"The six institutions in this application are all members of the ""European CNC-Network"" made up of approx 30 schools. The first project undertaken by the Network was ""Train for Europe"" which won the Charlemange Youth Prize in 2010. Another project called ""Train for Europe - RELOADED"" was a star project in 2013. All signed agreements to prolong and progress their association through further cooperation and project work. These were carried out under Comenius.Under the new format of Erasmus+ it is no longer possible to run with 20+ institutions and the CNC-Network has therefore decided to run smaller projects under KA229. At a preparatory meeting in Dublin in December 2018 it was decided to propose a number of technical projects and invite the members of the CNC-Network to vote for their choice of project. Furthermore, it was open to the participants to coordinate whichever project they chose. See Annex 1One of these was the Magical Moving Machine for Europe (3M4EU). This was originally discussed in Dublin in 2015 but not progressed at the time. It was the favoured project of the Irish school, Newpark Comprehensive, hence our willingness to coordinate it. The resolution has subsequently been updated to take account of changing application circumstances and technological developments. See Annex 2The basic idea of 3M4EU is to research, design, develop and manufacture a set of individual but complimentary ""Moving Machines"" which will be interconnected to form the final ""Magical Moving Machine for Europe"". Because we are a group of institutions with technological subjects/departments as well as academic areas, it is envisaged that the project will be multi-disciplinary. The final artifacts will be manufactured predominately by Computer Numerical Control technology. CNC Technology, however, has advanced outside the realm of Turning and Milling to the newer technologies of 3D Printing and Laser Cutting. It is therefore envisaged that the proposed project will take advantage of these developments and exploit them in the design, manufacture and operation of the Magical Moving Machine.Technological education is the common denominator for the proposed participants, however, each institution brings its own unique set of strengths and competences to the project. It is this unique set of skills and abilities that makes the project a diverse teaching and learning tool. Each institution will have the opportunity to learn from the other partners and the overall success will depend on the cooperation of all the participants working collectively to produce the final product.At this stage it is not possible, nor is it desirable, to define the final product too closely. Part of the overall plan is to develop the physical machines with the input of the students and the guidance of the teachers. However, for purposes of clarity, it can be thought of as a type of ""Marble Run"" mechanism where the initial motion is triggered by an external source and the final action in turn triggers the next machine and so on. The external power to activate and/or sustain the movement within the machines will be derived from renewable sources, thereby encouraging an awareness of sustainability among the students. The overall size of the individual machines will be limited to 500mm x 500mm x 500mm for reasons of cost and transportation.The activities that will be carried out during the transnational meetings are well defined in the resolution (Annex 2) but will also be developed and redefined as the project progresses. Initially, there will be a brainstorming activity based on the resolution. International workgroups will be set up to progress the design of the common components of the machines. These workgroups will maintain contact between the transnational meetings via eTwinning, email and through the project website. Other social media eg WhatsApp will be used for rapid/less formal contact. Separately, each institution will develop the design of their own unique Moving Machine while liaising with the members of each workgroup to ensure compatibility of design and inter-connectivity of machines.The methodology used in carrying out the project activities will be closely based on those developed by the CNC-Network in previous projects that have proved to be extremely effective. As previously mentioned, international workgroups for the various worklines (CAD, Prototyping, Mechanics, Electronics, Machining, Connectivity, etc) will be established and will work closely during and between the meetings.The resulting products, methodologies and impact of the project will form a permanent feature of the institutions involved. These results and methods will not only benefit the teachers and students directly involved but will be disseminated within the institutions and reported nationally and internationally through local and national publications, the project website, the eTwinning platform and the Erasmus+ Projects Results Platform (EPRP)."

"""Off the Beaten Path: Studying the Architectural, Historical and Social Heritage of Local Communities in European Cities"" is a project involving 6 secondary schools from 6 partner countries (Hungary, Denmark, Portugal, Italy, Poland and Lithuania) and is running between 2019 and 2021. The project's main aim is to study 12 (2 per country) neighbourhoods in the partner schools' home cities that are architecturally, historically and socially characteristic and relevant but not in the forefront of public interest. With the activities of the project, the partner schools will bring these local communities closer to the public and each other. Another aim of the project is to help these local communities, make them known outside their cities or countries and boost local economy by increasing the number of tourists visiting these neighbourhoods. From the students' and teachers' point-of-view, the main aim of the project is to strenghten the position of History, Arts and Social studies in the participating schools, increase the students' motivation towards these subjects and get better exam results at national exams. The project also aims to increase students' tolerance and respect towards other cultures and local communities all around Europe. With the help of the project's activities, the students will be able to develop their team-working and presentation skills, as well as their English language knowledge. They will use modern multimedia platforms and devices to get to know and present the chosen local communities to the wider public. During the mobilities they will visit the chosen neighbourhoods and make interviews with locals, historians, business owners, take photos, shoot short video clips, do further research on the history of the communities. At the end of each mobility, they will organize a mini-conference at school, during which they introduce the neighbourhoods to the school's studentship. Between mobilities, the participating students and their teachers will engage in various activities connected to the place and topic of the previous mobility: they will work on the materials created during the mobility, upload them on the project's website and eTwinning page, create and send each other online quizzes related to the studied topics and communities and organize local history walks to the chosen neighbourhoods for their fellow students, students from other schools or the wider public. The project's events are evenly distributed for the periods between mobilities and cyclical, so they will be easy-to-follow and can become a practice during the project and afterwards. The results of the project include a website and a mobile app introducing the 12 neighbourhoods from the 6 cities for the wider public and tourists, preferably. The project will have its own multimedia and social media platforms (Facebook, Instagram and YouTube channel), on which the materials will be made public. The students will also design brochures introducing the neighbourhoods and their sights to tourists and these brochures will be placed at local hotels, tourist agencies and restaurants. With the help of the local history walks, students will be able to introduce the neighbourhoods to tourists and they will learn to respect local communities.The students participating in the project will be between 14 and 18 years of age and many have fewer opportunities. The project intends to involve these students at various stages of activities. The students, their teachers and local community members will be the main focus of the project. These 3 groups will benefit from the project the most.The students' motivation towards subject such as History, Arts and Social studies will be increased. Consequently, they will get better results at national exams. They will also learn to respect other cultures and be proud of their own. They will develop such interdisciplinary skills as team-working, presentation, self-discipline, self-confidence, cultural awareness multimedia and foreign language knowledge. The teachers involved in the project will be able to engage in activities new to them and this way they will reinforce their commiment toward the teaching profession. They will learn and practice to use multimedia devices and platforms, learn how to integrate them into their teaching and this way their lessons will be more modern, interesting and engaging for their students. The local communities will also benefit from the project. They will be able to present themselves to the world, show their values and ""hidden treasures"", tell their own stories. This will not only make them more appealing to the wider public but streghten their own sense of pride and local patriotism. They will meet with members of other local communities and engage in talks with them. They will be able build relationships and exchange good practices that may lead to a long-lasting relationship between local communities around Europe. ""Off the beaten path"" will become mainstream."

"AI4Ed aims at questioning current teaching-learning processes and will incorporate and experiment with novel technologies (AI) and pedagogies, to develop tools, methodologies, and evaluation systems that respond to the new reality. ""An educational system, being redefined from a lifelong learning perspective, that will stimulate economic growth, social cohesion and the improvement of the quality and quantity of employment.” The project will develop a toolkit for the implementation of the strategy/methodology for an AI based training process, with problem-based and project-based learning at its core and which focuses on collaborative learning taking into account the promotion of multilingualism and cultural diversity. In such an innovative system the leading role will be played by the students, who will be accompanied and tutored by both teaching staff and company mentors when required. This toolkit will describe the steps an education institution needs to take in order to deploy an AI-based training process, from data flow and data format to AI ethics and transparency, and to pedagogically defined KPIs on personalised tutoring, active learning, and dropout prevention. Due to the gap in AI competencies, a trainning programme framework will be developed whereby students, teachers, and organisation managers will be able to learn about the implementation of AI in their processes. During the implementation of AI4Ed 5 use cases will be run in 4 member states (ES, PT, SI, DE) by 2 universities and 3 VET institutions. and at least 120 students will take part. AI4Ed toolkit and implementation guidelines will be available in the EDEHub, SELFIE for Schools platforms, and AI4Ed platform. By collaborating with EDEHub and initiatives such as SELFIE for Schools the consortium guarantees not only the long-term impact of the results."

In many countries like Romania (RO) and Portugal (PT) Vocational Education and Training (VET) is considered as second choice; as an educational pathway for those who failed in reaching Higher Education (HE). One of the main reasons of this rather poor image of VET is that it often must be considered as a “dead-end” educational pathway; once you started a “blue collar” job; no or only few options of career opportunities in terms of Continuous Vocational Education and Training (CVET) exist. Thus, more challenging occupations like working for the Quality Assurance (QA), Design or Production Planning departments are reserved for colleagues with an educational background from HE.But even in countries with established CVET-programmes like Germany (DE), where the qualifications of an industrial or handicraft foreman or technician are country-wide acknowledged and have a very good image, the academic drift is obvious. For our sector (industrial shoe production) a worrying indicator is: In the last two years, when the only industrial foreman course for this occupation was offered, not enough participants (countrywide only six needed) applied – and the courses had to be withdrawn.Thus, strengthening CVET is a crucial element of increasing attractiveness of VET and assuring its high quality. Target groups are colleagues, having been qualified via Initial Vocational Education and Training (IVET) in the sector of industrial shoe production. For this purpose, partners of project “Developing Innovative and Attractive CVET programmes in industrial shoe production” (DIA-CVET) have chosen 10 spheres of activities of industrial shoe production like “operational organisation” or “materials for shoe production” where autonomous work is beyond competences of skilled workers (considering skilled work on European Qualification Framework (EQF) level 3 or 4). We aim at developing, piloting and implementing comprehensive courses for each of these spheres on European level; available in English (EN) as well as in DE, RO and PT. We do not aim at developing a unified European CVET (like an “EU industrial foreman”) profile, as we respect the principle of subsidiarity in educational subjects and are aware of the different preconditions and needs regarding qualifications in our three countries. Piloting of our courses is foreseen as a “feasibility study”, direct beneficiaries will be 10 skilled workers from shoe industry. Via accompanying measures like an “Advisory Board” (AB), workshops and others we aim at reaching and involving delegates from all relevant stakeholders (companies, trade unions, chambers, competent bodies, training centres, networks) from the sector in our three countries. But project has additionally a broader scope; it aims at transparency at CVET levels within shoe sector for all stakeholders, especially social partners, companies, and authorities. To accept Learning Outcomes (LO) from another learning venue, to hire a skilled foreman from another country, or to trust national qualifications from another country is an ongoing challenge. Project consortium developed successfully a Sector Qualification Framework for footwear sector for level 2-4 in the previous project ICSAS (cp. http://icsas-project.eu/wp-content/uploads/2020/04/06_SQF-Table_EN.pdf). Consequently the development of (and the referencing of existing or developed national CVET qualifications in DE, RO, and PT to a sector qualification framework for levels 5-7 will be another important objective of proposed project DIA-CVET and available for future levelling of new CVET-profiles or profiles of other countries after the project’s lifetime.Regarding long-term impact or sustainability, we aim additionally at implementing dual CVET-courses for industrial shoemakers in the Romanian and Portuguese VET-systems (as happened successfully with dual IVET-courses during ICSAS) – and to support the reinvigorating of the industrial foreman course in Germany.

Already done above.