Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

The MOVING HARZ project was the basis for strengthening European competences in vocational education and training in the goslar district. The creation of a consortium of the three vocational schools in the goslar district pooled existing competences and resources of the individual schools. Nevertheless, of the 47 planned mobility, only 32 mobilitys took place. These were carried out by both trainees and education staff. The reduced number is due to the redistribution of responsibilities, which led to a delayed start of mobility in the project. In addition to the consistently positive experiences of the project participants, the good and productive cooperation of the three schools must be highlighted above all. Synergies have been created, which will also be further exploited and expanded in a follow-up Project.

The Key Competences Framework, set up in 2006, and revised with the Council Recommendation of 22 May 2018 (2018/C 189/01), aimed to contribute to the development of a quality, future-oriented education and training, tailored to the needs of European society. However, since 2006, European societies and economies have experienced significant changes, digital and technological innovations as well as labour market and demographic changes. And as Mr Teutsch, Head of Unit, DG EAC, European Commission, has outlined during the Key Competences Conference held in Brussels on 14 June 2017, to ensure that the framework remained fit for purpose, it is necessary to make sure that it adequately addressed the needs of today's society, and continued to inspire and influence quality and inclusive education, training and lifelong learning across Europe. During the lifetime of the KECO-4-ALL project, 6 short-term exchanges of groups of pupils, virtual cooperation on the eTwinning platform and 2 joint-staff training events will be delivered involving each school partner (Italy, Greece, Lithuania, Portugal, Sweden, The Netherland, United Kingdom, Spain), in order to find better ways to support the use of the Key Competences Framework and to support competence-based teaching and learning and assessment, linking these to practical application.During the project and after its completion we expect to create a support environment, in which teachers collaboratively explore and implement strategies designed to support the use of the Key Competences Framework to enhance student engagement and learning.Practicing teachers will develop and refine informal and formal assessment tools.Several key benefits of the KECO-4-ALL project will be:1) a fundamental shift from teachers and students talking about teaching to talking about learning;2) an integrated approach, both formative and summative assessments, will be complemented with peer- and self-assessments, constructive feedback, self-correction, etc; 3) An increased shared accountability from teachers and students as a result of the collaboration required in learning from each other;4) A better understanding of learning expectations among teachers and students, which creates engaged classrooms;5) An increased cooperation in learning and teaching within and between schools;The best tools and practices developed and experimented among schools during the short term exchanges (pilot classrooms) will be spread through free-access educational materials, Open Educational Resources and may give rise to replicas that could be carried out in different EU countries. The collection and publication of the final results will contribute to the overall diffusion and impact all over Europe.

"The project ""VR Science Lab"" is a cooperation among 5 schools from Czech Republic, Romania, Croatia, Turkey and Spain. The aims of the project are to create Science lab in virtual reality and make lesson plans for wide using in subjects Chemistry, Physics and Ecology. Virtual reality allows the students to move away from simply ‘learning’ a subject or topic to ‘feeling’ the content. Schools are often forced to leave out certain learning tools due to budget limitations. Elementary and high school age children are required to do a certain amount of work in a formal science lab. Elementary students, however, often have limited access to experiments. Each school is different in what they are able to offer.The idea for the lab development is to have student's teams that will fulfill the tasks needed for its creation. The teams will be:- Science team (design experiments, describe lab and required equipments, etc.)- Programmers team (coding)- Designers team (3D graphic)These teams will consist of students from each country. In between the mobility meetings the teams will still work on their tasks together by using different communication and data sharing possibilities (eTwinning, project website...).Due to creating this lab students will explore way how to present knowledges of Science for by using IT tools Other parts of the project will include to create things related to the lab: - logo, poster, website, promotional material, budget.An important part of the project is to increase teachers' and students' language skills. When working in the international teams and during the project meetings and mobilities the participants will use foreign languages as a way of communication.We specify on the following general objectives of our project as the most relevant:- improvement of the level of key competences and skills (ICT)- increase interest in Science and Technology - use STEM approach- exchange teaching experiences and ensuring teacher's professional development- strengthening European sense of identity and improve English language skills - enhancing international cooperation - support modernisation of education- increase opportunities for learning mobility of young learnersThe final goal of all these products is its dissemination. Because the contents of these products will collect all the material worked on the project.There are different products' formats. On this way, it will be very easy to access information by the potentials. We want prepare products that can be disseminated and used, both in the participating schools, and in others that might use the teaching materials, the work system or draw the consequences of results of the project."

“Peace is not free” has been an exchange of good practices project that lasted 3 years, because of Covid-19 emergency. The idea of the project was born during a CLIL History lesson, when we were reflecting upon a sentence written on the wall near the “Korean war Veterans Memorial” in Washington DC. The sentence is “Freedom is not free” and means that freedom is always the result of the sacrifice of many people. In the same way Peace is not free: the period of peace that Europe is now living comes from the sacrifices of million people who died during different wars. Our project, has led people involved through a historical journey in which they have deepened their knowledge about places related to war events, commemorating them through the analysis of poems, music and songs, meeting people who experienced the war. All these activities created into the participants a new awareness of the value of the peace. They have also understood the motivations that compel emigrants and immigrants to leave their countries, escaping from material and immaterial wars (economical, racial and religious issues). Through these activities, people have understood the real reasons of migration flows.ObjectivesOur objectives have been the exchange of good practices, the social and European cultural heritage, the social inclusion and the knowledge of migrants' issues. These were achieved by the knowledge of past events through the study of historical places, songs and music.The project has been written in collaboration with our partners from Romania, Croatia and Spain. We met on eTwinning Forum. ParticipantsIn the original project there were 4 short term exchanges of group of pupils and school staff, indeed only 3 of them took place. The last one was cancelled because of the pandemic. The most part of our students were attending online lessons, so also a blended mobility appeared impossible to realise. Nevertheless students realized the in between tasks. The selection of pupils for the mobilities has been based on their interest in the project, on their personal involvement and on their skills. Teachers have been chosen considering their knowledge of English, ICT practice and their social skills. In between the short term mobilities the school, as a whole, has been involved in the tasks. The selection has involved not only pupils with good results but also pupils from disadvantaged families as they are mainly subjected to early school leaving or ethnic or social discrimination. School teachers have been involved in project activities by helping and supporting pupils to achieve all of the activities of the project workplan. Pupils participated to project activities in school and other places like libraries, museums, historical monuments. The project information and products are currently used in extracurricular and interdisciplinary activities. Pupils' age involved in our schools is from 3 to 20. Other beneficiaries have been teachers from other nearby schools who participated to dissemination activities. They can use our project outputs in their school courses as teaching support. We have involved pupils' parents, local administration, workers in libraries, NGO's volonteers, local people interested in project activities. Regular meetings have been held to inform parents about project activities and products, they regularly have helped teachers in the organization of activities and have also hosted pupils during the mobilities. Other local partners took part to exhibition events of project activities which were organized in school, local libraries, town halls and other educational institutions. ActivitiesPlaces linked to war events have been described in brochures prepared before the meetings. The brochures are the result of a previous interdisciplinary work of selection and analysis of relevant places. The pupils worked in cooperative learning groups using ICT. The brochures are written in English, in order to improve language skills. During each meeting the students have fulfilled different tasks: logo contest in Romania, recital of poems about war and production of an e-book in Croatia, presentation of video interviews in Spain, research of war songs. Methodologies Inductive and deductive method Learning by doing Cooperative learning and tutoring Brain storming Outdoor training Problem solving E- learning Developing multiple intelligences Impact The outputs of the project have been shown on websites, local newspapers and television broadcast. We are sure that all the stakeholders will have long term benefits from the work done. We hope that the new awareness acquired will have a positive influence on people's attitude towards inclusion, remembering that real inclusion makes people feel equal, valued and important within society.