<< Objectives >>This E+ project will foster the collaboration between four partner schools and the International Baccalaureate (IB) programme, whose mission is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The main objective for is to strengthen the social and environmental responsibility of the secondary school students of Norway, Slovenia, Slovakia and Poland in a 2-year Erasmus+ project.<< Implementation >>To achieve this objective, we will create actions that encourage social responsibility and environmental responsibility amongst IBDP students. The mobilities will be carried out in each of the participating countries. Since all the participating schools are IB World schools, the projects will be linked to the Core Theory of Knowledge (TOK) and Creativity Activity and Service ( CAS) in the International Baccalaureate Diploma Programme (IBDP).<< Results >>We expect the project to have shared practises for TOK and CAS that can increase the students' engagement to their environmental and social responsibility. Also, we expect that the collaboration with local NGOs will lead to more collaboration with our schools in the future and that the trans national collaboration will increase the international-mindedness for our students.

IT-solutions in Production and Business – Partnership for Stronger Europe project was an intensive international five-sided cooperation of IT teachers, their students (partners from the Czech Republic - MSŠ - applicant organisation; Norway - AVGS, Germany - ZAW and Austria - BBS - partner organisations) and also IT experts (ATS Global - partner organisation) in the field of programming. The cooperation was divided into 3 areas: robotics, creating websites and e-commerce. All the 3 fields were supervised by successful international IT company, which practically solves these areas in its commercial activities. The main objective of the project was to improve the IT skills of pupils of secondary schools in relation to the requirements of IT companies – their potential future employers. Also the teachers of IT subjects (especially those that have anything to do with programming) had the opportunity to discuss their techniques and methods and compare the differences in the Czech, Austrian, German and Norwegian school practice.The outputs of the project are:1) 4 interactive textbooks regarding 4 chosen fields of programming: a) Programming Educational Robots, b) Programming Manufacturing Robots, c) Creating Websites for Students´ Companies, d) Designing E-shops and Their Maintenance.Comparing to the project application there is a small modification in the concepton of intellectual outputs. We decided to separate the themes of Programming Educational Robots and Programming Manufacturing Robots - each of these themes is dedicated to a special textbook. In other words, during the project activities, one more textbook - Programming Manufacturing Robots - was created. The reason for this is greater clarity for users of both manuals. These textbooks work with significantly different IT programming languages that have a significantly different application in practice.2) several functional programmes for manufacturing systems and small robots,3) project photo web blog and websites of student companies,4) several functional e-shops (for products and services of student companies),The project was based on 7 training activities - common student workshops in the fields of programming small educational and manufacturing robots, creating websites, designing e-shops and integration of complex bussiness applications (websites + e-shops). Important preparative and evaluation moments were 7 transnational project meetings, where the teachers of IT, project management and practitioners from commercial sphere were present.The participants among students acquired, deepened and enhanced their skills and knowledge in programming small educational robots, manufacturing robots, web sites, e -shops and commercial complex systems. The European validation tool ECVET with well-defined units of learning outcomes was implemented. Thanks to concrete work assignment and outputs the pupils gained professional experience in a real programming material. Participants among students are able to meet the high professional tasks in their individual careers after graduation. Participants among IT teachers acquired, deepened and enhanced their abilities, skills and knowledge of programming, both at the level of methodological guidance, so at the level of professional work experience itself (supervision and direct involvement of ATS Global – manufacturing engineering systems, manufacturing robots). The outputs of the project are 4 professional compendiums (study texts with video demonstrations in the form of interactive textbooks) in the areas of Programming Educational and Manufacturing Robots, Creating Websites for Students´ Companies, Designing E-shops and Their Maintenance. All of them are used in IT lessons at all partner schools. Furthemore, their can be used by any school which is interested in.By joining the project ATS Global wanted to support the pupils of IT discipline directly during their studies.The impact on ATS Global is to establish links with the teaching of IT at secondary schools in 4 countries, ie a better understanding of learning process. ATS offered the schools the view of the company's practices.

"Our project ""Talking About My Generation - Past, Present and Future of a Generation in Europe"" was planned for 24 months, but after a corona-related extension it ran for 30 months and united students and teachers from four European countries: Germany, France, Poland and Norway. It served the cultural exchange and helped getting to know different as well as common ideas, ways of life and cultures in Europe. Both the project topic itself and the work in international student teams and, last but not least, the direct encounter between the students and teachers were used for this purpose. When dealing with the topic, the students were able to research which cultural, social and age-typical values and ideas, which country-specific traditions and ways of life shape their generation and other generations (e.g. parents) and how young people of their age reflect their perspectives, goals and ideas about the future and define it for Europe. Especially cultural and regional aspects were of interest to the students. When working on the topic, foreign languages, especially German, English and French, were used very intensively for communication and thus improved and further developed. The use of modern and traditional communication and information media was also an important focus of the project, from which the participating teachers in particular were able to benefit for their lessons and other projects. Ultimately, the switch to a virtual, digital format has achieved this goal in a special way.The goal was the conception and creation of a multilingual, digital, cooperative European game on the topic, which will later also be used in different contexts and subjects, e.g. foreign languages, social and community studies, history or politics, in the classroom and in European education. Eventually, several games, both analog and digital, of different formats and with different Europe-related content were created.The evaluation of one's own work and the results and goals achieved was another focus of the project, in which the students were actively involved and which was an integral part of the project work. This also included good public relations and the presentation of the project and its results in various formats. The participants took part in internal school as well as public events.76 pupils and 14 teachers from the four European schools took part directly in the project. At the beginning of the project, the students were between the ages of 15 and 16 and are currently about to graduate from school. They worked in international student teams on various areas of focus and were able to get to know each other well, form friendships and deepen their foreign language skills through communication. During their work, they developed a number of different skills, both in terms of content work on the topic, but also in the use of digital tools and communication media.In addition to the work of the student teams, the activities naturally also included student encounters and video conferences, as well as a meeting of the project teachers. During the student meetings, on the one hand, work was concentrated on the project; on the other hand, this work and the ERASMUS+ project were presented in the schools by using various school events (Day of Languages, project weeks, etc.). The plan was for each student to take part in two trips. Unfortunately, the fourth planned meeting in Germany could not be realized. We also involved the families of the students and other host parents as hosts. The students experienced the culture and the way of life of the host country directly and experienced the European idea very intensively.Instead, we set up a virtual replacement program and continued to work in virtual teams. The final meeting was rescheduled as a video conference.During the student meetings, other students and the colleagues, as well as parents and other partners of the schools, were involved in the project, so that a broad impact was created, for example through the participation of the students in the central event commemorating the end of World War II in Bourges.We also succeeded in establishing and deepening the school partnerships between the participating schools and thus strengthening international cooperation. The teachers involved benefited from the exchange of good practices in project work, decisively improved the use of digital resources and teaching and communication tools, and increased the interest of other colleagues in the European work. The project strengthened the international, European dimension of the participating schools.We are very happy that we were able to achieve all our goals and that the project became a success story for everyone involved."

Data Science and Internet of Things: Partnership for Innovative Europe is a 3-years-long project that brings extensive cooperation between VET schools and professional companies from 4 European countries in the crucial fields of Industry 4.0 turn: database systems and Internet of Things. The project activities include - as an external partners - progressive companies from 3 European countries that use databases and the Internet of Things in their practice actively. The project aims to develop such forms of preparation of technical secondary school students that reflect the needs of firms that operate directly Industry 4.0. Therefore the main areas of interest are:1. Designing the database, working with data, saving data, creating the interface of a database - how to develop and set up the database and establish the Web-API (on-line cloud solution) for data exchange via the internet.2. Filling in the database with specific data - how to work with the collected data material and how to analyze it.3. Collecting external data using conventional electronic devices such as mobile phones, GPS modules, and tagged photographs.4. Data processing using several programs and on-line services such as Caynax Sports Tracker for recording position, altitude, speed, and movement (GPX files), Zoner Photo Studio 15 for processing photos and collected data, Google Map web presentation of the taken photographs together with information background, Python and Jupyter Notebook (using data library Pandas, NumPy and Pillow) for data management.5. Internet of Things - how to use several MicroBit sensors for the measurements that give an instant on-line response (data mirroring).The results, impact, and longer terms benefits: 1. Innovation, modernization, improvement of the teaching of VET subjects that relate to the Industry 4.0 2. Important project outputs: a) a unique project web with the project aim, outcomes, and the description of the meetings together with the story of the project schedule in-between, b) web presenting the collecting data and the outputs of each training activity, c) map of the taken photos of natural and cultural attractions and descriptions, d) instant on-line data mirroring based on MicroBit sensors and measurements, e) short videos made during the virtual cooperation,3. The close cooperation at three levels: VET schools - Industry 4.0 companies, VET school - VET school, and Industry 4.0 company - Industry 4.0 company. Strengthening of ties (exchange of experiences, sharing of professional competence) is a value in itself. Among the results of the project would be active, long-term, and sustainable professional partnerships at the regional level (schools - companies - political authority in the field of education).The participants of the project activities are:1. Teachers of ICT, project coordinators - 3 from each school.2. Pupils of VET schools - max. 25 students from each partner school.3. Professionals from the expert ICT company - 2-3 experienced experts from ATS.The project activities consist of remote collaboration between the partner organizations.This cooperation takes place in-between the transnational project meetings and training activities and is based on a precisely described plan of communication, monitoring and evaluation. The aim of this remote cooperation is to create work assignments for groups of students that collectively address the assigned tasks. The result is also to test the subject matter and teaching methods to improve the curriculum at all partner schools. As well 4 transnational project meetings will be held as one of the instruments for meeting the project targets, and 4 training activities - these workshops further refine the skills, abilities, knowledge, and competencies of all participants. Assignments and tasks are analyzed in detail and tested on a real sample of students. New ideas and inspirations can also be taken into account. All activities are based on work in mixed international teams to simulate the practice of professional companies.The experts from ATS company are in charge of a professional evaluation report summarizing the evaluation of all project activities. It will include recommendations for improvement or revision, as well as specific proposals for adjusting educational plans and teaching methods. Furthermore, we use the ECVET validation system as an important part of the project activities. The broad dissemination schedule is planned.

Industry 4.0 - Smart Companies and Smart Schools, Partnership for Educational Europe project was an intensive international six-sided cooperation of ICT teachers, their students (partners from the Czech Republic - MSŠ - applicant organization; Norway - AVGS and Austria - BHAK-HBLW - partner organizations), and also ICT experts (ATS, Dynatec, and Oberaigner Powertrain GmbH - partner organizations) in the field of Industry 4.0. The cooperation was divided into Data Collection and Reporting, basics of Manufacturing Execution Systems and Manufacturing Operations Management, Smart Products, Mechanical and Product Design, and Marketing 4.0. All these fields were supervised by successful international ICT companies, which practically solve these areas in their commercial activities. The project's main objective was to improve pupils' ICT skills concerning ICT companies' requirements – their potential future employers. Also, the teachers of ICT subjects (and even their students) gained the opportunity to enhance their skills and VET competencies and compare the Czech, Austrian, and Norwegian school practice differences. The results and outputs of the project are the following: 1) Innovation, modernization, improvement of the teaching of vocational subjects that relate to the Industry 4.0 (mainly ICT subjects - database systems, programming, robotics, 3D printing, etc., as well as economics, vocational English). We got to know using PLC = production line control mechanism, samples of data collection and production line simulator, and work with the database – reporting. Moreover, we got knowledge and skills in SolidWorks software as an advanced tool for the Mechanical Design and production of a modeled unit on a CNC machine.2) The comparative study that maps the strengths and weaknesses in the relationship between secondary school pupils' professional training and effectiveness of professional involvement in the Industry 4.0. 3) We processed and tested the two-phase graduation questionnaire. We asked the young employees of ICT companies operating in Industry 4.0 how the VET schools prepared them to exercise their profession, what precisely in their work can be used, and what they missed during the studies. 4) Amendment of curricula among all the participating schools is one of the most crucial project results. 5) We managed to reach out to various local communities, especially young people, experts, and educational policymakers, through dissemination activities. The teachers and pupils joint in the project presented their experience, skills, and abilities in the areas of Industry 4.0 and the outputs of the project in the #ErasmusDays campaign. We received the award for the best-organized 2018 event in the Czech Republic. For this, we made big information panels at the square of the town of Nový Jičín. We prepared project maps, interactive presentations of the project results achieved so far, and competitions for primary school pupils The project was based on 2 training activities - joint student workshops in Data Collection and Reporting, Manufacturing Execution Systems, Smart Products, Mechanical, and Product Design. Due to the closure of borders and schools, and the need for social isolation (COVID-19 measurements), we had to cancel the Marketing 4.0 workshop in AT. Important preparative and evaluation moments were 4 transnational project meetings, where the teachers of ICT and other relevant VET subjects, project management, and Industry 4.0 professionals were present. Teachers were first trained by expert staff from the partner companies. Under the supervision of companies' professionals, these teachers from the 3 partner schools created work tasks and assignments, which they solved together with their students and shared the ongoing results and work (video conference, shared documents, social networks, electronic communicators). An essential point of verification of successful solution of tasks and the quality of teaching lessons at school was the organization of workshops, some of which occurred in the partner companies. In cooperation with their teachers and international remote collaboration, pupils solved the work tasks arisen from the assignment created during transnational project meetings. According to their project role, experts from companies trained VET teachers in specific areas of Industry 4.0. And subsequently, lead the program during training activities. They continuously monitored the success rate of solving tasks. Project activities will bring long-term results, even outside organizations directly involved in strategic partnerships. Sustainability of the project is guaranteed by joining members of the local community, local and regional politicians, VET teachers, coordinators of EU projects, and education system from regional authorities, press, and media representatives into the dissemination plan.