"Project background: The motivation for this project results from the observation that especially young people in Europe are affected by high unemployment. This is confirmed by several statistics. However, it is also a part of the daily routine at the vocational schools of the participating teachers. A lot of their students face the risk of being unemployed at one point of their professional lives. In several educational discussions the students address the topic “Globalization – knowing the chances and the risks”. In this context “living, learning and working abroad” is an important focus, which intrigues the aspect of working in Europe, formulated as “Working abroad – why not!”Project aims: In order to prepare young people to work in Europe and to increase their motivation of working in another European country, they should know some key facts. These facts include the local working and living conditions as well as the taxation systems, social securities or important contents of the local labour laws. Moreover, the students should be familiar with the different costs of living or leisure facilities. In order to present these information the students have developed an app. This seemed to be a suitable medium for the target group and helps the students to increase important digital skills. Number and profile of participants: The participating institutions were two vocational schools in Germany and Finland, which look back on a long-term partnership which should be steadily expanded. Additionally, another vocational school in Estonia joined the partnership. This school benefits from the others’ experience. Out of organizational and financial reasons the number of participating students was limited to 24 for german and 10 for finnish school. We tried to take young people with educational, economical and social disadvantages equally into account. Description of activities: Both vocational schools worked on their own working conditions in regular school lessons. The app has been developed in special working groups. During C1-activity in Finland we put our results together, inserted contents into the app and in additional the living conditions. A one-day work visit to estonia was done by all those involved at this time, because the EU has shortened our budget. We met the EU-coordinator of the vocational school Rakvere and talked about results and goals. During C2-activity in Germany a professional communication designer gave new input, so that completely revised the app with regard to design and contents. Also the name of our app has been created: ""YEUGO"".Proceeding and conduction: The information the students have been collected had been researched with the help of the internet and different school books. This had to be done in school lessons. The app was going to be developed in extra courses with the help of MIT app inventor. The contents of the APP have been written in working language English. The vocational schools are responsible for the correctness of the collected information. Short description of the pursued results, their effect and their long-term usage: YEUGO has been linked as QR-code on the homepages of both partner schools. In the long term, information of all European countries will be added. This could be happen in additional ERASMUS+ projects. Moreover, interested stakeholders are able to use and add information to the app. This can be seen as an additional service and benefit for external users. Moreover, the students that took part improved their professional and methodical expertise. Additionally, their language, social and personal competences have taken benefit. All together this lead to a strengthening of their motivation, personal initiative, self-confidence and the willingness of liefelong learning. The students`performance has been appreciated by the Europass Mobility Certificate. The project has been advertised via the homepages of each school, eTwinning and facebook. Beneficiaries will therefore be apprentices, employers, other schools, job agencies or chambers."

"CONTEXT / BACKGROUNDProject continuation of the German-Finnish project ""Work APPlication for Europe"" of the application round 2016. Former objective: Development of the APP YEUGO on basis of the MIT Appinventor to show extracts of working and living conditions in Germany and Finland. Among other things: Pension - Taxes / Salary - Working Conditions - General Basics - Accommodation. At the end of the project, the app could be downloaded on the schools` websites using a QR code.AIMS The following extensions in application round 2018: - Completing the content of the partner country Estonia. - Further development of YEUGO: * transfer to the more user-friendly interface BUILDFIRE - the possibilities of the AppInventor were limited. * Complementing the ambassador tool - goal: users can enter experiences. * Complementing the amendment tool (edit page) - Goal: Users can contribute extensions / new content. * Development of a marketing strategy - goal: increase awareness of the app. * Revision of legal aspects for publication - aim: YEUGO should be ""legally correct"". * Extension of the app contentPARTICIPANTS - Number and profileA total of 47 students from the three vocational colleges took part (24: Germans - 12 Finns - 11 Estonians). Due to the diverse student clientele, the group was very heterogeneous in terms of age and occupations. Most of the Finnish and Estonian participants were born after 2000, the Germans before 2000.- Years: * 1984-1993: 8 people; * 1996-1999: 21 people * 2000-2002: 18 people. - Apprenticeships including: joiner - professional driver - carpenter - car mechatronics - two-wheeler mechatronics - reinforced concrete constructor - gardening / landscaping - electronics technician for energy / buildings - junior IT system specialist - beauty care assistant - cookSome German participants also gained the additional qualification ""sales assistant crafts"".ActivitiesStep 1:- Training of project managers by professional communication designer.Step 2:- Working with project participants in their home country. Finding out about the possibilities of app development in general and the structure of ""YEUGO"" in particular.- Estonian group adds its content in ""YEUGO"".- Everything happens both during the current lesson and partly in additional lessons due to the very heterogeneous learning groups.Step 3:- Project participants get to know the new interface as well as the tools ambassador and amendment in teacher-student activity.- Participants work on YEUGO.- Development of marketing aspects and expansion of further content as homework.Step 4:- New content is brought together in YEUGO.- Revision of YEUGO under marketing aspects.- Participants get an overview of publication aspects- Further content on working / living conditions will be worked out and exchanged, in particular via eTwinning, since for organisational reasons no further teacher-student activity will take place in this application round.Step 5:- Joint short-term training of the project leaders to check YEUGO with regard to publication aspects and then to publish it.Current activities:- All those involved in the project - as well as all those involved in the 2016 application round - review and update YEUGO permanently and contribute to its dissemination.IMPLEMENTATION - Methodology- Project participants agreed to actively participate in training courses - also in the form of extracurricular working groups.- Working out of the necessary content by means of school books and internet research and exchange, especially during the teacher-student activities.- Working language: English- Project leaders were responsible for the correctness of the developed content at all times.- Project managers received further training in the new technologies under the guidance of the professional communication designer, especially before the start of the project.RESULT- The revised app YEUGO was published in Google PlayStore.- Homepage www.yeugo.eu was set up.- Facebook and Instagram pages have been set up.- Information about activities and results published on the homepage of the vocational colleges involved."

There is a great polarization in lifestyles and understanding the concept of comprehensive welfare between the Youth in Finland (National School Health Poll 2019) and also very widely in Europe (LIKES). Welfare during the study time affects young people's ability to study (Syväoja 2016) and to have energy in everyday life. By physical activity focused and peaceful behavior on the lessons is promoted (Finnish Schools on the Move -program). Especially this is recognized among the youth who are hyperactive or who have challenges in concentrating. In Finland and also wider in Europe, there are a lot of students in VET who have problems to concentrate for different reasons (for example ADHD, ADD, psychological reasons, problems of understanding etc). Physical activities and functional teaching and learning methods increase learning during the lessons and decrease disturbing behavior. Physical activity also affects the conscious functions of the students (for example memory, executive functions).The main topic of the Students on the Move in Europe -project is to find innovative approaches in education to increase the students' and staff members' physical activity during the school days and this way increase the working and studying capability and also health and wellbeing of the students and staff members. Promoting the physical and mental health of the young people studying in VET through physical activity already during their study time is very important not only from the working capability point of view but also to extend the working careers, prevent social exclusion and the financial costs of the exclusion. The Learning, Teaching and Training project activities of the project are planned in a clear way to guarantee the achievement of the project objectives. There is one Learning, Teaching and Training project activity arranged in each participating country, LTTA1: Ready in Finland, LTTA2: Steady in Italy and LTTA3: Go in Slovenia. Arranging one Learning, Teaching and Training project activity in each country gives a chance to have school-wide theme events for all the students in each participating organization. That will maximize the opportunities to achieve the expected results. In each LTTA there will be six students and two teachers from each participating organization. Both physically active and inactive students are included. The physical workshops and theme events during the project activities increase the knowledge for both students and staff members about the importance of the physical activity to the ability to study and work. Adding the knowledge is one of the main steps to activate students for more movement in reality. During the project the participating students plan and implement functions, events and break activities in the school. The students also test their ideas and create functional learning and teaching methods in co-operation with teachers and other staff members. These results will be collected to an open digital platform where it is available to everyone.The main expected results are the exchange of the good practices for promoting welfare and physical activity and innovations for functional learning methods for VET. By implementing the project activities there is an expected result in increasing the knowledge for both students and staff members about the importance of the physical activity to the ability to study and work. Also an expected result during and also after the project is a change to more active and welfare-promoting operating cultures in the participating organizations. Furthermore, during the project there are concrete practical learning methods and tools created to be used to increase the students' and also staff members' physical activity and welfare during the school days. As a result of the project the plan is to have permanent changes in the participating organizations operating cultures which can be seen in increased low-level movement as a part of normal school life.In measurement of the expected impact on the participants, participating organizations, target groups and other relevant stakeholders a RE-AIM evaluation framework is used. RE-AIM is an evaluation framework which is used to evaluate the results of research and development projects in health promotion.To disseminate the project results also outside the participant organizations, there are many relevant stakeholders involved in the project. In Finland these include the national Students on the Move (liikkuvaopiskelu.fi/fi) and Smart Moves (www.smartmoves.fi/in-english/) -programmes, the Finnish VET culture and sports society SAKU ry (sakury.net) and a regional general sports organization Hämeen Liikunta ja Urheilu ry HLU (https://www.hlu.fi/). In Slovenia a special target group for dissemination is the Sport Directorate, which is a part of Slovenian Ministry of Education, Science and sport. In Italy a special target group for dissemination is the local Town Sport Department of Como.

Cultural and creative industries are the key point of support for a new pattern of economic growth based on creativity and innovation, which has an enormous potential to respond to the challenges of the current policy of the European Union. Skills and competences obtained in VET can't be limited to meeting the demands of technical and industry-based occupations, or handicrafts. VET is a key source for support of the growth of the creative sector. Young people coming out of VET schools will be expected to be capable of individual entrepreneurship, start-ups and inventing their own jobs as the world is now looking for job creators rather than job seekers. The highly paid and highly demanded skillful specialists nowadays are related to products and services innovations.In order to fulfil the current market demand VET should ensure that the curriculum and teaching methods support development of creative entrepreneurship and design product commercialization. The core competencies required by modern entrepreneurial works should be developed through vocational education. There are several competences critical for being successful entrepreneur: team working, problem solving, communication, business modelling, design thinking and business planning. Those competences should be trained together with intercultural and practical professional skills. The industries experience the actual problem with quality of preparation of students for working in multicultural creative companies or running creative start-ups. There is a gap between students' creative performance at school and their difficulties of professional self-actualization after graduation. That shows low level of awareness of real situation in industry and lack of competences to maintain the creative career. Changes in teaching approach would solve this problem and students would be better trained for future life and would easily position themselves inlabor market and see themselves as being the source of regional and national economic success.Four VET organizations across the EU teaching design and/or business programmes: Daugavpils secondary school of design and arts “Saules skola” (Latvia), Scuola d’Arte Andrea Fantoni (Italy), Valkeakosken seudun koulutuskuntayhtymä (Finland) and 1 EPAL NEAS IONIAS MAGNISIAS (Greece) will cooperate on the field of competence training and exchanging the best practices of teaching basic entrepreneurship. The main emphasis of this project is made on the teaching practices in order to shift the teacher’s approach from the low functioning to solution-oriented tasks and achieve the quality and efficiency of vocational training.The project supports teachers from vocational schools from four vocational schools in their search of modern creative approaches in teaching entrepreneurial skills and provides opportunities to students of those school to cooperate and simulating the modern multicultural environment in classroom to solve creatively entrepreneurial tasks.The main objectives of the project are:-to help the educators and their staff to teach creative entrepreneurship in the most effective, modern and practical way by using various teaching methods (case studies, field work, thinking tools, interactive games and moderated discussions) for better performance of the graduators in international labor market.-to create the space where students could begin to develop their personal and professional identity and communicate with peers from other school on EU level.The project activities include intensive virtual activities using modern ITC tools, short-term staff training activities and mobility of students. In the result of the project the project team will develop the Handbook on teaching entrepreneurship in VET school were the best experience is carefully collected, evaluated and the most efficient methods are suggested for use in vocational school.