In today's world, where the source of power is seen as knowledge, all studies are knowledge oriented or based. Whichever profession we choose, we will encounter facts such as digital competencies, digital literacy, computational thinking, augmented and virtual reality, deep learning, AI, emotional intelligence, machine learning, cloud technologies, the internet of things and big data. Thus, it is predicted that the division of labour between human and machine in 2025 will be 48% human and 52% machine. Also, existing professions will transform within 30 years, new professions will emerge and 90% of these professions will require the skills of digital age.The digital transformation of societies and economies means that the competencies of future professions are different from today. In this sense, raising people with these competencies is inevitable in terms of being prepared for societies. With this project, it is aimed to contribute to this international goal as educators. Our main target group is students who will shape our future, teachers who need to be a role model and guide students during this transformation and parents are other target groups. We defined specific, measurable, achievable, relevant and time-based objectives to be successful when we will be implementing our project.The main objectives of this project, which we have prepared as vocational schools, are:-to raise awareness about the digital transformation process,-to develop the competencies required by the digital society and economy.In principle, we agreed that the project has international and national dimensions and consists of separate parts, requiring an institutional distribution of tasks. In this way, we aimed to contribute to the institution culture, to do works simultaneously by different team members, to lead to better team productivity and easier project management overall.In this sense, we decided that the project will be divided into the following working procedures and these procedures will be carried out in teams. The teams will carry out planned activities collaboratively, according to timetables. It is also agreed that the teams will be formed by all partners.MANAGEMENTIMPLEMENTATION eTWINNINGMONITORING/ASSESSMENTDISSEMINATION/SUSTAINABLITYAs partner countries Turkey, Slovakia, Portugal, Czech Republic, Norway and Poland, we considered PRINCE2 methodology when we are distributing tasks and responsibilities to ensure sound management of the project. We established an executive board and we agreed to determine sub-commissions according to the work procedures of the project. In this context, to ensure good communication and cooperation, all partners will be in contact through internet. To facilitate contact between students and teachers who take part in the project, an eTwinning project will be developed. Using funding properly translates a project into measurable and meaningful. So, our budget that was well-planned according to methodology provides the basis for project cost control. We discussed the target groups, principles, objectives and methods within the scope of dissemination activities and decided to implement the plan by all partners consensually.Different groups that will take part in the project activities are students, teachers, administrative staff, parents, stakeholders. These groups will participate in project directly or indirectly. In the scope of the project 60 teachers and 120 students will participate the mobilities and it is aimed to reach 8000 people throughout the project.We determined important parts of digitalisation process that were assigned as titles of LTT to reach our goals with partners and prepared content of LTT activities according to them.Digitalization and Entrepreneurial SkillsDigitalization and Education TechnologiesDigitalization and Job SkillsDigitalization and Special Skills for BusinessDigitalization and Teaching TechnologiesDigitalization and Culture&WorldGenerally participating in an Erasmus+ project and particularly attending this project will contribute to the development of schools significantly in the long-term. When this contribution is evaluated as an added value in the institutional sense, it is obvious that will have a positive effect on all staff directly or indirectly. On the other hand, project will provide contributions in local, national and international scope.In this sense we can mention that;Schools will become locally preferred ones that work to keep up the digital transformation with the teachers and students who have digital competences. They will become the schools that grasp and continue the importance of studying with teams who have been charged with simultaneously going works.As a result of the improvement of the language proficiency of the staff and students in schools, their motivation to participate and carry out international projects will increase and internationalisation process of the schools will be implemented successfully.

Delprosjekt 1: Cracking Codes – New Pathways to a better Prison Education Åsane Upper Secondary School has responsibility for the prison education in Hordaland County. Prison education has specific and complex challenges compared to general education, but we share many of the challenges across national borders. We want to investigate how other prison education providers make use of available resources and how they deal with challenges concerning structural limitations in the prison, and in the post-release period. The objectives of the project are to: - strengthen the cooperation between the school, prison and other stakeholders - improve the organisation of the prison education before, during and after imprisonment, particularly when it comes to young offenders - increase our expertise within profession and career counselling - gather new contributions to the mapping of prisoners - improve the organisation of higher education in prison. Develop and formalise partnership with institutions providing higher education - make more efficient use of available resources We have outlined five activities included in the project: 1. CDETB Educational Service to Prisons, Dublin, Ireland: Visit to prison and post-release centres (3 participants) 2. International Training Week – Education behind Belgian Bars, Mechelen, Belgium: Training course with prison visits, lectures, and discussion (3 participants) 3. The EPEA Conference 2019: European conference with prison visits, lectures, and discussion (5 participants) 4. Organisation of higher education in prison: Visits to prisons and post-release centers (2 participants) 5. Facilitating and following up young offenders during and after imprisonment: Visits to prisons and post-release centers (3 participants) The participants in the project are teachers, school counsellors and Head of Department. The participants are selected because they represent different areas and levels within the prison education. Thus they may implement the results and experiences from the project directly after the activities. In order to ensure an optimal outcome we have chosen the methodology of job shadowing and organised courses, which combined are designed to cover our selected objectives. The project will contribute to an overall reinforcement and improvement of the education provided to the inmates, as the participants enhance their understanding and competence within their field. The school as an organisation will be able to make more efficient use of its financial and human resources. The main objective of this project is to strengthen and expand the education we provide to our students. Delprosjekt 2: The Adult Education Center, (Åsane VO-Center), which is a secondary vocational education and training school, is in front of a major reorganization to be completed in 2020. The VO Center has about 500 students, devided between minority language students and ethnic Norwegian students in the order of 40/60. The large proportion of minority langauage students means that staff at the center especially need more skills to adapt the education to this target group. The objective of the VO center is to enable them to professional jobs in the labour marked. In this project we will visit Axxell Adult Education in Helsinki, Finland, and see how the school is organizing the training, and completing the teaching, and how Axxell is cooperating with the labour marked. An objective is also to experience innovative ways of developing new models for the training and organization of the new VO Center. Three of the project participants will attend the Lifelong Learning Platform's Conference in 2019. An umbrella organisation for more than 40 european org. http://lllplatform.eu/events/annual-conferences/ac17/. The goal of the project is two-fold: 1) Strengthen the development and organization of teaching at the school. Get good ideas to develop new models for the training and organization of the new VO Center by 2020. 2) Strengthen the teaching of foreign language students to enable them to carry on in the working life at an earlier stage. New knowledge will be used to improve teaching for ethnic Norwegian and minority language students. We expect the study trip to give us input and new ideas that can be used to further develop the models for teaching at the Adult Learning Center. We want to develop the education offer by increasing cooperation school-working life. We will further make arrangements for better cooperation between the VO Center and partners such as NAV (Norwegian Labour and Welfare Administration), municipal actors and various vocational training communities. We wish to pass on our experience from the project at various conferences. The project results will also be published and disseminated through the EARLALL-European Association of Regional and Local Authorities for Lifelong Learning - where Hordaland County Municipality is a member: http://www.earlall.eu/.

"The background for this project is twofold, but in more than one way they are integrated. First, one of the most important challenges in upper seondary school today is reducing the number of socalled ""early leavers"". The politicians in our area has stated that this is job no 1, and our school has worked continuously to improve the situation for our students. However, this is an international problem, and we have seen that we can learn a lot from schools in other countries, that have worked consistently to establish systems and take measures that they believe will work. Our goal is to learn more about what causes early leaving, and what the major critical phases and situations are. This, in turn, might contribute positively to the development at our school. We want to send key personell (leaders, councellors, class teachers) to meetings and seminars in the socalled STAYON-network, in order to learn more about the experiences other schools have had dealing with this problem. We believe that the project will result in increased awareness in the organisation regarding reducing the number of early leavers, and will in turn lead to a positive development at our school. Every drop-out candidate who is encouraged and helped to stay on and complete his or her education, represents a considerable benefit for society, not to mention what it means to the young boy or girl in question.Second, it is necessary for teachers to include new methods in their pedagogical toolbox. The organization of the learning process is changing, and so are the roles. New tools emerge, and some of the new ideas might contribute to a more adapted learning process. Tradition is an important part of the teaching, but we also need new challenges and reflection on what provides the best learning effects for the students. Adapted learning can be an important factor in creating a good learning atmosphere and an eagerness to learn, which again might increase the school completion rate. We want the teaching staff at our school to be updated on what is discussed regarding ICT-based learning, and that they constantly reflect on gives added learning value for the students."

"Through the project ""Increasing methodological and didactic competence for language teachers"" we would like as many as possible (up to 12) of the language teachers at Melhus Upper Secondary School over a two year period to be able to attend methodological and didactic courses in countries relevant to the language that they teach.Foreign languages are compulsory and all pupils have the right to adapted education based on individual qualifications. All students do not however have the same qualifications and motivation which leads to daily methodological and didactic challenges. We have teachers with solid skills within their subject, but wish to increase their pedagogical competency. The aim is that our teachers will further develop their methodological and didactic repertoire so that they can best facilitate good education for all students regardless of their qualifications.Each teacher's increased expertise will through sharing lead to increased competence for the entire language department at our school, and potentially other colleagues both at our school and in the county. As a school we will grow from increased competency which will strenghten our educational profile.We hope that increased methodological and didactic competence among our teachers in the long term can lead to more pupils improving their competence and, as a result of that, their final grade in foreign languages, and that the percentage of students who pass the exam increases.After this project is finished we would like to develop it further and create a larger project which will involve management and a greater part of the pedagogical staff."

Our institution has been a member of a network of 16 hospitality and accommodation schools in Europe called CHASE (Consortium of Hospitality & Accomodation Schools of Europe). For 11 years, we have been implementing mobility projects with the EU schools within this network, acting both as a sending and receiving partner. We aim to continue exchanging beneficiaries with 15 partners from the network within the Erasmus+ placement project. This time we will focus on “ECHOS in Europe – Evaluating Catering and Hospitality Skills for Young Workers through ECVET-Phase 2”. By doing so, we believe that our project will be more efficient and functional. The beneficiary group are our final year students who have completed a five month industry placement during their second and third years of study successively.The aim of our project is to improve our students’ vocational knowledge and skills and enhance their foreign language skills, to follow the innovations at the right time and place, to learn about the EU standards and promote the principles of life long learning, to disseminate the certification system, to share culture and form the awareness of European citizenship. The project will also give them an insight on eating habits of different cultures, European hotel and tourism schools and working conditions in Europe, and give them the opportunity to make comparisons to theirs and set career targets. Discovering the similarities and differencies of the different cultures and being able to accept and tolerate the other cultures, harmonizing the different cultures and managing to work and live in these cultures is aimed.The mobility will take place at partner schools and work placements arranged by the partner institutions in 9 different cities of 9 different countries. The destinations for Istanbul participants are BE, IT, HU, SE, FR, FI, NO, DE and LV. Placement period covers a 4 week cultural preparation period at the host school followed by a four month work placement experience at a hotel or restaurant in Europe. The dates of the placements are from 23 February to 10 July 2016. We will send 20 participants and host 6 of them. The incoming students are from BE, FR, HU and SE.The emphasis in one-month cultural preparation period will mostly be on 'health' and 'nutrition' issues to create/increase awareness on those issues in tourism and hospitality sector. Participants are aimed to understand the importance of healthy eating, healthy living and producing healthy food. Students will watch their daily diet and keep a diet diary of their own eating. They will improve their skills on how to prepare tasty, nourishing and healthy food and how to take the customers' special dietary requirements into account, etc. The participants are wanted to make observations and prepare a report ( they will be given a health and nutrition questionnaire) about their subjects during their placement period and make presentations of these reports when they return. The data that are gained from this Project will be used as a guidance to the participants of the next Project. ECVET, as a European credit system for assessing vocational skills acquired abroad will be studied within our project together with the partners in the network, at an experimental stage. Our partner in Finland has already experimented ECVET for a long time in vocational education, so we will use the Assessment Forms used in Finland for on-the-job-learning, at least to start with. The experience gained from the previous year's project on the same theme will enable us produce better assessment forms and make better evaluations of the vocational skills.