"The project ""EVS for Diversity"" involves four partners from five countries that enabled young people from Poland, Italy, Portugal and Turkey to do a European Voluntary Service in Germany. Partners were IB Berlin-Brandenburg (coordinator), its four institutions ARCHE-Neuenhagen, Youth Club Blaupause, Asylum Seeker Centre Seefichten, Youth Centre Nordstern (hosting organisations) as well as the sending organisation IB Polska (Poland), C.E.S.I.E. (Italy), ProAtlantico (Portugal) and Bursa Mem (Turkey). Four young people, one from Poland, one from Italy, one from Portugal and one from Turkey did a voluntary service for 6 to 12 months in the hosting organisations in Neuenhagen (near Berlin) as well as Frankfurt (Oder). The four hosting organisations do youth and community work. The young people were involved in the youth work, event management and the social work of the four organisations. Through life and work in another countriy, the volunteers improved their intercultural competences, their languages kills as well as team works and organisational skills. They were able to contribute their own ideas and projects and incorporate them into the work of the organisations. They also informed and presented European topics in the organisations through projects, presentations and other means. Through this, the European awareness of the volunteers, the participating organisations and the clients of the organisations is improved. Additionally, the EVS was aimed to show diversity of young people: people from different background and with disadvantages such as disabilities or learning difficulties working and learning together."

<< Background >>Reality shows that pupils have a poor spatial awareness despite the importance of the knowledge of this: pupils don’t understand the 2D-models (building plans, electronic plans) schools work with. As pupils grow up in a 3D-world they don’t often fully understand a concept when they have to work in 2D. By using 3D-technology - such as Augmented Reality (AR) - pupils can get a new perspective on often quite abstract scientific concepts by which their spatial awareness skills will be developed. Compared to Virtual Reality a lot of AR-application can be run on devices most people own, without extra costs. This makes AR very attractive for education. AR includes virtual elements that interact with what already exists. It is a virtual layer put above reality. Also in other subjects than technology, AR can help in the learning process. Probably, the most popular application for AR in education is the use of AR apps directly in the classroom. In this case, they can help the teacher explain a subject, provide a visual representation of the material, and help students test out their knowledge in spatial awareness. The use of AR in education is a very innovative digital and effective tool. The main objectives are to increase the learning profit and spatial awareness for students, to familiarize teachers with AR and teach them to use it in their lessons and finally to implement AR in education. By increasing the competences of teachers the learning effect by students will be reached easier. To reach this we translate them into following concrete objectives, spread on three important levels of education:Level of students:- to increase and visualize the spatial awareness in order to increase the learning results by using AR (more interactivity and involvement) and ameliorate the connection with the job market. Vulnerable learners will be sustained in their learning process by the use of AR when this is necessary as a matter of differentiation.Level of teachers:- to professionalize teachers in the development, sharing and using lessons with existing AR-apps and AR-glasses as a powerful didactical tool in the classroom. Level of school:- to implement AR as an innovative tool in education, develop new strategies for distance learning by the use of AR-apps, extend international cooperation.<< Objectives >>The main achievement is the implementation of AR in education in order to improve spatial awareness for vulnerable readers. Therefore we will focus on the target group of students, teachers and school leaders. Students will get better learning results in spatial awareness by using AR. Therefore teachers need to be trained in the use of AR and school leaders have to be sustained in the implementation of it. As AR puts a virtual skin above reality, we believe in many opportunities for education:- AR has the potential to replace paper textbooks, printed manuals... It offers portable and less expensive learning materials. As a result, education becomes greener and more accessible and mobile.- AR doesn’t require any expensive hardware. AR technologies are immediately available for use for the majority of the target audience by Smartphone.- Interactive AR learning has a significant positive impact on students. It keeps them engaged throughout the lesson and makes learning fun and effortless.- AR apps offer vast opportunities to diversify and shake up boring classes. Interactive lessons, where all students are involved in the learning process at the same time, help improve teamwork skills.- AR in education helps students achieve better results through visualization and full immersion in the subject matter. - Professional training will benefit greatly from the use of AR. - AR isn’t limited to only one use case or field of application.AR in education is very innovative and progressive as the principle of AR is quite new itself. The advantage of using AR in education will be huge as students can learn even outside the classroom. Online or distance learning can be easier and more efficient with AR-aided educational materials. For that reason the project will introduce, implement and improve adjusted AR-principles in European education and guide school leaders to implement it within their schools by giving them a framework. As we realize that something new scares people to start with it, we will introduce the use of AR systematically. As a start we will work with existing apps where AR can be used. The use of apps is free and can be used also in distance learning. In a final phase we will introduce the HoloLens as a tool to use AR. Once schools have a HoloLens it’s important to mention that further use and content is totally free! This increases the feasibility of using the HoloLens in education. During the project the possibilities of other AR-glasses will be mentioned too.With the SAVLAR-project different outputs are aimed. As AR is quite new, the partners chose to start gradually and use the outputs to enlarge the use of AR in a later phase:- implement existing AR-applications and AR-glasses in education - sustain vulnerable learners - close the gap- professionalize teachers in different ways in using AR as a powerful didactical tool in the classroom - develop, test and exchange good didactical practices of AR, ready to useThe strength of the partnership is the experience in different spaces of the SAVLAR-project: - POV (BE) as an umbrella-organization reaching different schools and investing in professionalization and innovation in education, experts from schools will be involved in this project;- Vechtdal College (NL) as a pioneer in the use of AR in education in Europe and challenged to expand their outstanding knowledge and share it with other institutions all abroad;- GIP FTLV Franche-Comté (FR) is experienced in the use of digital tools on construction sites and wants to develop this experience to a higher level, ready to be spread in their network of 39 schools;- Bursa provincial Directorate of National Education (TR) has a network of over 2000 schools and will cooperate with Bursa MEM, experienced in ICT and implementing serious projects about coding and STEM education in an innovative way.<< Implementation >>To get a clear image of the results of the project there will be three moments of measurement in order to see the effects of AR in education: one at the start, one in between and one at the end. The results of the students will be covered and there will be questionnaires about the use of AR in the lessons and the impact on learning pleasure in VET. Beside this a questionnaire will be organized with school leaders. This questionnaire will focus on the current situation of digitalization and innovative tools in VET. This will be important to build the strategy for the guidance material for school leaders in order to implement AR in their education.As the use of AR is innovative it is necessary to organize 2 training sessions for teachers. A first one to get the theory about AR and get in touch with AR by existing apps. In a second training the focus will be on the use of the HoloLens. On those training days, school leaders will be invited too. By following the training they see the possibilities and advantages of using AR in education. After each training the participants will go on with the trained stuff in their own school and develop and test AR-lessons. It is important to build a box of AR-lessons to inspire other teachers in Europe. All tested and developed lessons will be checked by the partnership on effectiveness before putting them in the online tool.During the dissemination as many educational stakeholders as possible will be invited to show the results of the project and the effectiveness of AR in education. By the developed policy document the partnership wants to encourage school leaders to implement AR in education.<< Results >>The partnership will work on the innovative implementation of Augmented Reality in VET, focussing on vulnerable learners. By using AR in VET-education students will improve their spatial awareness and learning pleasure will increase. To be sure AR will be used in a proper way, the partnership will professionalize teachers in different ways and sustain school leaders to integrate AR in their school organization by guidance material. Surveys with the sustain of a university will demonstrate the advantages of AR in education. After the three year SAVLAR-project documents, experiences, dissemination activities etc. will be an example and help for many other schools in Europe to start with AR in education. A toolbox with developed AR-lessons with apps on the one hand and with the HoloLens on the other hand will be useful as an inspiration and help for schools, who want to start with AR.

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 purpose of the Beyond The School Project is to strengthen the teaching profession profile to use out-of-school learning (LOtC) environments correctly and effectively; to bring together the areas of duty as education supervisors in places outside the school for the same purpose as teachers and students; planning the learning processes in an integrated way; to provide the students who carry out their lessons in different places to carry their learning to all areas of their lives and to transfer the social and educational value of the cultural, natural and industrial heritage of the world we live to the future generations. The project aims to produce concrete outputs that can be used by bringing together the employees for this purpose in different occupational groups in order to use the LOtC environments to support planned and classroom teaching. Our project will develop innovative methods, learning materials and tools for educators in the field, taking advantage of different experiences and expertise of schools, regional education authority, museum, science centre and local government in accordance with its priority and purpose. The project consists of a series of activities that will take 30 months in total and 2 LTT and 4 TPM are planned in the project. This period is devoted to organizing, implementing, evaluating and expanding the project activities. To participate in all activities and activities, it is necessary to work with students in out-of-school learning environments. 4 experts from each institution will participate in LTTs and 2 experts from each institution will participate in TPMs.We can divide the project determined activities into the following main headings:Situation Analysis / LOtC National Info Pack: The first activity in the project is the situation analysis and the National Info Pack in the field. With this activity, the applications of the LOtC environments of the partners in their countries, the place of out-of-school education in school education and their approach to LOtC will be evaluated. The situation analysis will form the basis of all activities of the project. By bringing together the national information packages prepared by each partner country by the coordinator, a report (LOtC International Info Pack) with comparative examples and practices in the field will be prepared and will be a resource for both the project team and those working in the field.With the 2 LTTs to be organized within the scope of the project, it will be prepared in such a process that will increase the competencies of the training personnel of the partner institutions and infrastructure will be provided for the activities by including the exchange of good practices. For practical workshops for students, schools and other institutions will come together in the project and prepare joint activities for students, using different teaching methods of different environments. LOtC environments will be handled both curricular based on locations and will be grouped as a cultural, industrial and natural heritage in heritage transfer. With these activities, students will be enabled to learn effectively by including them in a planned lesson based on practice outside of school. Partner schools will implement and evaluate activities prepared by the consortium with at least 5 teachers and 50 students and other institutions with at least 3 teachers and 30 students. Results will be reported and activities will be revised based on the data obtained.The activities experienced by the students will be published on the web page which will be prepared by the educators in short videos and will provide convenience to everyone in the use of the LOtC E-Guide completed at the end of the project. The children will go to the places where they study with their families, and parent-child interaction will both reinforce the topics learned and will be used efficiently and effectively outside the school. At the end of the project, together with the education staff who know the places and the teachers who know the students well, they will bring together the activities, pilot applications and evaluate the activities. Then the coordinator institution will prepare the E Guide of LOtC as an open-source by collecting the data from the partners.Our expectation from the results of the project is to enable educators to use the out-of-school learning (LOtC) environments effectively and efficiently, to contribute to the inclusion of LOtCenvironments in the education programs of schools with the status of a widespread educational institution and to link the heritage transfer with the LOtC. Students who perform their lessons in LOtC environments will be associated with daily life, and they will have the opportunity to learn by living through classroom walls. Effective and permanent learning will be provided that they will embody soft information. By activating creative thinking and imagination, they will realize life-based learning.

1.The main focus of this project has been on developing entrepreneurial behaviour and attitudes with level 4 students which will help to improve their opportunities on the labour market and will help them to become financially and economically independent. We have stimulated these students to start new start-up companies, making use of the input they gained from other European regions. Some of them have successfully done so. Our students and teachers have developed a whole different view on entrepreneurship. Entrepreneurship now is an important element in all of Friesland College’s level 4 courses which has also led to the establishment of new KA2 strategic partnerships, such as Claim your future, in which social entrepreneurship, mentoring and peer-to-peer training play an important role.2.Monitoring the quality of internships abroad, particularly the quality of long term internships, has been another major focus point. Hospitality, Wellness, Tourism, Life Sciences and Health & Welfare students went abroad for long term internships. Friesland College mainly worked with established partners to monitor that the students' tasks during their internships were in accordance with the Dutch qualification framework. The front office internships for hotelmanagement were qualifying in such a way that the company’s assessments of the students was included in the students’ final assessmens. The shorter internships and the projects with our partner institutions abroad were particularly popular with students and teachers from media design, ICT and Engineering (human technology). ECVET and Europass were used to describe and validate the Learning Units and Learning Outcomes. In the end, not all partners mentioned in our application were involved in this project because our schools and their teams ultimately decide which partners they want to involve. 3.Besides students Facility services (level 2), now students Care taking (level 2) are also taking part in our Social inclusion project. These students, with a socially challenged background and often limited financial means, were given the opportunity to do a three-week internship on Malta. Because of their participation in this project, some of them were also able to participate in the Excellence programme for Health & Welfare (level 2). For these students in particular, this has been a life changing experience with a substantial impact on their self-esteem and their self-confidence and has also improved their opportunities on the labour market.4.Many teachers have taken the opportunity to grow professionally through job shadowing, giving presentations and as guest lecturers at our partner institutions abroad. They have shared their experiences with their own colleagues.One of their angles has been ‘Job carving’, i.e. customizing job duties and work methods which requires a whole new approach of education and curriculum. Their experiences made it clear that a new educational approach is needed and that Friesland College should prepare its students for tomorrow’s professions. This was mainly the case for our students Laboratory technique because many foreign schools still work in a traditional way and were very enthusiastic about the Friesland College approach, especially the ‘Practical Route’ (‘the purest form of work-based learning in school-based education’). As a result, many international partners visited Friesland College to discuss new working methods. Together, they have found a good balance between the advantages of traditional education (structure, planning and a year-based programmes ) and the new educational approach (practice-driven, in companies, where relevant issues and prospective developments within the occupational fields are taken into account).5.We started an international exchange programme between Leeuwarden and Malta in connection with Leeuwarden and Malta being Cultural European Capitals in 2018. Both students and teachers have shared their interests with colleagues of MCAST Malta and have participated in preparatory projects. These collaborations provided a lot of valuable cultural information and also led to a KA2 strategic partnership, applied by MCAST Malta and granted in 2017 with Friesland College as a partner. Thanks to these student and teacher exchanges, we now have achieved a long-lasting relationship and collaboration with both MCast and Techcollege in Denmark in an annual project, which is creating and designing a children’s book for migrant children.(which also provides a direct link to our Adult Education department with a KA1 project in progress on Integration of Migrants) . Our international contacts and projects have emphasised the importance and need for international collaboration and is led to awareness that internationalisation is no longer an option but a necessity. Gradually Friesland College is paying more attention to intercultural projects in Internationalisation at Home and world citizinship within regular educat