Szeged Vocational Training Center Miksa Déri Vocational High School and Vocational Secondary School has been teaching in the technical field since 1894, mainly in the fields of mechanical and informatics, but also taking advantage of the development opportunities in the fields of automatic and mechatronic, and in mechanical and CNC machining. Since 2012, the school has been running successful Erasmus+ student (and teacher) mobility projects with positive experiences and forward-looking opportunities.In the course of the project, the sending institution sent 4 groups from the vocational and vocational grades of the baccalaureate to a work placement abroad. We sent 6 of the students to Viborg, Denmark (1 student in the field of mechatronic technicians and 5 students preparing for these programs before maturity) November 10-24, 2018 to the local training center (Mercantec) for 2 weeks. At the training center in the Danish city, students learned about robotics, automation and how to use them in practice.We will travel with 3 groups of students to the UK, Portsmouth/Gosport for 2 weeks, with a total of 18 students to Infonetmedia Ltd. and Norjon Engineers Ltd. between November 4-18, November 18-December 2, and December 2-16. (3x2weeks). The composition of the groups was as follows: in case of Group 1, 3 persons in 11th grade informatics, 1 person in technical informatics with baccalaureate, 1 person in 11th grade mechatronics, 1 person in 12th grade mechanical engineering student; in case of group 2, 2 persons in 11th grade informatics , 2 students in technical informatics with baccalaureate, 1 person in 11th grade engineering, 1 person in mechanical engineering bachelor's degree in mechanical engineering; in case of group 3, 2 people in technical informatics with baccalaureate, 1 person in 12th grade mechanical engineer and 3 person in mechanical engineering bachelor's degree in mechanical engineering. At Infonetmedia Ltd., they expanded their design/programming/networking/web development skills and applied them in practice abroad. And at Norjon Engineers Ltd, they practiced their domestic knowledge on manual and automated equipment (machining, precision measuring, CNC machining, CNC programming).Disadvantaged people were included in each group of students, most of whom were children with modest financial means, children in receipt of child support and those with learning difficulties. Their inclusion was based on the data available in the school database. Their dedication and motivation for one minute was not in doubt during the project.The applicant institution provided assistance in carrying out the mobility abroad. The main goal of the project was to enable students and accompanying teachers to become familiar with new technologies already applied abroad and to transfer them to domestic practice, thus strengthening their employability opportunities for students, and accompanying teachers to introduce new methods and technologies to the student in reality.During the project, we placed great emphasis on developing general and foreign languages, deepening professional knowledge and experience, building relationships, and facilitating mobility (both in the domestic and foreign environment). Together with the hosting partners, we developed work programs for the students that enabled the development of their professional competences (linguistic, technical) and we were able to do so. During the project we applied ECVET principles, which facilitated the acceptance of the acquired knowledge both at home and abroad (inclusion in the electronic diary, Europass certificate). The development of the students' social competences was also one of the primary aspects, according to which they strengthened teamwork, communication skills and making independent decisions. This was mainly the case with shared housing and joint afternoon and weekend activities. In addition to its positive impact on the participants, its impact on the institution is also significant, such as curriculum development, school enrollment, and the school's popularity (since autumn 2019, our school is launching 2 complete IT classes). The ultimate goal of the project was to equip students with new knowledge and experience to get out of school much quicker and easier to get a job in today's difficult economic situation. They got into universities much easier and got a job faster based on the information we had. The program is a continuation of a long-term partnership with partners, based on mutual benefits, which is reflected in the implementation of further applications.

Szeged Vocational Training Center Miksa Déri Secondary School and Vocational Secondary School has been training in technical fields since 1894, mainly in the fields of engineering and information technology, but has also benefited from the development opportunities in automation and mechatronics fields as well as in machine and CNC cutting training. In the course of the project, the sending institution sent three groups of professional and vocational grades for the secondary school to foreign internships, and 3 groups from the teaching staff to study abroad. Students from Denmark, Viborg, 6 students (mechanic, mechatronics and automation technician), 2017. November 4-18. we sent to Mercantec for 2 weeks. 20 students from the pupils to the UK, Portsmouth/Gosport (Group1: 4 persons CAD-CAM informatics, 4 person mechanic technicians, 1 person automation technician, IT graduates, 1 person 11th grade informatics; Group2: 4 people 12th grade informatics, 1 person mechanic technician, 1 person CAD-CAM informatics, 1 person 12th grade mechanic, 3 person technical informatics) they traveled to Infonetmedia Ltd. and Norjon Engineers Ltd. 2017. November 5-19. as well as 2017. November 19-December 3 (2x2 weeks). One of the teacher groups was made up of 6 main teachers (5 professional and 1 foreign language teacher, of whom 1 was a managerial member) who traveled to Viborg, Denmark, for 2 weeks at the Mercantec Training Center 2018. February 24-March 10. The other teacher group (target: Nîmes, France) was divided into two teams with the permission of the Tempus Foundation, because the French partner did not accept our teachers. Teacher group 2 traveled to Germany, Jena, for 1 week with 6 participants (5 professional and 1 foreign language teacher) between 2018. September 22-30. to the local high school. The 3rd teacher group traveled to Viborg, Denmark, for 1 week with 6 participants (2 professional, 1 foreign language and 3 other teachers) between 2018. November 3-10. So the French 2-week training was split into 2 pieces 1-week rounds in order to get out.They were disadvantaged in all student groups, most of them children with modest financial conditions, children receiving child protection support, and those with learning difficulties. The applicant institution provided assistance in the conduct of foreign mobility. The main goal of the project was to make students and teachers familiarize themselves with new technologies already used abroad and to translate them into domestic practice, thus strengthening their job placement opportunities for students, and teachers can introduce new technologies to students, thereby strengthening future opportunities and experiences of themselves and students. During the project, we put great emphasis on the development of general and professional foreign languages, deepening professional knowledge, experience, building relationships, and promoting mobility. Together with our hosting partners, we have set up a work program for learners and teachers that enables them to develop their professional competencies (language, technical, educational methodologies), and we have been able to do so. In the course of the project, ECVET principles were applied, which facilitated the acceptance of the acquired knowledge both at home and abroad (entry of the mark in the electronic journal, Europass certificate). The development of students' social competencies was also among the primary aspects, thus strengthening their teamwork, communication skills and making independent decisions. In addition to its positive impact on the participants, its impact on the institution is also significant, such as curriculum development, facilitating schooling and making the school more popular. The ultimate goal of the project was that, with the new knowledge and experience, the students could get out of school much faster and easier to get to work in today's difficult economic situation, they got into the university much easier, they got a job sooner on the basis of the available information. The program is a continuation of long-term cooperation with partners on the basis of mutual benefits, which is reflected in the implementation of further applications.

The Szeged Centre for Vocational Training School Deri Miksa continue training in technical fields, especially engineering and information technology fields, but progress has been dealing with the effect of automation and mechatronics training as well. The sending institution wants to send foreign internships and foreign training, four groups of students and one group of teachers for the vocational courses during the project. To Italy, Poggibonsi 6 students (2 manufacturing engineering technicians, 2 mechatronics technicians, 2 automation technicians) between 16th to 30th October 2016 (2 weeks), in the Italian vocational school. To United Kingdom, Portsmouth in 2 week turns two groups, a total of 12 students (one group consisted of 4 CAD-CAM information technology, 2 manufacturing engineering technicians) to Infonetmedia Ltd. and Norjon Engineering Ltd. from 4th of November to 6th of December 2016 (2x2weeks). To Germany, Ibbenbüren 6 students (3 manufacturing engineering technicians, 2 mechatronics technicians, 1 automation technician) from 5th to 26th March 2017 (3 weeks), in the German vocational school. To France, Nîmes 6 teachers (technical, linguistic and vocational teachers) between 19th March to 2nd April (2 weeks), in the French vocational school. The students will be disadvantaged as well, among them most of the “big family”, living in modest financial circumstances. The applicant institution in the conduct of international mobility can help. The main goal of this project set out that the participating VET students and teachers familiarize themselves with new used technologies in abroad and they transfer these things to domestic practice, teaching practice and thereby strengthen the labor market employment opportunities. During the project, we focus on the development of general and professional language, mobility willingness to promote the development opportunities of the new directions. With the host partners, we put together the work programs for pupils and teachers, allowing the development of professional competencies (linguistic, technical, educational methodology). In the project we used the ECVET principles, which facilitate the adoption of the gained knowledge at home and abroad. Among the primary concerns can be found students develop social skills, their teamwork, communication skills, self-development and strengthening. The positive impact of the participating in addition to the impact of the institutions is also significant, such as curriculum development, promote enrollment. The project's ultimate goal in any case is that the new knowledge, experience packed with students from the school bypassing much faster and more easily able to get a job in today's difficult economic situation. The program is a long-term cooperation start / resume along with partners for mutual benefit.

"In the course of the ""MINT Kits for Kids"" project secondary schools from Hungary, Bulgaria, Italy, Poland and Germany developed learning units for partner primary schools. In the field of Mathematics, ICT, Natural Sciences and Technology there is a lack of available talent among the young people in the European Union. So our idea was to foster learning in MINT subjects at primary schools by making scientific and technological learning media available to young children. Together we developed integrated learning units consisting of mechanical and electrical devices or software and exercises together with a teaching plan for the teachers.The Bulgarian partner developed a 'Fun-Math-Kit', a mathematical puzzle.The Hungarian school produced an 'Electromagnetic Kit', explaining electro magnetism to primary school students.The Italian school worked on a 'Robot Kit for Geometry', and the German school developed a 'Light Reflection Kit' and a 'Robot Arm Kit'.Throughout the project the kits were developed within the normal lessons as well as during longer project phases, during meetings and one-week-learning activities. All schools brought in different qualifications and competences with which they helped the other partners sharing best practice from all countries.In a final presentation in Germany all kits were presented by the students of the primary and the secondary schools together. A circuit with stops for each kit was installed in the auditorium so that a wider public could watch the kids working with the kits."

"In the last ten years, the industrial world- which has been influenced by automation, has developed into the so-called ‘‘Internet of Things‘‘ (Industry 4.0). It's about networking products, logistics and customers. ""The production of the future is intelligent, changeable, efficient and sustainable. Digital networking improves cooperation, coordination and transparency. (https://www.intrexx.com/de/industrie-vier-null#die-vernetzte-produktion).The complexity of this new technology should be made tangible in all its particulars to all European (college) students in a project entitled ""Networkline Europe 4.0 - Everyone Everywhere at Any Time"". With regard to the technical aspects of the project, a networked production line called EUROPA is being developed, which will simulate a cross-linked manufacturing process with two working stations: a 3D printer and a chip sorting machine. For this purpose the chip-sorting machine from our Comenius project from 2008-10 will be updated to the industry 4.0 standard. For that reason, the chips will contain network components (e.g. RFID – technology or NFC chip - technology), so that data exchange is possible. The aim is to network and to program the components in such a way that the chips can be ordered with a mouse click on a project shop-website developed by the students. The chips can be custom-made in 1 of 3 or 4 colours, in any size and engraved with a logo designed by our students.The exact order of events is as follows: By a mouse click or by a touch of the smartphone, a chip can be ordered that is individually designed in terms of colour, logo and size. The order then causes a signal to be sent to a 3D printer which, based on the information received, prints a chip (e.g. an engraved or an elevated red chip.) As soon as the chip parts have been printed, a signal is sent to a robotic arm which upgrades the chip with RFID or NFC chip technology and joins the upper and lower halves. A further arm which is able to read data, sends the chip to the chip-sorting machine. Simultaneously a signal is sent to the packaging centre in Iceland, which produces the corresponding packaging (3D or made out of wood) based on the individual chip size and colour. The chip is then transported to the storage trolley and then to the packaging centre thanks to another conveying system.As certain elements of the process cannot be transported (e.g. the packaging centre in Iceland) due to airline security regulations, the entire process will be shown via live stream at the final presentation so that the process can be visualised in its entirety.With regard to the creative aspects of the project, the learners/students from our design department will be responsible for all corporate design elements, including the logo, flyers, banner and website design, the order page and the online learning platform (similarly ot padlet.com).The latter will be made available for all participants and anyone in Europe who is interested. This is intended to provide every interested person to explore and acquire in an interactive way the advantages and disadvantages that the Industry 4.0 has to offer our society in the future.The project as a whole is characterised by the fact that we have chosen a very current and controversial topic, which will be challenging for both teachers and students. This is a technical revolution, an internet revolution, that could be the future for humanity.The complexity of the problems associated with Industry 4.0 should be made tangible for European students. It should provide the students with a basic knowledge of the subject and elicit an interest to get more actively involved. This is a good way of stimulating debate on this issue, so that any possible negative consequences arising from this issue can be reduced or even avoided, such as the threat of unemployment due to this technology and such consequences as depression and mental health issues resulting thereof.The English-language website should also include a European educational mission, by illustrating (in English and online) the ethical problems and the different stages of development within the different European countries participating in the project. The website and the learning platform will be used to provide information about the project.Furthermore, the networked manufacturer ,Europaline, together with the order page, with the chip-sorting machine and the 3D printer, will continue to be used by the school in order to prepare in school for any future professional requirements."