Our school is a secondary education and vocational training school. It is located in Catarroja (Valencia). The objectives of our project are as follows: 1. To improve teachers' linguistic competences in English 2. To facilitate the acquisition and exchange of teaching techniques 3. To offer our teachers opportunities for personal, social and professional improvement. The mobility activities we have planned are addressed to 9 teachers and they are the following ones: A teaching visit to Sweden A study visit to Slovenia 5 English courses in Ireland A course about English methodology in Ireland A course about Iceland's education system The outcomes for our teachers are as follows: - Improvement of language skills. - Improving of teaching skills. - Ability to adapt to a new culture, values and new ways of organization. - Skills to create a European network that in the short term allows our school to develop European educational projects. - Skills to encourage students to compare between our culture and other European countries' culture We expect the following impact: • Teachers could propose improvements in the methodology of our school. • We could be involved in future Erasmus+ projects. • Our multilingual approach will be improved and CLIL could be extended to more subjects and teachers. • The networks established can make our students contact with students from other countries, develop learning projects, visits or school associations through eTwinning These are the expected benefits in the long term: • Our school can increase its reputation and attract more students. • We can be an attractive institution for teachers that cares about their training and professional development. • We can also be a reference school for European projects in our region.

"The project The project “Youth up Europe 2019"" was about European political participation, active citizenship and empowerment of young people. From Feburary 16th to 23rd 2019, about 150 students from 30 EU-Member States and every social class came to France to discuss relevant youth problems within the Structured Dialogue (SD). A preparatory meeting was held in November/December 2018 in Neuilly. In the run up to the European Elections in May 2019 we wanted to improve young people’s access and full participation in society by building a European Youth Parliament. The participants were certified by the youthpass. The project has been supported by the Cities of Neuilly and Strasbourg, the European Parliament, and the Youth association Young Europe. Context background The support of young people for the European integration is Europe-wide at a low level. They got the feeling that their voice isn´t heard by the politicians. But young people want to practice their rights (EU-Treaty Art.165, EU-Youth Strategy) to participate, which means they want to shape the society they live in respective their needs, aspirations and demands. That´s why Président Macrons has invited the European Youth to participate in the discussion about the Future of Europe. We wanted to follow this invitation and make the young European voices heard. The Structured Dialogue (SD) This project promoted the active participation of young people in democratic life and fostered debate around topics centered on the themes and priorities set by the SD, the new Youth strategy and the EU-reform-discussion. In order to obtain results which are useful for policy-making we linked our activities as close as possible to the European and national SD process The youngsters discussed the themes among themselves, with policy-makers and youth experts. Altogether we activily involve about 60 politicians. Active Citizenship The aim of our project was to give young people the opportunity to get emotionally and intellectually involved in European politics and getting engaged with youth relevant topics. Our strategy of youth empowerment aimed at enabling young people to participate meaningfully in shaping their own future. We see empowerment as a process of awareness and capacity building leading to greater participation, to greater decision-making power and to positive change in society. Skills and non-formal education We used the Youth Parliament as a non-formal method in order to strengthen the participants key skills, intercultural awareness and employability. The participants got a deep and lasting insight into the work, function and importance of the European integration and the European youth policy. They strengthened their critical thinking, build their own opinion and learned to become socially engaged. The innovative project conception was a combination of a top-down and a bottom up approach for a common learning process through dialogue. The project was based on peer-group learning youth-driven and adult guided. The youngsters were the main actors in all the stages of the project, from preparation to follow-up. Activities Ten European youth relevant issues in terms of the principles of the European Youth Strategy has been chosen by the involved participants. The participating partners hold internal meetings to choose and prepare the participants. We invited young students from different social classes with different social background including cultural, social or economic difficulties. For pre - and post-processing, participants discussed the project issues in their schools and as part of local events involving other young people and politicians. In Neuilly the resolutions were drafted, discussed and voted on in the different committees. Thus, an extensive catalogue of proposals and demands from young participants was debated in a plenary session in the EP in Strasbourg. Meetings with respective politicians and a fishbowl-discussion with youth experts offered further possibilities for political exchange. The main events has been documented under the form of a livestream, videos and a website edited by the participants themselves. Benefits The main overall benefits is the sustainable implementation of the EU Youth Strategy and the SD within our structure and beyond. Furthermore politicians got motivated to engage themselves in youth problems. European issues will hopefully play a bigger role in the run to the European Elections in May 2019. The strengthening of European identity and the feeling for active citizenship among young people is the main long-term benefit of the project for our target groupe - as promoted by the Paris Declaration of the Education Ministers on citizenship and common values from March 2015."

"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."

Implementing innovative learning environments is a project resulting from cooperation between school teaching staff in which our aim was to pursue the educational guidelines in our (extra)curricular work as well as step in time with the modern need of the learning community. Students need to be prepared to successfully adapt and compete on the European labour market. We believe that the key to all this lies in the competence of the teaching staff to transfer experiences stemming from within the classroom, cross-cultural cooperation and projects. After having successfully established GCC as an educational centre in terms of a school arena meant for exchanging good and modern teaching practices, our focus has shifted towards enabling and implementing innovative learning environments into the school curriculum. Twelve participants represent a cross-section of different teaching staff generations of various subjects and school management staff. They were chosen by way of a selection process conducted by the school's E+ team. They all share a proclivity towards innovative teaching approaches, for cooperation and teaching, language improvement, promotion of the idea of a common Europe, sharing their results among all other individuals within as well as outside the organization and none the least taking part in preparing a strategic plan of our school in the area of innovative learning environments.Eight teachers took part in courses in Spain, Germany, Portugal and Finland, whereas four teachers took part in a on-the-job study visit at a secondary school Moravarosi in Szeged. The activities were chosen in order to pursue our project's main goals:-Implementation of European development plan and reaffirming the school's position in its role as an educational centre, -Researching and gradual implementation of different practices within the regular curriculum, after-school activities and projects, -Reorganizing »homework« i.e. work one has to do outside school into a team-based project-research work,-Improved synergy between formal and informal education and improved competitiveness of students and teaching staff on the labour market,-Improving motivation to advance in Mathematics, Science and reading literacy,-Improving competences in active citizenship, cross-cultural cooperation, linguistics, with additional emphasis on importance of learning foreign languages and improving on sensibilities for understanding foreign cultures. These structured courses were aimed at learning about new didactical/methodical approaches, especially in the area of early-language-teaching, improving reading and Mathematics/Science literacy and skills how to prepare new didactical materials. The job shadowing in Hungary had enabled to obtain a better idea about practical curriculums, comparison of development plans, overview of innovative learning environment practices and comparison of stimuli used by school management to promote this kind of work ethics. All our goals were aimed at achieving results and long-term effects from which five have to be mentioned:1.Implementation of a non-obligatory subject “project work with basic elements of research work” and internal system of problem-based homework for student teams.2.Exhibition named »Enticing Maths« at the Children's museum Celje and preparation of interactive workshops (English, Slovene) for children between 3 and 10, updating of competency catalogues for the »Maths for children« and »Foreign languages for children« modules, which are used for the pre-school educational programme. 3.Implementation of an outdoor classroom in the school park.4.Expanding after-school and enrichment activities which are based on joining both formal as well as informal learning and acquisition of entrepreneurial competences.5.Expanding school's partner network and applying for/implementing three new projects in the Erasmus+ and ESS programmes. In addition we had recorded a significant improvement in students' work motivation, improved professional and language abilities for future cross-cultural cooperation at the school and our partner organizations. Improvement has in addition been shown in cross-cultural, linguistic and social competences of our students which will in turn improve their skills to face life and meet the demands of the labour market. By taking part in this project the school has improved its status in area of international cooperation and reaffirmed its status as an organization which always improves upon and adapts its work and efforts. The long-term effect are better motivated teachers, who will reach for new tools with more confidence, gradually change the didactical/ methodical approaches to teaching in favour of innovative methods and environments, plan our common school priorities more efficiently and transform the curricular process towards being more effective, aim-based and in-sync with the needs of modern times and space.

This organisation has been awarded an Erasmus accreditation. The award of the accreditation confirms that the organisation has set up a plan to implement high quality mobility activities as part of a wider effort to internationalize its activities and to improve the quality of learning and teaching at the organisation. Accredited organisations are committed to a set of quality standards defined at the European level. By being accredited, the organisation gains continuous and easier access to funding for mobility activities of learners and staff under Key Action 1.