing the pedagogy of cultural heritage of Finland and Poland will be implemented by the students of Liceum Plastyczne in Nowy Wiśnicz and Lybecker Institute in Raahe over the period of two years. The main objectives of the project are: the development and implementation of innovative practices in cultural heritage education with the use of stop-motion animation and ICT, the exchange of good ideas, experiences and methods between the schools with different profiles, increase in digital and linguistic competences with the use of the project participants’ diversity, supporting students with special needs in completing secondary school and being able to find themselves on the labour market, achieving improved outcomes of students with below-averrojekt Animacja i TIK jako nowa jakość wspomagania edukacji o dziedzictwie kulturowym Polski i Finlandii będzie realizowany przez uczniów Liceum Plastycznego w Nowym Wiśniczu i Lybecker w Raahe przez dwa lata. Głównymi celami projektu są: opracowanie i wdrożenie innowacyjnych praktage results, supporting entrepreneurship education. Various forms of cooperation will be employed during the implementation of the particular project activities. Active teaching methods using animation and ICT will be applied and English will be the language of communication. There are two mobilities to the partner schools planned, each lasting for 10 days as well as the actions of participants between and after the mobilities, including setting up and the maintenance of project website, post-production of all the films and posters designing. 16 secondary school students and 4 teachers forming two international groups of 10 people will take part in the project. During the two mobilities 16 days workshops are planned. Apart from the theoretical part they will have a practical dimension. The participants will learn about the cultural heritage of partner schools regions and use local legends in their work. In Nowy Wiśnicz they will write film screenplays, prepare backgrounds, elements and photos for animation utilizing the potential of the art school, whereas in Lybecker specialized laboratories in Raahe sound design and animated films montage will be made. The project focuses on producing two stop-motion animation short films and making-of films documenting the joint work of students from the schools with a rich but different technology base. During the mobilities animation workshops will be carried out by experts, world-famous animated films directors. The innovative project uses animation as a new digital tool in cultural heritage education of EU countries. Innovative practices will be additionally addressed to the primary school students aged 7-10 in Nowy Wiśnicz and in Raahe, which will increase their language and digital competences. The effect of these one-day workshops conducted by the previously mentioned two international groups will be the material for four small short films.Project results in the form of two animated short films and four small short films created on the basis of Polish and Finnish cultural heritage and the make-of films will be shown to the wide audience in Poland and in Finland. Posters prepared by the project participants will promote the shows. Moreover, two short films will be submitted to international animated films festivals. This will enhance the status of the project and the schools internationally. The project will ensure the recognition of excellent results in learning and teaching languages by awarding ELL, the recognition of new competences by issuing Certificates and Europass Mobility, a more positive approach to European projects and the EU values, tackling the differences in learning outcomes related to the socio-economic disparities, reducing ESL students percentage of disadvantaged groups, greater work satisfaction and motivation, more modern, dynamic and professional school environment ready to use good practices in daily activities, open to synergies with other organizations. Schools with different profiles and from different countries will provide added value to each other. Students will learn the similarities, differences and universal values in the European cultural heritage. ICT-based learning method is the most convenient for the bicultural project. Due to the methods applied the schools will benefit the image of modern institutions, implementing European Union treaty assumptions. Project activities will bring additional long-term benefits: new ICT teaching methods, language and digital skills improvement, increased learning motivation, increase of students mobility, enriched and attractive educational offer of both schools, joint presentations of the results will strengthen local and international ties, possible future cooperation of primary schools from both countries, to which the participants offer was addressed and the exchange of good practices between Polish and Finnish teachers.

"Background of project:Design has become an everyday concept.The aim of this project is to research different cultural, geographical as well as philosophical approaches to the concept Design with the students to support their own ideas in the field of architecture, furniture construction and interior design. For this, the students will study both European similarities and regional and national characteristics in order to become more self-confident in designing and crafting.During the project the students visit international furniture fairs (Cologne and Milan) to get new ideas, to improve their knowledge of modern design and to compare their ideas and final products with ideas proposed by famous designers. This project encourages students to work efficiently in international teams.Objectives:The target of the project ""Design - a Definition Approach in a European Context"" ist to engage students in research of well-renowned designers coming their own national background. The outcome will be presented in international teams which gives students the opportunity to learn and perceive cultural and professional differences by comparison and contrasting. Different cultural and historical background of team members will foster cross-cultural communication abilities.The next project phase contains the development of specific furniture objects using cutting-edge technology such as 3D-planning tools or augmented reality tools. At the end of this creative work phase students from Austria, Finland, and Latvia will meet for a workshop giving them the chance to manufacture models and prototypes of their ideas.Finally the outcomes of the workshop will improved and discussed with regard to economic, ecological implications. A final meeting in Riga, Latvia will be scheduled to evaluate the project, extract learning experiences and to plan professional dissemination of project outcomes.Participants:The participants are 2-3 teachers focusing on design theory, art history, and manufacturing technology from each participating school, respectively. These teachers supervise student teams up to 20 persons, age 15 to 20 years old. During work phases, 4 students will be chosen from each national team to represent their sending school at the international meetings described before. They are responsible for presentation and communication with the whole group.All students involved have a background in interior design or craftmanship.Activities:First of all, students will be engaged in research to get a good overview about design history of Europe. The teachers involved will meet in Brussels to widen their horizon and to visit EU-institutions in order to qualify them for knowledge transfer of EU-topics. The students involved will have a first project meeting in Raahe, Finland, where the output of the design phase is discussed. Afterwards the teams will develop specific furniture objects. It is planned to enable them to visit the interior design fairs in Cologne and Milano. These high-end trade fairs will give immediate feedback on the quality of own drafts. As a next interaction, selected team members will travel to Hallstatt, Austria to take part in a realisation workshop. Models and prototypes of furniture will be the output. Finally, real objects will be produced at each institution. These will be presented in the framework of a final project-meeting in Riga, Latvia, where the whole project will be critically discussed and the learning process will be evaluated. The remaining time will be used for the dissemination of project results.Methodology:Methodically, learning will be fostered by working on real-life projects and by the work in international teams. In other words a common project language - English, different cultural backgrounds and differeing problem solving strategies demand a high degree of flexibility and intercultural communication. Training these key competences throughout the projects is likely to improve the students competence to contribute to a progressive and peaceful European community.Results:At the end, the project should generate promising furniture object-drafts, high-quality visualisations (including virtual reality studies), technical drawings of the designed objects, real size prototypes, and a website showing the results.From a meta-level students professional and social abilites should be improved by the project and their interest for pan-European working should be enhanced. Finally, the organisations involved should expand their experience about EU-projects to go on with further projects in future.Impact:The impact we strive for is a positive connotation of Europe in students' minds. Also, the cooperation in a multi-cultural team is likely to lead to innovative designs, open-mindedness for different cultures, and improved English-language skills. From an organisational point of view, the project improves the EU-project management competence at the schools involved."

Context/background of the projectThe impulse for this project came from the need to increase labour market potential of VET students of crafts and design. Among growing problems in Europe is unemployment of young people. Consequently, VET institutions have high responsibility in providing education and training that would meet the needs and trends of the society's labor market. Entrepreneurship and transnational networking, including distance team-working and ICT-based practices, are increasingly more important in creative industry labour market in addition to increasingly aiming to high standard professional skills. The project aims to contributing to the labour market adequacy of crafts and design education. Therefore, the project deals with increasing versatility of VET curricula in participating organisations, thus enhancing the quality of crafts and design education on local, regional, national and European level. Objectives– improving students' entrepreneurial skills for better labour market potential– improving students' classical and ICT based crafts and design skills– increasing participants' social competences to contribute to their cooperation and teamwork skills both in- and outside industry– enhancing participants' cultural and linguistic skills to raise their cultural awareness and competence to work on international level– sharing ideas and increasing EU partner network, thus raising the participating organisations' potential to provide competencies for better performance on EU labor market– modernizing pedagogy, raising quality and versatility of the participating organizations' VET curricula in terms of professional, digital and self-employment skills as well as knowledge on product design and cultural heritage. Tangible outcomes of the project will be – designed patterns inspired by cultural heritage or other culture-specific visual motives– deliverables (product prototypes) of different fields of crafts and design, representing regional cultural heritage or other visual features.Number and profile of participating organisationsAltogether, 5 organisations took part of the project: Tartu Art School (TAS), a vocational institution, Lybecker Institute of Crafts and Design (PRAVET), vocational studies, Instituto di Istruzione Superiore G. Mazzatinti, which is State High school offering five different courses with different curricula, Escuela de Arte y Superior de Diseño y de Conservación y Restauración de Bienes Culturales de Burgos (EASD), which offers both vocational and degree studies, and finally, ASOCIACION PARA LA GESTION DEL CENTRO EUROPEO DE EMPRESAS E INNOVACION DE BURGOS (CEEI-Burgos) which is a business consulting, incubating and innovation centre.Description of undertaken main activitiesAmongst the main activities of EntreVET were a Virtual Studio on cultural heritage in digital design, three Learning, Teaching and Training activities and two transnational project meetings.In addition, local dissemination activities, exhibitions of the products with patterns, regular management meetings in Skype, consulting and coaching between workshops, ongoing product and pattern development.Results and impact attainedResults on the level of participants:– increased entrepreneurial mind-set and skills, and therefore raised labor market potential– increased cooperation and communication skills both in- and outside own industrybetter understanding of cultural heritage and diversity, better cultural awareness, understanding of cultural diversity and linguistic skills– improved social and team-work skills– increased level of classical and digital competence to be applied in the field of crafts and designResults on the level of organisations: – due to successfully implemented methodology, an innovative entity of studies or its modules to be integrated in VET curricula of crafts and design education, more versatile curricula. Therefore better tools to support competitiveness and employment among graduates of crafts and design field.– increased motivation to integrate good practices and new methods into crafts and design studies– increased motivation of staff and capacity of organisation to work at international level– stronger and more active educational network of crafts and design on European level, increased opportunity for sharing good practices and innovative initiatives.Tangible outcomes of the project, that is:–a collection of digitally designed patterns inspired by cultural heritage or other culture-specific visual motives– deliverables (product prototypes) of different fields of crafts and design, representing regional cultural heritage or other visual features.

Increasing numbers of students are at risk of dropping out from VET schools. Young people who leave education early lack skills and qualifications. They face a higher risk of unemployment, social exclusion and poverty. Also, the employment pattern of “a job for life” is gone due to global political, economic, social, and technological changes. The ongoing transforming nature of work, jobs and careers implies the continuous need for personal and professional development and the ability to adapt to the transformation of the workplace. Students need to acquire plenty of skills and competences, in order to be able to make career choices accurately and effectively and to meet the labour market’s demand. Students who are less knowledgeable about career most often choose a career that does not fit with their needs. The above statement is even more valid for VET students, who are very often focused mainly on acquiring a certain set of vocational competences, without paying much attention on nurturing their soft skills. Therefore it is important that all key VET stakeholders are involved in the process of improving VET students’ career management skills (CMS). Students need guidance in the course of study and training, and it is a huge responsibility for the vocational institution to provide them with relevant skills. To ensure their students’ have up to date knowledge and skills, VET teachers can no longer only teach vocational subjects without incorporating CMS within the curriculum. It is the teacher who are closer to students and have access to them on a daily basis, therefore they are in a perfect position to influence children’s choice of career as well as shape students’ attitude towards given profession. The main aim of the CARMA project is to empower teachers from partner countries and beyond to deliver career guidance and foster the development of career management skills among VET students in order to prevent early school leaving, increase motivation level, as well as employability. Our objectives: - to develop a manual for VET teachers to support VET learners in developing career management skills; - to improve VET teachers competencies in career guidance through training; - to engage VET students in pilot career guidance sessions with trained teachers;- to disseminate project results across teachers’ communities through multiplier events, online free access to the manual and an extensive dissemination;- to develop Policy recommendations targeting high level decision makers in the field of education and training. The project was a transnational cooperation of 5 institutions: oThe coordinator of the project was the Raabe Klett Kft. (HU), a publishing house and training institute in the field of education and training.oRaahe VET school (FI) provides qualified vocational upper secondary education and training at three different schools in Raahe region.oBKSZC Weiss Manfréd VET (HU) offers mainly electric electronic and IT studies.oBME University (HU): The Department of Technical Education within the Faculty of Economic and Social Sciences prepares teachers for technical vocational training schools.oSelfinvest Ltd. (BG) is a private company. Their main goal is to provide high quality career guidance services to diverse target groups offering individual career consultations and group programs aiming to develop CMS among people from different ages. Our most important activities include:•3 Transnational Project meetings•Development of Manual for teachers•Testing and Piloting of Manual•Development of Policy Recommendations•Multiplier events: Workshop Sofia, Final conference Budapest•Dissemination including: promotion emails, online presence, newsletters, presentations, personal encountersResults:1. Career Management Training Manual for VET Teachers and Policy recommendations – 4 language versions (HU, FI, BG and EN)2. 10 school staff members from 2 partner schools trained in applying the manual 3. 100 students participated in pilot lessons4. 110 stakeholders from partner, other EU and non-EU countries informed of project results through 2 multipliers events in Budapest and Sofia.5. More than 5.000 individuals reached through disseminationImpact:VET teachers involved understand the importance of CMS and the role of teachers in it, have improved competencies to deliver it in the classroom and have a raised sensitivity to the prospects of students with various social background/motivation/capacities. The project created awareness among VET students who participated in the pilots of the need and importance of CMS, it improved understanding the connection of CMS with future employability, that not only professional skills are needed to establish a future career, but one has to have lots of different soft skills if they want to achieve something in life/profession.Longer term impact are expected in raising the quality and relevance of VET and employability of young people.

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.