"Vocational training is inconceivable today without the use of digital teaching and learning aids. Acquiring comprehensive digital media skills is one of the basic skills. Media skills relate not only to how we learn, but increasingly also to how we work.The increasing use of digital media in companies is accelerating the integration of technologies such as augmented reality (AR), virtual reality (VR), 360 ° video, IoT (Internet of things / sensors) and 3D printing. Appropriate didactic-methodical experiences with these technologies in vocational training are rare. These results particularly from the lack of teaching and learning documents in practical training and the lack of knowledge to work digitally. This means that company trainers and teachers at vocational schools cannot train learners, according to the current and expected requirements of the business world. This is particularly painful to see during the global corona pandemic. The lack of relevant knowledge of professional teaching staff, the use and the opportunities to convey knowledge with it, leads to a reduction in the occupational competence of learners, and it reduces the propensity to train companies as well as the demand for appropriate qualification offers, public and private educational institutions.In order to reverse this development, the vocational training staff needs structured qualifications for handling these technologies as well as the freedom to adapt these technologies to the respective operational processes. This particularly enhances the work of company trainers in SMEs, who usually lack the professional competence and the time resources for such activities. This also enables innovations from the amended training regulations in the areas of chemistry (chemical operator: 2018, chemical lab technician: from 08/2020), IT (2020) and electrical engineering / mechatronics (2018), in dealing with AR, VR / 360 ° video, 3D printing and IoT, to be promptly integrated into the training.The transnational project ""DIOS - didactic innovations labs - digitalization experts in VET"" will choose selected contents and concepts for the use in relevant teaching and learning processes for the occupational profiles: chemical operator, chemical lab technician, mechatronics technicians, electronics technician and IT specialist, or their equivalents, to develop, test, evaluate and transfer them in the 5 partner countries. This is done with the aim of setting up and operating industry-specific didactic innovation labs as well as to implement a digitalisation specific qualification concept for vocational training personnel.The integration and effective use of digital media requires the successful integration of pedagogy, technology and organization in order to enable and sustain innovative teaching and learning scenarios. The industry-specific, physical teaching and learning laboratories for chemistry, IT, electrical engineering and mechatronics serve to anchor these new technologies in the organization of the DIOS partners and thus in vocational training. The laboratories each contain a so-called ""Learning Lab"", for the qualification of teaching staff, and a ""Media Lab"", for tailor-made media creation. The corresponding, organization-specific need is recorded with the SELFIE tool, contents and formats will derived from it. This includes i.a. the creation of hands-on workshops and tailor-made teaching and learning content. The visualization of complex facts can lead to an increased motivation among learners, which leads to a more effective execution of working tasks as well as corresponds to a better learning success. At the same time, the attractiveness of teaching and training personnel activities in vocational training is increasing. The experiences are then published. The DIOS project activities are a contribution to a Vocational Training 4.0 and a reaction to demographic change.DIOS takes into account the different vocational training systems of the partner countries and the requirements in the classroom or practical learning environments. These include countries with predominantly school-based vocational training (SI) and countries with a share of WBL up to 50% (CY, NL and CZ). The cross-border cooperation enables an EU-wide application in various industries, since the needs of teachers / company trainers and students / apprentices are explicitly addressed, regardless of the type of vocational system of the partner countries in DIOS. The professional development of teachers / trainers is compared between the different industries. This would not be possible without the participation of institutions from DE, NL, CZ, CY & SI."

The project On the Wings of Europe was a 2-year project in which five partners cooperated. The priority of the project was using innovative methods and achieving better results through more effective teaching methods. To achieve the planned goals, we chose a biology project – the migration of birds. This project gave teachers the opportunity to practise new, innovative ways of teaching and gave students the opportunity to learn a team work and learn about an interesting biological topic. We suppose the project also contributed to the awareness of the preservation of environmental diversity and deepened the awareness of unity in Europe.The participating schools differ in number of students, age of students, national curricula and school problems they deal with but the project gave all of them the opportunity to learn from each other. Stredni prumyslova skola chemicka Pardubice in the Czech Republic is a secondary technical school which provides secondary education for almost 900 students aged 15-19. Malpils novada vidusskola in Latvia acts as a county high school for almost 400 students. There are primary and lower secondary education programmes, special education programmes for students with mental and learning disabilities. IES Virgen de Guadalupe in Spain is a public institution where about 450 students attend classes of Compulsory General Education, High Secondary Education and Vocational Training. The school also holds Specific Integrated Teaching for students with Autism Spectrum Disorders, special needs and severe behaviour disorders. Prva gimnazija Varaždin in Croatia offers three national programmes (General, Scientific and Languages), bilingual programme in English/Croatian and the International Baccalaureate Diploma Program (IBDP). The school is a member of the UNESCO's Associated Schools, working on the projects of promotion and protection of the national and global, cultural and natural heritage. Ignalinos r. Dūkšto mokykla in Lithuania provides primary and basic education for 110 pupils in grades 1-10; 20 of pupils are children with special needs.At the first transnational meeting in autumn 2015 we shared the first experience. We provided methodology for the students´ observations, made observation sheets and discussed how to cooperate effectively. We planned to issue the results of the biology part of the project in a brochure, to create a map of bird migration and to design a calendar. In the educative part of the project we started to collect methodology tips and to prepare an interactive presentation for biology teachers. All these materials were successfully created during the following 2 years of the project work.During short-term exchanges of groups of pupils we presented the results of the previous period in particular countries and we visited many bird areas with local ornithologists. Students gave their presentations on selected migratory bird species which they prepared in their teams. We often divided students into mixed groups for the workshops.Between the international meetings we organized competitions, visited nature reserves and bird areas. We met with students many times in afternoon lessons. We wrote articles about the project events for the school web pages and we displayed posters at schools.The short-term joint staff training event contributed to teachers´ knowledge in the field of counselling and coaching. The teachers worked together in a workshop, which focused on using new methods in lessons based on peer learning activities, and they exchanged examples of good practice.The second transnational meeting in spring 2017, as the last international event, focused on presenting the project results. We evaluated the project products, in both biological and methodological parts, and decided about efficient dissemination activities. We observed and evaluated warm-up and ice-breaking activities which our students and teachers prepared and which were recorded in the collection of methodology tips. We observed the work of the students done in the creative workshops. We compared the project links on different school web pages and planned the last simultaneous bird watching held in all countries at the same time. We discussed the possibilities of future cooperation.In all countries, we encouraged students of various social and economic backgrounds to take part in the project. In Spain autistic children and their assistants also participated in many project activities. In this project, students developed their ability to find the information they need, work in a team and make deadlines. They benefited from the pleasure of discovering new things. They developed their computer and language skills. Teachers benefited from sharing ideas, exchanging learning and teaching materials, and learning new teaching approaches. We hope we increased a positive public perception of our schools and raised the reputation and attractiveness of involved educational institutions.

Constantly changing European societies and economics require permanent focusing on new developments and hence quality of education.In our project we will focus on stimulating high-quality, innovative ways of teaching and learning through new approach. Our project will efficiently join using CLIL (Content and Language Integrated Learning) method in teaching especially STEM subjects with digital technologies and devices. With this approach, teachers are no longer limited to the textbooks that their institutions provide. By using other resources in English such as video, audio and interactive learning, students have many different ways to learn. Teachers can find creative ways to teach their students in an engaging way. CLIL aims to develop an integrated educational approach that puts together various subjects and language that engages students in learning by doing, and solving problems which comprises acting, observing and reflecting on the data collected, while exposing them to the target language. Through collaboration with our partners we want to: - deepen competences in English and STEM subjects- facilitate a preparation of CLIL lesson- support students in acquiring professional and soft skills, needed for further education and working life- promote innovative teaching/learning methods with a great emphasis on language and multidisciplinary approach - create more attractive ways of learning and thus increase students´ motivation to study- promote teamwork at national/international level- strengthen use of ICT and digital media for teaching/learning- promote the professional development of teachers in methodology of developing CLIL lessons and large-scale materials for teaching and of student assessment with a strong support of ICT and digital media.To achieve and fulfil the objectives, we plan to develop these main outputs:a) Survey on using CLIL in partner schoolsThe result will be a document containing a number of teachers using CLIL and a list of subjects and/or topics/chapters taught in English in each partner school (it there are any), learning outcomes, sources used, digital tools involved, methods of teaching and assessing students in partner schools, experience with CLIL approach in teaching, examples of best practices.b) CLIL Manual It will be a methodological handbook for teachers on how to apply tools in CLIL context. It will contain practical guidance for planning and creating a CLIL lesson (incl. creating tests) and for implementing it in common teaching practice. It will also describe CLIL practice, advantages and basic theory and have case examples on how to implement CLIL in subjects. The manual will be a handbook for subject teachers, especially those who are new to CLIL and who need some inspirational materials with ideas and advice on best ways to prepare colleagues and students for implementation. It will also contain a lesson plan and a dictionary with a specific vocabulary related to each lesson. The CLIL manual will be used for teacher training and for individual learning, it will refer to/make use of lesson plans and the materials catalogue to demonstrate the attractiveness of CLIL and remove some of the known barriers to successful implementation of CLIL.c) Catalogue of CLIL lessons will form a portfolio consisting of CLIL lessons. They will cover at least two subjects in each school according to partner schools focus and needs. Creating the Catalogue will be followed by peer reviewing of the materials by the partner school, then by pilot testing and finally by adjusting them if needed to the final version. d) International team competition for students. Teachers of all schools will prepare together specific requirements and conditions for collaborative students´ work. Two students from each school will participate. They will form 4 teams and will produce a visual presentation on a given topic The competition will be held during the last C5 event.During the project lifetime, we will organize three staff training events for two teachers from each school and two blended mobilities for twenty two students alltogether, accompanied by one teacher from each country.

“Partnership for ECVET” (PECVET) was from the beginning a two year project that was extended for 38 months because of COVID-19 pandemic. Even with these challenges partners reached it’s main objectives and more. Till the end of the project we saw the importance of unified ways of ensuring VET learners training quality and transparency of their gained skills. the European Credit System for Vocational Education and Training (ECVET) principles that connect with the National Qualification Framework (NQF) and the European Qualification Framework (EQF) is still and will be valid and one of the best tools in practice and to use it within all European VET organisations. Developed PECVET tools contribute to the goal greatly. We have made analysis, prepared guide, templates, forms, database for VET organisations who are preparing students for chemistry, cosmetics, mechanics, gastronomy and health care/ pharmacy. Those tools are applicable for any study area. One of the biggest impacts was developed database of unit of learning outcomes (ULOs). In there we have succeeded to include even passed Erasmus+ projects’ (EREIVET, Using ECVET for Agricultural program) created ULOs as well. In total teachers can find more than 120 (including for firefighting, agriculture, electrician, social care, business administration). Beyond the project we will still invite others to share to expand this database. Project results impacted greatly our target groups: -At least 6 VET schools and providers which improved VET learners education procedures-42 VET teachers who took part in the 3 trainings off/online and became experts on ECVET principles-More than 6 VET learners took part in exchange practicing the tools-More than 12 social partners were reached for work with ECVET tools-More than 8 new concrete partnerships were created for VET learners mobilities using PECVET tools-Various target groups and stakeholders were reached through dissemination activities (almost 36 000 participants through on/offline and other channels) Partners have created these tools for VET teachers and providers across the EU:-Report revealing the situation of ECVET integration in VET education in Czech Republic, Slovakia, Germany, Norway, Cyprus and Italy. It also provides the base for VET teachers to understand -Portfolio of LOs and ULOs containing on-line database of LOs and ULOs that is open with many examples-Manual on how to create ULOs-Implemented training course resulted in creating Mobility manual – a guide helping to make the mobility project management smoothly going and problem-free-Methodological guide which helps VET schools to identify and use appropriate methodology and created tools to test and implement ULOs in work-based learning environmentTwo multiplier events (off and online) reached various stakeholders who enriched our discussion and project outcomes.Even if there are current changes of ECVET system at the European level, we see from our partners and other colleagues around Europe that ECVET tools will continue be relevant and best way to ensure quality of VET learners education and transparency of their gained skills. We see potential in micro credentials for credit system solution and possible continuation area to work on. Further project ideas were already discussed and concrete plans are set for new partnerships within VET learners mobilities where ECVET tools will be used.

<< Background >>Chemistry is one of the fundamental part of the science subjects taught at secondary schools of general as well as vocational specialization. This subject is taught almost at all secondary schools in Slovakia, Czech Republic and Serbia. The scope of chemistry subjects depend on type of secondary school. It is taught in all classes at gymnasium, but in significantly lesser amount compared to secondary school specialized in chemistry. The practical demonstrations are considered as one of the most important and irreplaceable part in teaching to better understand simple chemical experiments. These give students the opportunity to better understand the chemical process or the subject being taught. That is why practical demonstrations, experiments and laboratory exercises are the basic activity in chemistry teaching. However, in many secondary schools, these practical experiments are very limited or completely absent due to lack of laboratory facilities, expensive chemicals or restrictions in terms of safety and work with toxic substances. It resulted to a lack of understanding of the subject content by students and consequently small interest in studying chemistry at universities. From this reason, secondary school teachers have expressed their interest in audiovisual materials that could be used to improve full-time teaching by better presentation of individual exercises, or for distance learning.<< Objectives >>The aim of the ChemIQSoc project is to increase the interest of students in STEM subjects, including chemistry, as well as to popularize chemistry among students of gymnasia and secondary schools. It will be achieved by innovation and adaptation of subject content to current trends and the development in chemistry. Other goals of the project include increasing the competencies of secondary school teachers by improving their capabilities to explain current trends in various areas of chemistry in an interesting way. This will be achieved by the preparation of audiovisual materials that will allow demonstration of experiments for a better understanding of chemistry. The participation of chemistry teachers on training courses will help them to understand current trends in various fields of chemistry. The incorporation of prepared audiovisual materials into daily teaching activities will significantly help to innovate the way how chemistry is taught in secondary schools and gymnasia.<< Implementation >>In order to meet above-mentioned goals, the following activities will be implemented:Activity 1: will focus on the selection of specific practical experiments for which audiovisual materials will be created to reflect chemistry content in secondary schoolsActivity 2: within this activity detailed working procedures, photo documentation of the experiment, pdf instructions describing the procedure, required chemicals and a description of simple equipment to perform experiment in safe way performance of the experiment and audiovisual materials will be prepared for:- 4 experiments in organic and pharmaceutical chemistry- 4 experiments in inorganic chemistry- 2 experiments in classical analytical chemistry- 2 experiments in instrumental analytical chemistry- 4 interesting popularization experiments of general chemistryAs part of this activity, the quality of the prepared materials will be evaluated, and any comments will be implemented in the preparation of followed materials.Activity 3: will focus on the preparation of detailed working procedures, photo documentation of the experiment, pdf instructions describing the procedure, necessary chemicals and a description of simple equipment to perform experiment and audiovisual materials for 6 practical experiments in organic and pharmaceutical chemistry, inorganic chemistry and popularization experiments in general chemistry, 3 experiments from classical analytical chemistry, instrumental analytical chemistry, and 5 practical experiments from environmental chemistry.<< Results >>The ChemIQSoc project outputs will include detailed working procedures, photo documentation of the experiment, pdf manuals and audiovisual materials for- 10 practical experiments in organic and pharmaceutical chemistry- 10 practical experiments in inorganic chemistry- 5 practical experiments in classical analytical chemistry- 5 practical experiments in instrumental analytical chemistry- 5 practical experiments in environmental chemistry- 10 interesting popularization experiments of general chemistryThe other important output of the project will be- Text book for secondary school teachers with current and modern knowledge in chemistry- 3 organized teacher training courses