"<< Background >>Jelkovec High School applied in order to achieve the goals defined in its European Development Plan. The plan was created with the aim of covering all the school's needs and forming a long-term development/ modernization strategy.As a starting point for writing the European Development Plan, the School used the annual reports of the Quality Committee based on SWOT analysis for six priority areas: work planning and programming, teaching and learning support, student achievements and learning outcomes, human resources, cooperation with other stakeholders and management. These analyses were created on the basis of a series of activities of the school's expert councils, Class Councils, Teachers' Council, Parents' Council and Student Council.The key needs and long-term goals were determined by reviewing the above data and results. The resulting goals clearly outline the state of the system of vocational schools and contemporary trends in education.Jelkovec High School, as a vocational school with educational programs in the field of electrical engineering and IT, wants to follow the development of science and technology with a shift towards education as a system of competence development and the School's internationalization.<< Objectives >>One of the main goals of this project was how to develop teaching focused on competence development and how to measure the results of such teaching. The aim of educating teachers on innovative teaching methods (gamification methods, flipped classroom, inquiry-based learning, collaborative learning, project-based learning) and their application in classes, was to put students in a more active relationship with the learning content and encourage them to take responsibility for their education.Jelkovec High School wanted to fully utilize the potential of modern teaching methods and the ways in which this can be achieved. For this reason, the teachers got to know more about the functioning of shared spaces of creation (maker space), workspaces in public or private facilities established for learning, research, making prototypes, products or services and sharing ideas.The School defines coding and programming as one of its key activities and wanted to enable the teachers of vocational subjects to be educated on the new trends, to standardize teaching and to encourage computational thinking.With this project, the School also wanted to strengthen the implementation of the educational reform by analyzing other educational systems.<< Implementation >>Jelkovec High School conducted four planned activities - structured courses.Activity 1 - structured course ""Maker Spaces in Education - Getting Started""- introduction to maker spaces- integration of maker spaces into the school/subject curriculum- designing a maker space in your own schoolActivity 2 - structured course 'Coding in All Educational Contexts':- introduction to coding- coding in Scratch programming language- programming in the APP Inventor application- designing on the Arduino platform- application of coding in teachingActivity 3 - structured course ""Innovative Approaches to Teaching"" course- 21st century skills- critical thinking- contemporary trends in formative assessment- project-based learning- gamification- flipped classroom- metacognition- digital competenceActivity 4 - structured course 'Coding and Robotics'- introduction to robotics- programming in class- advanced Arduino robotics- development of android applications (virtual reality)- 3D modeling and printing<< Results >>The teachers used the acquired methods of coding and different programming languages ​​in their own teaching and tested the effectiveness of teaching new methods with students. They also shared the newly acquired knowledge with teachers within the School (through meetings and sessions of the Teachers' Council) and outside the school (county teachers' councils).Learning about other educational systems, with an emphasis on the achieved level of interdisciplinary approach in teaching coding, put in the European context the positive and negative sides of teaching programming in the home school.After learning about the principles of maker spaces, the teachers tested creating several basic maker spaces within the School.The teachers used the acquired methods of applying formative evaluation and innovative teaching methods, such as project teaching and task-based learning, gamification and the flipped classroom, in their own teaching and tested the effectiveness of teaching new methods with students. They also shared the newly acquired knowledge with teachers within the home school (through meetings and sessions of the Teachers' Council)."

<< Background >>Tin Ujević High School is located in a rural part of Croatia with smaller urban centers. Students have limited opportunities to conduct practical classes due to the lack of workshops and catering facilities that allow professional practice in the professions of chef, waiter and car mechanic, while the profession of economist practical work is not provided in the curriculum. Since practical work is an indispensable part of the educational process, the School saw an opportunity to improve the quality of student education. Therefore, the School in cooperation with the Irish company Martello Training will organize mobility activities aimed at improving personal and professional competencies, gaining new knowledge and life experiences, improving English language skills, learning about new culture, work processes, organization and work technology to promote further learning.<< Objectives >>The implementation of the mobility project will achieve goals related to supporting the development of entrepreneurial thinking and action skills, acquiring knowledge and skills in the hospitality industry, emphasizing common European customs and diversity, encouraging the application of new and innovative methods and technologies in automotive engineering, improving vocational education and student mobility and knowledge transfer. Through practical work, students will learn about a new culture, improve their English language skills, learn about new work processes, organization and technology of work, gain new life experience, specific knowledge and skills and solve real problems of the work process of a certain profession. They will acquire competencies that they will be able to share with others. Students with fewer opportunities will see the diversity and richness of Europe's work culture and gain new work experience.<< Implementation >>The following will be implemented: a) Preparatory activities - presentation of mobility programs and activities, registration, selection of participants, language and practical preparations; b) Professional practice-in cooperation with the host organization, students will perform practical work in the real sector, improving their knowledge and skills; c) Dissemination of project results and outcomes-Students will share their experiences with colleagues in schools and the whole region. Accompanying teachers will present the experience of mobility to other colleagues within the county professional assets. The school will integrate newly acquired experience and knowledge into curriculum; d) Evaluation activities-students will receive instructions, measurable and feasible tasks to be monitored and evaluated. They will make a work diary and the teachers will review them. Upon completion of the implementation, the host organization will organize an evaluation meeting with students.<< Results >>QUANTITATIVE:- 15 students improved their knowledge, skills and competencies- 15 students improved their English language skills- Completed and analyzed 15 evaluation questionnaires- 15 work diaries were prepared and analyzed- Organized a final evaluation meeting with students in the host organization- 15 students received a certificate of completed professional practice- The school curriculum for the professions of economist, cook, waiter and car mechanic has been improvedQUALITATIVE:- Students shared the acquired knowledge and skills with formal (presentation of experiences during school events) and informal (conversation with colleagues) methods with other colleagues in the school and the local community- Teachers are accompanied by the experience of mobility divided into county professional assets- Participation in the project is at the school level to improve the quality of education and mobility- EU visibility is ensured during implementation and dissemination activit

<< Background >>Dugo Selo High School strives to help students acquire the skills and knowledge necessary for successful inclusion in the labor market and professional success. The school aims to provide education that includes practical knowledge and experience in the work process. As such, the school reports this project in order to enable students to gain professional experience and strengthen practical professional competences for the labor market, communication skills and teamwork abilities.The project will provide students with 80 hours of practical classes abroad and 20 hours of preparation at the School. This will enable students to become more successful in their chosen profession because they will be able to apply their knowledge and skills in real situations. In addition, the project will also help students develop interpersonal skills such as communication, teamwork and team problem solving.<< Objectives >>We want to increase the competence of our students on the labor market with the necessary skills, i.e. in the occupations Computer Technician, Mechanical Computer Technician, Economist, Electrician and Auto Mechanic. As part of the project, we plan to include at least 20% of students from disadvantaged groups and 20% of gifted students.By carrying out professional practice with a partner, students will get to know the way of working, the use of technical aids and the obligations. You will be able to learn from mentors and acquire specific knowledge from individual work segments. In this way, they will improve their knowledge and acquire additional skills and become familiar with European principles of work and the organization of vocational education.In addition to increasing the competences of students on the labor market, we want to increase their knowledge about safety at work, the importance of applying green mobility and the impact on the environment etc.<< Implementation >>By conducting workshops and extracurricular activities, we will develop specific skills in other vocational students who did not participate in the project and in other stakeholders who will participate in the activities. Workshops and extracurricular activities will be organized by the vocational teacher accompanying the trip in cooperation with the students who were part of the project.During the implementation of the project, Dugo Selo High School will strengthen cooperation with the host partner, which will be further developed in the future through various activities and internationalization of the school. Work will be done on the development of new mobility projects for students and teachers of the school.<< Results >>The results expected from this project are an increase in the knowledge and skills of our students so that they are better prepared for the labor market, better communication and teamwork skills. Through the project, we want to increase the specific professional skills of students in their fields by at least 50%. A program to work with gifted students, providing them with special activities and challenges that will help them reach their full potential. Connect it with the support system for students and vulnerable groups through mentoring and counseling to ensure their success during the activities carried out by the School.Strengthening of own capacities related to the implementation of Erasmus+ KA1 projects, primarily projects which will be a good prerequisite for further development and participation in projects of this type.

"<< Background >>The primary reason for choosing this project is to improve working conditions for school professional internships in the fields of agrotourism technician, hotel and tourism technician, chef, and pastry chef. At the same time, we want to improve the quality of work programs for the mentioned professions and promote the vocations in order to motivate students to enroll in these programs. Our goal is to improve the abilities and skills of our students, and in this way facilitate their transition into the labor market. Given the success in the previous K1 project, as well as the positive experiences of the students, we want to offer the opportunity to a larger number of students to make progress in their level of knowledge and skills through similar experiences. The collaboration we have established with EuroMind has proven to be very professional, experienced in project implementation, and we believe that our teachers and students would have very useful experiences.<< Objectives >>The project implementation provides students with the conditions for professional practice in modernly equipped companies, and introduces them to modern approaches to work for their professional future. At the same time, teachers, through collaboration with colleagues, can use their acquired experiences and new knowledge to prepare and implement curricula for future generations. << Implementation >>These can of course be used through extracurricular activities, optional classes, and school cooperative activities. << Results >>Through implementation, students will gain new knowledge and competencies, get to know the work ethic at an international level, and develop business spirit and responsibility. Learning a foreign language, communication, and collaboration with students from other countries gives them the opportunity to better understand their own abilities and secure adequate and quality business opportunities. Through such experiences, students can more easily adopt models of social responsibility, sustainable food management, and ecologically sustainable business. The programs we have mentioned are truly important for life and work on our island. Agriculture, tourism, and professional occupations related to these programs contribute not only to the material standard but also to the quality of life of the local population. Quality school preparation for the competitive tourism market and the promotion of our island is our most important goal."""

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.