Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

"This Erasmus+ Project was initiated to address the disturbing situation for youth on the European job market, with the unemployment rates in Europe and in the participating countries from 23% in Turkey to 10% in Norway. Youth unemployment is a huge problem, not solved by this project only, but nevertheless important to face. The main aim has been to facilitate the young students’ way from education to work.Many students in our schools are somewhat disadvantaged, descending from poorer families, some are slow learners and some are refugees. So there are economical, social, pedagogical and geographical obstacles. The target group has been students in upper secondary vocational schools. We chose to involve them in our project as participants, both in activities at home and in the project meetings. Therefor it has been important to find tools of rising their self-esteem. Not all our students could join the international meetings, but we conducted various workshops in home country/school. Each partner brought at least 15 students (age 15 to 24) and 6 teachers to the 3 meetings abroad. In addition a lot of ""local"" students and teachers were involved when their school was hosting a meeting. During a period of 19 months we conducted 5 meetings, 1 for the coordinators to prepare the details of the project and 4 including students and teachers where we collaborated in several workshops, had lecturers visiting from governmental and private organizations to educate us on the topic chosen; to search for jobs, to write applications and CV, to promote one selves and conduct an interview. At home the partner schools did various local projects, giving seminars and courses to relevant classes / groups. On the meetings the local schools arranged various guided tours so that guests could learn more about the country/ city they were visiting. For some it was surprising to see the similarities between the schools and everyday life, for some there were strange differences. But still, doing practical stuff together like walking, sharing a meal, watching a cultural event or a historic building together, gives a feeling of togetherness that is not digitally accessible! The wonders of the Cappadocia landscape in Turkey, the bustling Brussels in Belgium, the furious volcano Etna in Italy and the fjords and waterfalls in Norway gave marvelous frames to our work.During these workshops and at home, we made various products, our own logo and examples of good applications, CV, job interviews and documents on netiquettes. But most important was the process of making these products, to guide the students’ development when learning to promote themselves, when preparing for an interview a.s.o. Originally we planned to create and print a leaflet, but for practical and environmental reasons, we decided to upload relevant products on our website. We made a shared Google instead of a leaflet because it is more elaborate. That will make our products easier accessible to new teachers and students, and Belgium are responsible for the website as a platform for all our outcomes. In the applications we wrote that “the students will have to use ICT and English for work on the project products and communication would also add to the the greater chance of their future employ-ability!” This proved important for several students in the project. The general ICT –skills were fairly poor, and to many students speaking English was difficult. Taking part in this project have motivated many of them to improve their language skills. Hopefully both students and teachers involved recognized the importance of knowing at least one “world” language to be able to cooperate with fellow citizens in the world. If we now ask our students what was the nicest about joining the project, most of them would probably answer; meeting peoples and making friends! In the long run, that is the most important thing to do, to secure friendship and peace between people."

The COVID-19 pandemic has changed the reality of the education sector and has highlithened the need to transform the existing training systems to meet the current challenges. Just like all other education institutions, VET providers are facing the necessity to reinvent their learning environments so that digitalisation expands and complements the education process. Shifting from school-based education to learning via online platforms and the need for digital content have revealed not only the shortage of the digital technology at schools but also a significant lack of digital skills of teachers and trainers. Even before the COVID-19 crisis teachers in many countries reported the need for ICT training (OECD, 2019).The e-VET project seeks to establish a transnational partnership focusing on the needs of VET providers in view of the digital transformation of the education sector. The project partners will research and analyse the existing digital training solutions, methodologies and techniques for distance learning in order to identify the ones that are easily adaptable and transferrable to different VET training programmes. All the findings will be compiled in the Guidelines for Delivering Remote Teaching in VET.The project contributes to the Covid-19 situation by improving VET teachers’ digital competences not only to use the most up-to edge technologies but also encouraging them to be creators of the digital content which meets the best educational and pedagogical requirements. The project partnership seeks to create the so-called soft results - development of digital skills and guidelines, which could become a valuable resource of educational institution and in the long run ensuring quality and inclusive teaching and learning in various situations, e.g. remote learning due to various reasons such as quarantine, sickness, Erasmus mobility, revision, apprenticeship.The project forms a Strategic Partnership to support digital education in the EU aiming at:-Improving teachers’ digital competences to empower them not only to use various ready-made digital resources in remote and hybrid teaching but also to encourage them to be creators of digital content of vocational curricular by providing a practical training on using various apps, software and learning environments.-Developing the guidelines that will facilitate provision of remote/hybrid training for VET providers.-Implementing short-term transnational training activities for trainers of VET institutions who will be able to use the acquired knowledge and skills for the development of digital content and implementation of remote/hybrid training.-Establishing preconditions for the creation of international virtual learning environment and development of the joint VET programme among the partner organizations.Main target groups addessed:- VET teachers and trainers;- VET students;- VET providers;- Stakeholders (employers, associations, chambers).

"Part-time Education with its specific approach, his emphasis on socio-emotional development and which operates around work-attitudes and skills has already known different shifts. First came the modularized training with (part)certificates, just for BGV and from 2009 the DBSO took a leap forward and could also certificate the 2nd gr, 3rd gr and diploma SO. With the dual learning coming it has a new challenge. The vision of our school, however, remains the same and wants a quality training tailored to the young people and seek their total formation. This should lead to young people fully participating in all facets of the society with sufficient self knowledge and self- and mutual respect. We strive for the maximum possible qualified outflow and expect from every young person a full-time commitment (= 2 days school, 3 days work).For our school the combination of learning and working is evident, even axiomatic. So with the project ""Sharing Food Experiences"" our training section ‘hotel & catering’ – in our school this contains souschef, chef and waiter – wanted to provide our students with a unique experience by the introduction of a foreign food culture, the work ethics of the host country, the local cuisine, the local product knowledge, the importance of a foreign language – especially the lack at the Italian guests - but also a better orientation on the labour market was assured by this work experience. This immersion in Italian cuisine also taught them new components, new working methods, their way of dealing with customers, ... These experiences were not only gained within the Italian school and cooperating companies – thanks to the accompanying teachers and local mentors-but also in cooperation with local businesses, by contributing to some banquets and catering assignement by school. In addition to these study-related knowledge the pupils also gained a serious dose of self-knowledge; their own adaptability – flexibility, their commitment, their perseverance, working in team, their independence, their dealings with stress, ... and it awoke their ability to active entrepreneurship & the importance of networking. This commitment was rewarded with the necessary certificates which stand excellent on their CV; Europass, evaluation host school/host employers , certificates from host school, participants report, reflection afterwards and a general assessment about the project.A clear look on the work ethics, creative thinking and acting, has thought processes of the host country has led to new insights by the accompanying teachers. For our teachers the new working methods, local products, work ethics, the need for flexibility it was an extra boost that will lead to introduce a piece of Italy in the lessons chef and souschef. Our students are very diverse and by experiencing difference in work ethic it has resulted in a better view of the diversity of our young people and the approach of our work ethic at school. At our school we expect from our foreign students too often that they take over and exhibit our work ethics immediately. After this experience we will look how we can handle this inclusion in our lessons. Due to the big difference in ethics which required from our teachers (and students) a large flexibility because of ever-changing appointments/times/..., it showed us clearly that a preparatory visit in which clear agreements are made and in which contracts are recorded, is absolutely necessary. This experience is more than value for money and we would like to extend this to more training areas."

Part-time education has in its 30 years existance already known a whole development. Our young people have ,after a dropping out of the full-time education, the need for a different approach, with different working methods and working tools. We see it as our goal to get students acquainted with success experiences again and worked around attitude formation, self-reliance and social participation. This individual approach is reflected in the flexible modular structure of the DBSO and in the variety of work/learning methodes as well as in the attitude of the team. The school has already withstood several changes thanks to the efforts of his staff and targeted help from the outside.With the new decree on dual learning, the introduction of the M-Decree and the inflow of refugees, we are again facing a challenge. The school has a great diversity: plus minus 45 nationalities, refugees, all kinds of learning problems, disabled students, LGBTI, personal problems, social problems, ... The school has already some projects but there is a great concern about the intolerance in young people and even teachers. Therefore, it was very important as school to follow a course about the origin and approach of intolerance towards diversity and inclusion of our diverse group of young people. Our students have only two teachers and therefore, there was chosen to send a teacher from both fields PAV and BGV. The PAV teacher (general education subjects) focused on the understanding, approach, skills and working methods to come back and work with the pupils on diversity and tolerance. The BGV = practice teacher will especially focus on the understanding and skills needed to be an inclusive teacher and will on return work in the practice-meetings on these topics.The course ' Diversity in Education ' has given us the necessary insights, concepts, skills and teaching methods to understand and accept the diversity and to become an inclusive school. The theoretical framework included the demonizing steps, development of sensitivity to diversity, the structure theory of David Pinto (fine & coarse mesh), the cultural iceberg + the seven dimensions of the Trompenaars model (layers and composition of identity, the stiffness and flexibility of identity, influence of language barriers and the ladder of interference). It was also made clear to us through some workshops how to become/be an inclusive teacher. These workshops include building bridges, index for inclusion, dealing with diversity and gender, diversity and religion and UDEL21. Some targeted visits were an absolute added value. Within our school we will work with these insights, working methods and material during joint and specialized trainings. This will contribute to a positive interaction with our eye on the integration of the different groups, irrespective of their ethnic background, (dis) ability, religion, sexuality, color, socio-economical background, appearance, education level, language, and so on. Now we also have the means to work out a clear en detailed school action plan concerning diversity and inclusion which will be added value for the school, the staff and especially the students. The results will also be spread through regional meetings.Starting next year, we want to develop a big project in collaboration with Cavaria on diversity and tolerance – the first contacts have been laid. We hope also to involve other schools, organizations, etc. hoping we can start a positive drive to inclusion in education.