"The institution applying for the implementation of the project is Zespół Szkół Inżynierii Środowiska in Toruń, whereas the partner institution is the Center Biotehnike in Turizma Grm Novo mesto, Slovenia and Vitalis Betreuungsgesellchaft für Modellprojekte mbH .The summary of the project:- the participants in the project will be students of the third year of the Landscape Architecture and Renewable Energy subject;- two groups of 15 students each and 1 attendants will be sent for the practice;- the practice will take place in the Center Biotehnike in Turizma Grm Novo mesto, Slovenia and in German companies recommened by Vitalis Betreuungsgesellchaft für Modellprojekte mbH;- the planned date of the project is April/May 2017 (Slovenia) and 28th May -24th June 2017(Germany);- the main aim of the project is for our students to obtain practical qualifications in accordance with the valid curriculum in the field the landscape architecture and renewable energy together with constant improvement of the English / German language (both everyday and vocational)- the project not only is tightly connected with the extension of the knowledge and competences gained at school but also will help to varify them in the new conditions offered by the practice programme in Slovenia and Germany, taking the cultural background into consideration;- the aim is to learn not only through observation, documentation, engagement and consious activity but also through work;- in the project, there will be applied : Europass certificates and the ECVET system. The hosting institution assesses the learning outcomes (given in units) validates their results by different types of certificates. After the mobility, the sending institution validates and recognises the learning outcomes achieved abroad and written in the individual description of the outcomes of a student. The process is carried out by signing Memorandum of Understanding and Learning Agreements. - apart from improving the practical competences of our students, the aim of the project is to extend the scope of the European job market and increase the chances of employment of the young in Poland and other European countries;- the participation in the project will be a perfect opportunity to exchange experience, learn self-reliance and spacial imagination and finding new professional partners as well as building solid grounds of international cooperation to extend the scope of influence of VET projects to a new 'profile' - technician of environmental engineering and land improvement;- the project will influence the attractiveness of the school and the curriculum of the vocational subjects and will raise the prestige and bring the teaching/learning process to a more European level, which will change the the way the school is perceived in the local market and among students of ""gimnazjum"". And last but not least, we would like our students to become more sensitive to the beauty of the surrounding nature and green areas, keeping in mind how important the lanscape architecture and renewable energy sources are."

In the NaturiWab2 - students and staff abroad project, 49 students from the natural resource and environmental sectors had opportunity to do part their studies abroad. At the same time, a mobility period for 17 staff representatives was made possible. Student mobility durations ranged from 12 to 81 days and staff from 4 to 5 days. There were 40 receiving partners in the project, from 20 countries. The short periods were mainly adult students´ periods. Some of the host organizations in the project are long-term partners of the network's educational institutions, some new cooperations were created during the project.The project was implemented by the Naturi network, which includes five Finnish natural resources and environmental VET providers (Kpedu, Sakky, Sedu, Ysao and Kao). The applicant organization and coordinator was the Central Ostrobothnia Vocational College. Since 2005, the network has implemented 8 expert and student mobility projects, which have resulted in a number of good practices and a flexible collaborative model.This project responded to the need for natural resource and environmental students to develop their professional skills and general working life skills (key competences for lifelong learning) through international mobility periods. Networking enabled the sharing of ECVET-related know-how among the Naturi educational institutions and the acquisition of new foreign partners. Memorandum of Understanding and Learning (later Training) were learning and collaboration agreements in use.Government policy says that organisations should take a digital leap in their actions. We have done it in training, evaluation, guidance, training marketing, etc. In this project, we strengthened the use of electronic systems and applications for internationalization; we transferred ECVET forms to student information management systems and informed about the NaturiWab2 project's activities in Facebook, blogs, Twitter and Instagram. In communication, guidance and reporting, we utilized various digital tools such as WhatsApp and Skype. In network communication, we deployed the Office365 Group, where we shared the materials and where we went through all the project discussions.Our main goal was to provide added value to a student's degree by sending him abroad to increase his internationalization skills. Through the project, we strengthened our relations with our foreign partners and increased our network. In line with our goal, we sent more and more adult learners to the world, as well as increasing our staff's expertise by involving them in this project.As a result of the project, the professional skills, language skills and cultural knowledge of students and staff increased. From the international experience they have gained, students benefit in many ways in their lives..Staff members can use the benefits in development work of their organization in addition to their personal interests.With the experience of the project, It is easier for the student to cope with the future in an increasingly international working life - and it is easier for the teacher or staff representative to guide and steer students for that.

"<< Background >>The CREAM project arises from the evidence that traditional educational models adopted in schools don’t keep up with the fast running times anymore and need to be integrated with modern approaches based on the open schooling concept using co-design, creativity and critical thinking methodologies. STEM is an acronym for Science, Technology, Engineering, and Mathematics. These 4 disciplines are integrated in our everyday lives and many important jobs. STEM learning usually incorporates activities that encourage knowledge of everyday problem solving and critical thinking. Recent studies have extended the domain of STEM to STEAM including Art and design in order to promote the creative aspect of these disciplines. STEAM learning is important because these 5 disciplines promote problem solving, creative and analytical thinking, help students of all ages to grow and navigate through everyday challenges and are closely connected with the 4 Cs for 21st Century skills: Communication, Collaboration, Critical thinking, Creativity.Thanks to the implementation of CREAM project, partners will have the opportunity to develop and test a new STEAM approach for teaching and promote interest in STEM disciplines in schools meeting the need to have new tools and methodologies to adopt facing a context that is in continuous change, where ICT, digital innovation and environmental sustainability concepts are always more important and skills are required both in daily-life both in the professional sector. In this way, students will have the chanche to understand the importance of STEM and orient their university studies accordingly. Target groups are made up of high schools involving their students (12-18), teachers and other members of staff together with external actors like different learning providers (universities, Research and VET centres), representatives of business and wider civil society (both public and private).Taking into consideration the Science Education for Responsible Citizenship Report (EC, 2015), target needs that should be addressed by science education, in formal, nonformal and informal contexts and targeted by CREAM project are the following ones: make people aware that science influences all aspects of our lives and our decision-making processes; make available the science knowledge that citizens and society need, to support people of all ages and talents in developing positive attitudes to science; nurture the curiosity and cognitive resources of children; enhance the educational process to better equip future researchers and other actors with the necessary knowledge, motivation and sense of societal responsibility to participate actively in the innovation process.These needs will be addresses thanks to the development and testing of the innovative CREAM Creative Writing Laboratories model.<< Objectives >>The CREAM project aims at stimulating interest of school students in STEAM disciplines and will achieve this result by elaborating and testing a new model for teaching STEAM disciplines through the Creative WritingLaboratory technique by providing daily-life problems to be solved with a creative thinking approach and STEAM notions.GENERAL OBJECTIVE of CREAM project is contribute to: expand opportunities for promoting learning activities that focus the STEAM disciplines and help children learn through trial and error by experimenting and problem solving, acquire scientific knowledge and actively participate in the innovation process of local communities; develop an integrative and collaborative approach (Creative Writing Laboratories - CWLs) to link STEAM to daily-life problems and enhancing collaboration between formal, non-formal and informal science education providers, enterprises and civil society to integrate the concept of open schooling.SPECIFIC OBJECTIVESSO1: Explore what we know about STEAM innovative teaching approaches and initiatives using creative writing methodology within the school environment. This research activity will produce PR1 “State of the Art analysis on STEAM creative teaching approaches and initiatives”.SO2: Co-design of CWLs concept. This will ensure the development of CREAM CWLs model (PR2).SO3: Test and validate the CWLs model with the implementation of pilots in 4 countries (IT, SI, GR, PL) in PR3. Pilots will involve all actors necessary for the implementation of the model: schools, companies, social enterprises and NGOs, universities and other education providers.SO4: Storytelling (PR4). At the end of each pilot, participants will be able to give back to the society stories on lessons learnt, short video documentaries of the pilot experiences, successful stories of scientists and innovative company founders. Experience in CWLs pilots will have a direct impact on participants in making them “scientifically aware” or, for the youngest, make them consider a scientific career. Students will be invited to explore different channels and means of artistic expression to propose their STEAM based solutions to problems of public concern.SO5: Set a sound exploitation and sustainability strategy tailored on end beneficiaries of the project: schools. The aim is to provide a manual to replicate the CREAM experience and adopt, adapt and tailor the CWLs model.SO6. Policy Paper. The aim is to address policy makers at EU and national level in order to foster specific programmes to help the implementation of CWLs model as well as use results and knowledge created within the project in defining education policies.SO5 and SO6 will be achieved thanks to PR5 “Development of guidelines for CREAM CWLs model for replication”.<< Implementation >>As preparatory activity an analysis on the State of the Art on STEAM creative teaching approaches and initiatives will be conducted. This will serve as methodological base for the development of the CWLs model. Core activity of the project will be the organisation of CWLs inside schools and STEAM centres with the aim of stimulating interest towards STEM disciplines and careers with an Artistic approach. The basic idea arises from the definition of creative writing as the ""art of making things up"". The innovative aspect of CWLs model is the idea to apply STEAM concepts to the contents of writings in order to stimulate students’ imagination and creativity to solve problems of public concerns.RESEARCH PHASE 1) EXPLORE: PR1- State of the Art analysis on STEAM creative teaching approaches and initiatives. The result will be a reasoned collection of case studies and best practices on STEAM innovative teaching methods and example of creative writing initiatives on schools. This result will be reached thanks to Field research (collection of stories and use cases) and Desk research (scenario analysis and collection of insights onpractical experiences and feedbacks of involved actors). A context analysis will be carried out in order to understand who are the different actors that play a role in STEAM teaching and to obtain a full picture of scenarios: personas, users’ journeys, ecosystem maps. 2) DESIGN: PR2- Development of CREAM Creative Writing Laboratories model. After the exploratory phase, it will comes to the design phase during with the CWLs model will be developed with a co-design approach in which partners will play with personas, their journeys and created relationships defining an alternative approach that is tailored on all different users’ needs and pain points. On the basis of lessons learnt, the consortium will design the whole CWLs model. This includes defining roles, relationships, methods and rules of work. PILOTING PHASE3) MAKE & TEST: PR3 - Implementation of pilots of CREAM Creative Writing Laboratories model. The model drafted in PR2 will be tested through the implementation of 4 CWLs pilots in schools in Italy, Poland, Slovenia, Greece and The Netherlands. Experiences gathered and lessons learnt during the effective implementation in schools will flow again in PR2 in order to deliver the final version of the CREAM Creative Writing Laboratories model. During the 3rd phase, attention will be paid also to create evidences and stories to be promoted in order to attract interest towards the innovative model developed within the project (PR4- Storytelling of CREAM Creative Writing Laboratories).EXPLOITATION PHASE 4) EVOLVE: Once tested the model, it will be necessary to make it available for the public: schools and educational environment (as main target users) and policy makers. For this reason 2 main outcomes of PR5 (Development of guidelines for replication of CREAM Creative Writing Laboratories model) will be developed, shared and propmoted: a practical manual (with toolkit) for schools to guide them in the replication of CWLs model and a policybrief addressed to policy makers to promote at an institutional level the effective implementation of the model around Europe. The exploitation phase will use as tool also the Multiplier Events organised in each country as conclusion of the piloting activities (M31-M32) and the Final International Conference (M34) organised in Italy by Sinergie (in its role as coordinator) and targeted to different stakeholders: schools’ leaders and teachers, representative of business, no-profit sector, public administrations, policy makers, wider civil society and media (journalists, influencers...) to boost the promotion activities.<< Results >>Different actors will be involved: thanks to the collaboration with formal, non-formal and informal science education providers, families, professionals from enterprises and civil and wider society, schools become an agent of community well-being actively involved to stimulate consciousness and active engagement in real-life concerns.The project will impact the local communities that will be active participants in the CWLs model thanks to the involvement of the stakeholders (schools, university, education providers, business, NGOs, CSOs). The project will design and experiment a replicable methodology contributing to facilitate the diffusion of STEAM skills, toward a more science-knowledgeable society. National and EU stakeholders engaged in educational field as providers or policy makers will benefit of the project’s results as they will have at disposal valuable tools to support and widespread the implementation of innovative teaching methodologies in STEAM disciplines. A transferability framework and an open turnkey toolkit for schools willing to replicate the model will be made available. It will include: guidelines for co-design workshops; facilitation guide and materials; free repository of training materials for teachers, students and other lab participants. A series of entertaining and informative digital communication tools to show results to all citizens will be promoted among a wide audience during the project life and beyond.As overall result, the project will elaborate a new model for teaching STEAM disciplines through the Creative Writing Laboratory technique with the aim of stimulating students’ interest towards science and STEAM related careers by providing daily-life problems to be solved with a creative thinking approach and STEAM notions. Creative writing is a form of writing where creativity is at the forefront of its purpose through using imagination, creativity, and innovation in order to tell a story through strong written visuals with an emotional impact, like in poetry writing, short story writing, novel writing, and more.To this extend, the overall expected results of the proposal are:- Implementation in schools of innovative approaches to STEAM disciplines thanks to the involvement of different learning providers (also from non-formal and informal learning) such as universities, VET providers, companies, NGOs and CSOs.- Increased awareness on the importance of STEAM for the solution of daily life concerns;- Positive impact on students careers thanks to the development of soft skills like creative and critical thinking, learning and study skills, a growth mindset, communication abilities through different forms of artistic expression.These results will pass through the development of some practical activities and related results.The research activities will be based on existing knowledge and will go beyond: an Analysis of the State of the Art in partners' countries, EU and worldwide will be carried out and will lead to a summary of literature and collection of case studies of schools that apply innovative tools and methodologies for STEAM teaching. Also an empirical research will be conducted through surveys and interviews in order to gather data directly from the involved actors (PR1). These data will represent the conceptual basis for the CREAM Creative Writing Laboratories model (PR2) and its practical implementation through pilots (PR3). Evidences and stories produced within laboratories of PR3 (in the form of narratives, short movies, cartoons, etc.) will be collected in PR4 to generate the “story telling” of the project. Experiences gathered in previous PRs will converge in PR5 having as 2 main outcomes: a manual for schools and STEAM centres and a policy brief for policy makers at local and EU level to support the replication of the CREAM CWLs model."

The institution applying for the implementation of the project was Zespół Szkół Inżynierii Środowiska in Toruń, whereas the partner institution was the Center Biotehnike in Turizma Grm Novo mesto, Slovenia and Agamos s.r.o. in the Czech Republic .The summary of the project:1. The participants in the project were the students of the third year of the Landscape Architecture, Renewable Energy and Environmental Engineering and Land Improvement subjects;2. Three groups were sent for the practice: one group of 15 students of Landscape Architecture + 1 teacher to Slovenia and two groups to the Czech Republic: 15 students of Renewable Energy +1 teacher and 5 students of Environmental Engineering and Land Improvement and 1 teacher;3. The practice took place in the Center Biotehnike in Turizma Grm Novo mesto, Slovenia and in the Czech companies recommended by Agamos s.r.o., such as Tadeáš Koch - Farma Stonava, Stonava 1064, 735 34 (4 students RE), Depos Horní Suchá, a.s. Solecká 1321/1, 735 35 Horní Suchá (11 students RE), DIAMO, státní podnik, odštěpný závod ODRA Sirotčí 1145/7, 703 00 Ostrava -Vítkovice (5 students EELI)4. The mobility took place 6.05-25.05.2018 to Slovenia (15 students of LA) and 14.05.2018-8.06.2018 (the Czech Republic- two subjects);5. The main aim of the project was for our students to obtain practical qualifications in accordance with the valid curriculum in the field the landscape architecture, renewable energy and environmental engineering and land improvement together with constant improvement of the English / Czech language (both everyday and vocational). The project was not only tightly connected with the extension of the knowledge and competences gained at school but also helped to varify them in the new conditions offered by the practice programme in Slovenia and the Czech Republic, taking the cultural background into consideration;6. The aim was to learn not only through observation, documentation, engagement and consious activity but also through work;7. In the project, there were applied : Europass certificates and the ECVET system. The hosting institution assessed the learning outcomes (given in units) validates their results by different types of certificates. After the mobility, the sending institution validated and recognised the learning outcomes achieved abroad and written in the individual description of the outcomes of a student. The process was carried out by signing Memorandum of Understanding and Learning Agreements;8. Apart from improving the practical competences of our students, the aim of the project was to extend the scope of the European job market and increase the chances of employment of the young in Poland and other European countries. The participation in the project was a perfect opportunity to exchange experience, learn self-reliance and spacial imagination and finding new professional partners as well as building solid grounds of international cooperation to extend the scope of influence of VET projects. The project influenced the attractiveness of the school and the curriculum of the vocational subjects and raised the prestige and brought the teaching/learning process to a more European level, which might change the the way the school is perceived in the local market and among students.

<< Objectives >>DIGiTraVEl aims at tackling the challenges set by the COVID-19 on the tourism sector by providing VET trainers and learners the tools and knowledge necessary to successfully start a business in an emerging market, namely Digital Tourism, to:foster its practice of through relying on a VET path that allows the creation of a new business framework, enable newcomer in the tourism sector to learn on how to digitalize their service, support VET trainers through the provision of innovative tools.<< Implementation >>-Research at National and Eruopean levels for thedevelopmentProject Meetings: TPM1 in Romania - TPM2 in GreeceA Digital Platform, created by EQUALINEAn Innovative Educational Material, co-developed by GRM Novo Mesto and uDevelop An eHandbook, created and published by ASEL RO.4 Infodays - 1 per partnering countryFurther Informational Material and Dissemination activities in local level<< Results >>Web-Platform enclosing a: Toolkit providing. - Increased employment in the tourism and major revenues for the tourism sector on both local and European levels. - More opportunities of self-employment for adults willing to work in the tourism sector. - Increased number of adults with higher digital skills. - Increased entrepreneurship skills for adults on local and European levels. - Higher exposure and greater visibility of EU local attractions thanks to the widespread use of Digital Tourism.