"Within the Erasmus+ program we have successfully implemented the project ""Job Route - journey to job"" in the school year 2015/2016. The name of the project already says that we have directed the students to the path leading to work and employment, and the employees have been enabled to upgrade their careers. This was the sixteenth year in a row, when School centre Nova Gorica (SCNG) organized the mobility of students, who passed the internships abroad.Partnership in the project was numerical; there were 12 different partner organizations. The specificity of the project was the division into activities A1, A2 and A3. In the first part of the activity (A1) we cooperated with six secondary schools and two intermediary organizations. School organizations have numerous vocational education programs and the intermediary organization have many years of experiences in organizing mobilities with network of companies, where students had practical training abroad. In only two cases, students did the practical training in a school workshops, and all others in companies and other working organizations (estate, retirement home, hospital) or at craftsmen. In the second part of the activity (A2), we implemented 6 different flows of staff, who went abroad with the aim of job shadowing. There were three individuals, two couples and one group of seven people, who participated at job shadowing. In total, 43 mobilities of students, 9 mobilities of accompanying persons and 12 participants of job shadowing were planned in an application form. We organized 12 mobilities more than planned. There were 49 mobilities of students, 13 mobilities of accompanying persons and 14 participans of job shadowing for staff. In total, 64 mobilities were planned, and 76 were implemented. The main purpose of the project was to provide 64 people with an international experience in a foreign school or work organization (company). In this way, we have expanded the process of internationalization at the School centre Nova Gorica. Students have passed practical training abroad in different vocational education fields, from 2-4 weeks. In the first week of mobility each group was accompanied by a teacher, except in one case, there were two teachers. In the activities A1, we enabled the students to acquire new professionally skills and competences, as well as other skills, in the areas of vocational and education programs such as computer science, electrical engineering, woodworking, automotive service, mechanical engineering, mechatronics, logistics, healthcare, gastronomy, agriculture, enviromentalists, trade and commerce, economics and have recognized mobility as part of the learning process. In the activity A3 were 11 groups of students accompanied by 13 accompanying persons who also acquired new professional knowledge from the areas they teach.In the activity A2, 14 persons were at job shadowing in various workplaces in six school organizations abroad.Other goals of the project were: students realized the school system of the host country, upgraded theoretical knowledge and applied it in practice, learned the characteristics of the work process and the labor market abroad, developed linguistic (practical communication) and intercultural competences (customs of the foreign cultural environment) and actively spend free time (learning about the cultural and historical characteristics of the host country).We wanted to help accelerate the cooperation between vocational education institutions in Slovenia and partner organizations in a project Job Route. The part of ŠCNG is also Intercompany training centre, which includes the Erasmus + projects, cooperates with various organizations in Slovenia (Vocational Education Center, Institute for Education, Ministry of education, Employment Service, Chamber of Crafts, Enterprises and Craftsmen) and foreign related organizations.Experiences in organizing projects of international mobilities teach us that it is best to work with educational organizations abroad that help us organize work placements in school workshops, work organizations, companies and craftsmen. We work with the majority of partner organizations in a way of reciprocity, which means that students from partner schools come to Slovenia for practical training. In this way, our students can acquire quality knowledge, which is result of good partnerships. Through the implementation of the project, we wanted to improve the skills of professional flexibility for our staff and to accelerate the process of internationalization at the Nova Gorica School Center, which we believe we have succeeded."

“An international, digital, and inclusive Arcipreste” was born after the study of the school needs and teachers’ consciousness about the deficiencies in some areas of our educational offer, for example in our linguistic programme and our European dimension, in the use of digital resources and new methodologies and also in the processes of inclusion of minorities in the school and problems to resolve conflicts and early dropouts. The lack of teachers in the school with at least a B2 level in English made that the linguistic programme present a lack of continuity and that also complicated the internationalization of both education and school. Although some activities in the last two years had been focused on this aim, we considered absolutely necessary to keep on training our staff, which is more and more aware of the need of speaking a second language and of updating their methodological techniques.On the other hand, the last economic crisis made the social differences among students bigger, what had been causing some conflicts that we tried to solve with some initiatives such as “The mediation team” or the story telling workshop “Yekama”. The refugee crisis that Europe is suffering at the moment made that many of the northern countries in Europe as Finland or Sweden, wanted to collaborate to find solutions to the integration or inclusion problem in schools.This context made that the administration of the school consider the following objectives for the project.1. Plan, lead and organize activities that encouraged the organization to improve an atmosphere of coexistence, respect and lack of conflicts.2. Improve the communicative skills in English of our teachers and increase the number of teachers in the school with an official certification of their level in English.3. update and innovate in teaching methodologies, especially in the use of ICT and collaborative learning. 4. design a plan for the inclusion of minorities as migrants or refugees in the school.5. analyse good practices in European schools which had more experience in digital fields and new teaching methodologies, inclusion of minorities and students with learning difficulties.6. plan, lead and organize activities that encouraged the organization to be more international.To fulfil those aims we asked for 9 mobilities for teachers who were interested in language acquisition, in taking part in international projects and who were involved in the correct working of the school. They should show a high interest and concern to improve the quality of our educational offer. The selection of participants took into consideration their experience, motivations and the expected impact that the training could have in the future development of the school. The planned activities were grouped after the three main needs we found in the school. First, 5 courses to digitalise the school (1 about coding, 2 about the use of tablets and 2 about the use of games and other methodological techniques in education).Second, we applied for two job shadowing in Finland and Sweden to observe how they coped with the inclusion of migrants and refugees in their school. Finally, we applied for 2 courses of 2 weeks in UK to improve the level of English of two teachers.Once the project was finished we have achieved the following outcomes:1. Improvement of the communicative skills and linguistic knowledge in English of the participants.2. Better cultural understanding of the visited countries.3. Acquisition of the needed practical knowledge about the use of tablets and other mobile devices in education, and also about the last digital and methodological tendencies in the European educational systems.4. Acquisition of the necessary knowledge to teach the new Robotics subject.5. Increase in the number of teachers with at least a b2 level an so able to teach the linguistic programme6. Participation in European contests and an improvement in our European dimension.7. Improvement in our educational offer and in the mediation atmosphere and respect in the school.At the same time we expect to achieve the further outcomes such as: 1. International net of contacts in European countries that we could use in order to cooperate in future projects or associations; 2. Materials designed in the digital courses to use in class with innovative and motivating activities to involve both students and families in the internationalization of the school3. Application of an strategic association inside the KA2 programme (regarding equality and inclusion in education) in future calls.

Our upper secondary school, Fridegårdsgymnasiet, gives top priority to internationalisation and focuses on the following objectives which are included in our project application: - increase all the maths students’ achievements of objectives and raise the number of students attending the higher courses of maths - increase the knowledge and usage of IT and ICT- increase the international parts of the education to make both students and staff look at themselves in a European and global context since the internationalisation is a goal in itself as well as a means of achieving the two first above-mentioned objectives.This application includes two continuation courses for a total of six people and job shadowing for two people. The staff involved will be teachers and a principal. As always, when having development work and a process of change, it is imperative to have the support of teachers as well as principals in order to create clarity, mandate and a long term vision. The teachers in question represent the whole school regarding competence and working parties. They are also driving forces in school development issues and see the potential of the above objectives. Two teachers of maths will be job shadowing in Slovenia, where a great number of students choose the more advanced courses and generally obtain better results than our Swedish students do. We consider this worth studying since we aim at having all students achieving the basic level but also having more students to study the higher courses. Our shadowing teachers will mainly study the Slovenian teaching methods enabling them to develop their own pedagogy.One of the two courses covers IT and ICT. The students of Fridegårdsgymnasiet now use computers to a very large extent, especially since the municipality introduced 1-1. This means that the staff must master many digital computer based tools to maximize the result of such a relatively costly project. However, the staff is, generally, insecure about their computer knowledge and consequently avoid using the computer as a pedagogical tool. The staff should increase their knowledge of IT and ICT in order to be able to pass it on this to the students, who are expected to be in command of this knowledge when starting working. The participants of the course will have the opportunity to learn a great number of digital tools.The second of the two courses deals with internationalisation and Erasmus+ and how to establish cooperation and projects of different kinds within that program. Two teachers and one principal will take part in this course, which will enable us to better understand and further engage in international work. Many more among the staff will be introduced to this knowledge and affected by the results. Our goal is to develop cooperation and carry on mutual projects via for example E-twinning and also finding partners and suitable content for a future KA2-application.We expect to increase the variation of the teaching methods, raise the pedagogical awareness and discussion and thus increase the competence of the staff. In addition to this we expect more students to pass. A more varied pedagogy will make the students find the education more relevant, meaningful and fun! A modern and progressive school is considered attractive by both parents and students and in the longer term the schooling will be of great value.The goal of this application, apart from increased knowledge and competence for everyone, is to generate new projects and more contacts with schools in other parts of Europe. We hope to inspire, develop and exchange teaching methods with schools aiming at similar objectives as ours. Firstly, we expect the whole school, the staff as well as the students, to become fully aware of the value of international work and clearly see that it helps us to achieve the objectives we are striving for. Secondly, we expect to improve the teaching of mathematics at our school but in the long run also at the secondary schools (for students between 13 and 15), in our municipality. Thirdly, we expect everyone to realize that the internationalisation is a means to reach our goals and, giving it top priority, enables us to work with our primary task, to help students target their goals at a high level.

"""Including, living together, creating Europe"" originates from the school necessity of improving the quality in eduacion, specially when talking about the decrease in early drop outs, the inclusion of minorities in the class and the integration of migrants in th educational system.The school is consider to be of ""difficult duty"" by the administration due to the high percentage of students with learning difficulties, many of them are immigrants in the two first years of compulsary secondary Education. The last economic crisis made the students' social differences deepper, appearing conflicts that we have been trying to solve with some initiatives as for example the mediation team or the story telling workshop. The current migrant movement in Europe due to the war in Siria has caused that some of the north countries in Europe , Sweden among them, want to colaborate and find solutions to a problem of integration in schools that we have been dealing with for almost a decade. Recas town is know because of its high percentage of immigrants, specially from Morocco or Mali although there are also other african nationalities in the town. Because of this background, the councelor department in the school, together with the head teachers are searching for solutions to: a) improve the atmosphere of daily coexistence, the respect and the good understanding of the groups in the school, b)reduce the early dropouts and the school failure in the area, where the number of immigrant students who leave the school without getting a certificate is very high. c) improve the understanding among cultures thanks to action protocols and to the creation of activities to encourage students and families to colaborate in the life of the school. d) increase our international and intercultural dimension, taking part in strategic partnerships and European projects together with teachers around Europe. To achieve these goals we are applying for three mobilities, the first one is a job shadowing for a week in a school in Sweden where they are working with refugees from Siria and with a programme for students who do not speak Swedish so they can help them speed up their integration in the ordinary lessons. We also apply for two courses of Benchmarking in Finland, where the teachers will visit primary and secondary schools where different projects are being held focused on digitalization, the integration of students with learning difficulties and the use of new methodologies as for example task based evaluation and ICT. The participants will be, the councelor for the job shadowing, one member of the aministration of the school (if it doesn't affect to the good working of the school), and another teacher with the needed communicative skills in English and with an open and active participation in the centre. Some objective criteria have been designed to select the teacher for the course once the project is accepted. The final results we achieve to get are the following: Improvement in the communicative skills in English of the participants; increase in the cultural knowledge and understanding of the visited countries by all the educational community; better understanding and improvement in the use of innovative and new strategies and methodological tools in the managing and organizational fields through the use of the ICT and the tasked or proyect based learning; a big network with schools all over Europe, which can help us to create strategic partnerships; application of a ka2 project in 2017 with the school in Sweden to work on the integration of immigrant students; a better understanding and respectful coexistence in the school; creation of a protocol to work with students who are in danger of school failure or early school dropouts; list of activities, tools or methodologies that could be used in the school, focused on increasing the possibilities of students with some kind of learning difficulties to fullfill their secondary education and get a certificate."

Några av de stora frågorna för svensk skola i dag handlar om metoder och arbetssätt för att höja elevernas motivation och måluppfyllelse för sina studier och detta tog vi på Fridegårdsgymnasiet som utgångspunkt när vi utarbetade grunderna för ett internationellt samarbetsprojekt. De ämnen som fick bilda utgångspunkt var främst kärnämnena svenska och matematik, eftersom dessa ämnen på många sätt ger basfärdigheterna för såväl fortsatta studier som framtida yrkesliv och därför är betydelsefulla att utveckla. Vårt deltagande i detta projekt utgick från förhoppningen att det skulle kunna utgöra en god bas för såväl elever som lärare gällande detta ändamål. Vi ville också att gymnasiets alla enheter och elevgrupper skulle vara delaktiga i projektet för att få så stor spridning som möjligt av de förväntat goda effekterna. Att få ta del av samt lära sig metoder för mer varierad och individanpassad pedagogik skulle även kunna medföra bättre integration och inkludering för skolans alla elever utifrån deras olika behov och personliga förmågor. Målet var också att öka både elevernas och personalens känsla av att vara är del av både en europeiska samt global kontext för att bredda perspektiven och visa på nya möjligheter för studier och arbetsmarknad i framtiden. Vi hade som utgångspunkt för lärare som skulle delta i projektet att de skulle kännetecknas av ämneskompetens och intresse för att ta en aktiv roll i skolans och kommunens utvecklingsarbete. De två lärare som jobbskuggade i Spanien med fokus på att ta del av hur man där arbetar med nyanlända återvände hem med många nya intryck och tankar. Samarbetet med den spanska skolan har genererat många positiva effekter för skolans arbete med nyanlända samt även fortsatt kontakt. I november 2017 kommer en av denna skolas lärare till Fridegårdsgymnasiet för att jobbskugga en av våra lärare på Språkintroduktionsprogrammet, så fortsatt samarbete och utbyte av erfarenheter och pedagogiska arbetsmetoder för nyanlända elever har på alla sätt blivit följden av just detta utbyte. Även de matematiklärare som deltagit i vårt projekt har på olika sätt beroende på program och elevkategorier upplevt att de internationella utbyten de deltagit i främjat elevernas förmåga att arbeta med matematikämnet samt även gett nycklar för att påverka intresset och insikten av värdet som finns i ämnet. Inte minst så har det för läraren som ingår i matematiklyftet bidragit till ännu fler infallsvinklar och kontakter som Håbo kommun även i stort har nytta och glädje av. Ytterligare ett av syftena som vi haft med detta projekt har varit att få fördjupade internationella kontakter och metoder för att arbeta integrerande med elever med neuropsykiatriska funktionsnedsättningar, vilket är en hjärteangelägenhet för Fridegårdsgymnasiet. Här har lärarna även fått del av hur olika typer av ämnesövergripande arbetssätt kan bidra till större insikter i matematikämnet för denna elevgrupp samt öka elevernas intresse för ämnet och dess användbarhet i vardagslivet. En av de stora utmaningarna inom svensk skola handlar om hur man kan få eleverna mer motiverade och därför så har några lärare deltagit i ett utbyte där kooperativt lärande utgör grunden för att höja elevernas självförtroende och motivation i skolarbetet. De erfarenheter som detta gett deltagande lärare har sedan förmedlats till skolans övriga lärare vilket sedan i sin tur har fått utgöra basen för hela skolans arbete för ökad motivation och större arbetsglädje hos våra olika elevgrupper. Inom ramen för projektet så har värdefulla internationella kontakter knutits som vi även framledes hoppas ha utbyte och dialog med i vårt fortsatta förbättringsarbete för att stärka elevernas självförtroende i lärandesituationer. Fridegårdsgymnasiet har även haft ett kulturellt fokus inom ramen för detta projekt. Genom att koppla språk och då främst modersmål till kultur så har lärare på skolan deltagit i utbyten avsedda att ge lärare pedagogiska verktyg att arbeta med inom sina ämnen, då elever med god förankring i den egna kulturen blir mer öppna och intresserade av att ta del av och utforska andra kulturer såväl inom som utanför Europas gränser. Vi har upplevt att intresset för internationella samarbeten har ökat, både bland skolans elever och dess lärare. En del av detta har även inneburit nordiska utbyten och samarbeten inom ramen för Nordplus, som bidragit till att ge eleverna insikter i den nordiska delen av deras kulturella identitet. Fridegårdsgymnasiet har på oerhört många sätt genom detta projekt och de internationella samarbeten som utvecklats via det stärkts i våra tankar kring vikten av internationella samarbeten och de vinster som detta kan ge för eleverna när det gäller motivation, intresse, inkluderande perspektiv samt inställning till lärande och utbildning.