We obtained for the period 2014-2016, 17 student mobilities of 5 weeks: 11 pupils in London (9 for the sector Fashion and Textile and 2 for the sector Digital and Electronic Systems), and 6 in Grenada (5 for the sector Fashion and Textile and 1 for the sector Digital and electronic Systems). We also got 7 adult mobilities, 6 are teachers' mobilities in charge of the evaluation of the internship abroad and one member of the administrative staff went on mobility to analyse and study vocational training in Spain.This project allowed us to maintain the various partnerships established during the previous projects as they seemed to us the most reliable, both at the level of organisation and cultural opening but also at the level of the linguistic training needed by our students. Thus, the CEI London and MEP Europrojects Granada allowed us to offer our learners a positive and formative experience in a most reassuring context.Those partners particularly helped us in monitoring and enabled us to find the most relevant companies in the country for our students' internship which were in adequacy with our reference skills and national curriculum.All our pupils appreciated the enrichment brought by the experience of mobility which allowed them to acquire new personal, professional and linguistic skills. They got comfronted to new challenges, opening up to Europe and its labor market, beyond their pre-conceived ideas and unequal linguistic knowledge . They reckon they have acquired more self- confidence and trust in themselves, they have developed autonomy and independence and have also been able to adapt to new ways of living and working abroad: this experience will hopefully lead to new perspectives for their future professional careers or studies.As for the teachers who did the assessment and monitoring, they visited their students in various companies, which allowed them to better perceive the expectations of the European employment market and to meet new skills and ways of working which require different or even new skills. They took advantage of these mobilities to meet all the partners involved but also our partner schools in Spain in order to set up a sustainable cooperation and make our links stronger.This corporate culture widened to Europe will show our students in what conditions companies work in a foreign country and how their fellow workers are trained to be good and efficient workers.

The Game Changers Project was born to meet the needs of Emilia Romagna school Principals, that are operating in a crucial period of changes in the Italian school system. The 107/2015 Law, the introduction of the National Plan for Digital Schools and the In-Service teacher Training Plan have focussed on the urge to innovate school practices to remain updated and answer effectively to key topics such as school dropouts, digital divide, learning results and future prospects for our students. The 21st century skills are unavoidable and so are the soft skills and the ways to reach them. The ability to work in team and to wield leadership in order to be able and manage the changes under way are at the core of the school Consortium planning. The objectives of the project are linked to the idea of the school Principal as the facilitator of the development of innovation as well as the driving force behind the change in education. The 26 selected school Principals came from both Primary and Secondary schools from all the 9 provinces of the region, with differing professional background and with schools set in various socio-economic contexts. They all shared curiosity, willingness to come into play and the certainty that schools of the future cannot be based on the old transmissive methods of teaching-learning. During their mobilities, that took place in 14 European countries (Spain, Portugal, France, Germany, Croatia, Austria,Roumania, Poland, Denmark, the Netherlands, Finland, Ireland, the UK and Malta) they had the opportunity to observe and compare different ways of educating, supported by innovative and flexible school environments. During their job shadowing activities abroad they have implemented their 'diverging' point of view in order to reintroduce in their territories their best experiences and establish new contacts, heralding future international collaborations. The most ambitious objective of the project, creating, through collaboration between the different levels of schools, a digital STEAM curriculum (Science, Technology, Engineering, Arts and Maths) has started from this experience and will go on. We can say that it is a 'work in progress', the basis of which have been set. The methodology used in carrying out the project has been practical and operational (learning by doing): besides visiting the partner schools, with a logbook/diary to fill in and a continuous feedback on the Padlet platform devoted to the project, some Principals have experienced direct class interactions, with exchanges concerning the cultural aspects related to the countries involved each time, and have taken part in topic moments in the hosting school, such as staff meetings, seminars, planning sessions. The outcomes are: 1. knowledge of the other European school systems, of innovative teaching methodologies and of effective organizational solutions put into practice in the schools visited, involving the use of ICT to leave aside the transmissive approach; 2. improvement of interpersonal competences for team work and the comparison with other Principals; acquisition of better language communicative competences to favour and consolidate internationalization; 3. direct comparison concerning ways and actions to arrange and use effectively some innovative learning environments; acquisition of ideas for a change, envisaging the planning and implementation of digital curricula;4. numerous new contacts, useful to start new projects. The impact witnesses a gradual change in the different schools, leading to a widespread teaching innovation for a better effectiveness of our school system.

<< Objectives >>Based on the secondary research (A1) and focus groups (A2), prepare starting points for changing the training program created within the GEM (A4) project.Empowering teachers who teach in secondary schools to work with Roma students.Prevent early school leaving and failure in secondary education among members of the Roma community.Raise the educational level of members of the Roma community and consequently influence their competitiveness in the labor market.<< Implementation >>1) Secondary research, the purpose of which is to investigate the trends of enrollment and dropout of Roma students in secondary schools.2) Focus groups with teachers on the topic of problems in teaching Roma.3) Examples of good practices of Roma who has successfully completed secondary education.4) Adaptation of the GEM program for secondary school teachers.5) Pilot training of professors in SLO.6) Pilot training of professors at HR.7) Recommendations for other high schools.<< Results >>Secondary research of the trend of enrollment and dropout of Roma in ssAn analysis of the problems encountered by teachers teaching Roma studentsAdapting the GEM program to the needs of teachers in secondary vocational and technical educationTeachers in secondary vocational and professional education programs trained to work with members of the Roma communityPrepared recommendations for working with Roma students for other vocational and technical secondary schools attended by Roma students

With the Strategy of Internationalisation of Gospodarska škola and Action plan for 2019 we have predicted and planned 120 mobilities for students and 30 mobilities for staff, 10 of which would be professional development/teaching and 10 as accompanying teachers. With this application, we want to carry out these plans and contribute to achieving the principles of internationalisation. The first principle is professionalism. The mobility of students increases their professional and personal knowledge and skills. Twenty-one students who are finishing their education will take part in long-term mobilities as a part of Erasmus Pro activities. This activity aims to introduce students to labour market. During the six months period of the mobility, they will gain work experience in companies and they will be more competitive during employment. Five students will do a course for a Make-up artist while they are doing their professional practice in partner school. Students who will participate in mobilities are in the following professions: road traffic technician, agricultural technician, florist, gardener, hairdresser, and beautician. In addition, another 15 students who are finishing their education will participate in short-term mobilities as a preparation for future education on employment. They will all conduct their mobilities in companies. They will be introduced to 8-hour working day, get to know the work organisation, technologies that are being used in the company and they will practice working in teams. This will contribute to their higher chances of getting a job and their greater competitiveness in labour market. Those students are in the following professions: agricultural technician, road traffic technician, tailor, florist, florist assistant, and hairdresser. 86 short-term mobilities are planned for students of second, third and fourth grade. All the professions we have at school are included and therefore we have a larger number of groups of mobilities. Except for tailors and motor vehicle drivers who will do their professional practice in partner school in France and agricultural technicians who will do it in school in Novo Mesto, all the other students will do their practice in companies. Students participating in mobilities in partner schools will have a chance to do their practice in specialized practicums, which they do not have in our school (handling fork-lifter – motor vehicle drivers, cattle breeding – agricultural technicians, embroidery techniques- tailors). Students doing their practice in companies will get familiar with new methods of work and modern technologies, they will develop teamwork, responsibility, accuracy and they will improve their foreign language. This will all contribute to their professionalism and competitiveness on labour market. Staff mobilities are also from different areas. Two teachers will teach abroad: one teacher will teach about techniques of arranging the interior and a technical director from partner institution will come to our school and teach about entrepreneurship and new technologies of greenhouse production. 8 teachers will do their professional development in different sectors. 3 teachers from the sector of agriculture, 2 teachers from the traffic sector, 2 teachers from textile and leather sector and 1 teacher from personal services sector.Teachers will develop their knowledge in the area of botanics – tropical plants, agricultural entrepreneurship- viticulture, new techniques of flower arranging, new technologies in tailoring clothes, new methods of shoe modelling, new printing techniques in graphics, functioning of driving school and new ways of public transport organisation. Five teachers will go on an introductory meeting as a part of ErasmusPro activity and fifteen teachers will accompany students in their mobilities because we have lower-ability students, students who are underage or need help during mobilities. Whenever possible, teachers will not accompany students during their whole length of mobility.This project application is based on conducted surveys, which gave us insight into students’ and teachers’ interests. For ErasmusPro activity we had interviews with all potential participants and meetings with their parents. Before the survey, all the students were presented with the possibility to participate in mobilities during lessons with their form teachers, and their parents were informed about it on parent meetings. The staff was familiarized with all the possibilities on Teachers’ Council and Workers’ Council as well as through contact with future partners.We made sure to give the same opportunities to all professions in our school and to give chance to lower ability students because transparency and encouraging lower-ability students are parts of our strategy. All the mobilities of students will use ECVET, which has become our standard of acknowledging acquired skills. While choosing partners, we kept in mind the needs of our part

"The context of the project: The collaborators of Szegedi SZC Móravárosi Vocational School considered the analysis of the potential options regarding the development of the motivation toolbox between 2018-2020 within an international mobility project. Based on the analysis the school needed methodological reinforcement 1. motivating students in school targets, 2. strengthening teachers’ individual motivation, 3. arousing students’ motivation to participate in social events related their school. From our previous international project collaborator partners we enlisted the participants based on their professional background. The main criteria aimed to involve participants, who considered it challenging to motivate their students and they intended to extend their motivational knowledge and additional experience in this field. The project’s main goal was to share our knowledge and to encourage the partner institutes to collaborate through the presentation of good practices. Secondary schools were collaborating with the coordinator institute: the Icelandic Verkmenntaskoli Austurlands, the Norwegian Odda vidaregåande skule/ Odda upper secondary school, the Italian Istituto di Istruzione Superiore ""Roncalli"", the Croatian Gospodarska skola and the Slovenian Gimnazija Celje – Center. The Main steps of completing the project were outlined as follows. We planned the project for 24 months, but due to the global pandemic we worked on it for 36 months and in the meantime the partner institutions applied two main forms of work. 1. During the mobility they visited each other’s school to observe the motivational good practices of the host institute in order to gain additional experience. 2. Afterwards the collaborators participated in the activities of the mobility project. Each international meeting was followed n and they also gave a brief summary of dissemination for the collaborators involved in the project. The acquired theoretical knowledge was put into practical knowledge and applied directly in their institutes. In overall the effective good practices were integrated into the motivational methodological toolbox of the institute. Short description of the results: Partner institutes learnt about the international partners’ motivational good practices related to the students’ and teachers’ individual and community motivation. Reconsidering the motivation theme, having a general view of the system and thorough knowledge of the complex project the prevention of Burn-out syndrome was required. IIn relation to the contemporary motivation of the Students’ Union and the teachers’ individual motivation, students became more motivated in order to achieve better results in their studies, to be active participants of school life decreasing the number of school dropouts. Through international contacts, working together during mobility activities itself was motivating for the participants. We have seen that high school students and their teachers have the same problems in all participating countries. But we have also seen that solutions are found everywhere to deal with the problem, and mostly not the same methods, or the possibilities of applying was others. In this way we were able to learn new teaching methods from each other, such as the possibilities of experiential pedagogical training, the motivating effect of arts education, the role of school support staff in motivation.During our Erasmus+ KA2 project new common goals were formulated by the six European education institutions who planning and implementing this project. In the program, we found that developing learning motivation is in many cases impossible due to an initial hurdle, and that is addiction. Learning motivation of students with various addictions - alcohol, drugs, nicotine, food, digital devices, energy drinks – can’t be developed effectively, because in many cases, addiction takes a good portion of a learner’s capacity: time, energy, work ethic. Therefore, partners consider it essential to help their students with addictions in the fight against addictions, for this goal the six partner shools will make a new Erasmus+ project.Presentation of the short- and long-term effects of the project: On short-term as a result of the project: - The school management learnt new methods to prevent teachers’ burn-out and maintain their motivation, - the pedagogical motivational toolbox of the institute increased with an additional 15 methods, the motivational methodology of the Students’ Union increased with 5 new methods. At institutional level-the positive long-term effect of the project was the growing group cohesion and the standard of education of the city and the region. At social level the project contributes to reduce unemployment in long-terms assisting young people to find a job and start a family."