"""CULTURE UP – Capacity building of Cultural Institutions and Local Authorities in non–urban and peripheral areas"" project sets out to share and exchange knowledge and practices of cultural development across the public, private and civil sector in five European non–urban and peripheral areas. The project includes five European partners that have been engaged in former, coming or aspiring European Capitals of Culture (ECOC), both as host city or as neighboring cultural institutions and local authorities in the region, working with diverse age groups of children, youth and adults.The project partners more specifically represents: Tampere 2026/Finland, Novi Sad 2021/Serbia, Galway 2020/Ireland, Leeuwarden 2018/The Netherlands and Aarhus 2017/Denmark.The goal is to build capacity on best-conducted practices and transfer experiences, knowledge and know-how through European networking amongst cultural institutions, civil society organisations and local authorities working in the cultural field in non-urban and peripheral areas, Through the diverse experiences, strategies, learning and perspectives from an artistic, cultural, institutional and local authority level, all lead and associated partners will work towards exchanging and developing an outline strategy with a European partnership mind-set and values. Setting an active future plan that functions as an institutionalized new learning model of operation, and a catalyst for sustainable cultural development in non–urban areas. Thus bridging technical and know how inequality of opportunities in these peripheral areas.In a rotational mode, individual partners exchange job shadowing opportunities both on location and online. In the same mode, each partner is responsible for creating a local host program in her/his local area to host all other partners. The host program will organise visits to the different stakeholders in these non–urban areas, through induction meetings, TOT training of trainers sessions, seminars, cultural activities, networking and exchanges. All rotational exchange programs end with a debrief and an evaluation session with all participants led by the Project Coordinators and Communication Coordinators. The main purpose of the evaluation session is to ensure progress in the project and that each exchange visit has reached its goals. The outcome results in an outline strategy on how to operate together in future European projects addressing present non-urban challenges in sustainable cultural development. Results of the project CULTURE UP will be of a diverse nature and consist of both (tangible) results as well as (intangible results) like skills and personal experiences. Some of the intangible results will be measured by the use of interviews, questionnaires, tests, observations or self-assessment mechanisms that may help to record these types of results. Those results that will be disseminated more widely as e.g. experiences, strategies or processes, programs and activities will be documented.Number of participants: There are 9 project partners representing cultural institutions or organisations and local authorities. A total of 27 European participants plus relevant national participants will be included in the LTTA. The project has defined the following specific objectives: 1. Exchange and knowledge-sharing of concrete experiences to strengthen capacity of cultural development in non–urban areas both on an artistic, and institutional and local authority level (by exploring best practices, participatory and bottom-up approaches, peer-to-peer methodology of hands on training).2. Create awareness on cultural development in non–urban areas and support existing initiatives3. Develop European partnerships on cultural development in non–urban areas and show the way for a stronger European awareness in smaller cultural institutions and newcomers as a potential path for innovative development and solutions to local challenges4. Create an outline strategy for an institutionalised new learning model of operating European cultural development in non–urban areasEnvisaged long term impact:1.Inspired and motivated cultural newcomers to work on a European level as a way of developing local practices and strengthen their cultural capacity and hereby accommodate rural challenges.2. Regenerated ways for local authorities in being a cultural sector catalyst, creating opportunities in non–urban areas.3. Platforms for future non–urban partnerships are identified with specific types of exchanges for future collaborations between smaller cultural institutions, artists and organizations.4. Raised visibility of cultural narrative in non–urban areasThe potential longer term benefits of the project CULTURE UP is to show and promote that rural areas can as much be laboratories for exploration of possibilities within culture and forward culture as drivers for habitation, social gatherings and rural development in general."

Tallinn School of Service (further on referred to as Teko) is a state educational institution acting according to the statute of Estonian ministry of Education. There are about 900 students studying in Teko per year. The studies start both after the basic school, and after the high school. There one can study in both Estonian and Russian languages. The studies are organized on a school basis and on working basis. Additional education is also active.The project “Mobile Teko 2” is based on the programme of internationalization worked out in Teko as well as on school development plan. School’s project manager is the person who organized the mobilities. Her task were, intorducing the possibilities to make practice abroad, open competition to practicepalces, took part of the choosing candidates, organizing the trips, communicating with partners, signing contracts with participants and reporting back. Teko management also took part as well, helping out with teachers mobilities. Main international partners are first of all similar vocational schools or institutions for adult teaching to guarantee possibly identical understanding of the aims for practice/internship while travelling.The expected results of the project are connected with the aims following from Teko development plan and the programme of internationalization. They support the activities of the school as well as development of foreign language skills and social skills of its employees.Within the framework of the project “Mobile Teko 2” 56 students made their practice in 6 countries to 10 partners for 32-50-day vocational practice and 11 employees was sent to 7-14 days internship. 51 students made their practice at companies and 5 students worked at school enterprices. (such as school restaurant, that are open for local quests and school bakeries providing their goods to customers outside the school). As a result of taking part in the programme the students are better prepared to enter the work-force market both in and out of Estonia, they are more confident in private life. Both students and teachers are proven their foreign language skills. They are more motivated in their field. International ties between vocational educational institutions are stronger. Partnerschools have made plans for futuure activities, that include mobilities in both sides.

"Within the Erasmus+ program we have successfully implemented the project ""Job Route - journey to job"" in the school year 2015/2016. The name of the project already says that we have directed the students to the path leading to work and employment, and the employees have been enabled to upgrade their careers. This was the sixteenth year in a row, when School centre Nova Gorica (SCNG) organized the mobility of students, who passed the internships abroad.Partnership in the project was numerical; there were 12 different partner organizations. The specificity of the project was the division into activities A1, A2 and A3. In the first part of the activity (A1) we cooperated with six secondary schools and two intermediary organizations. School organizations have numerous vocational education programs and the intermediary organization have many years of experiences in organizing mobilities with network of companies, where students had practical training abroad. In only two cases, students did the practical training in a school workshops, and all others in companies and other working organizations (estate, retirement home, hospital) or at craftsmen. In the second part of the activity (A2), we implemented 6 different flows of staff, who went abroad with the aim of job shadowing. There were three individuals, two couples and one group of seven people, who participated at job shadowing. In total, 43 mobilities of students, 9 mobilities of accompanying persons and 12 participants of job shadowing were planned in an application form. We organized 12 mobilities more than planned. There were 49 mobilities of students, 13 mobilities of accompanying persons and 14 participans of job shadowing for staff. In total, 64 mobilities were planned, and 76 were implemented. The main purpose of the project was to provide 64 people with an international experience in a foreign school or work organization (company). In this way, we have expanded the process of internationalization at the School centre Nova Gorica. Students have passed practical training abroad in different vocational education fields, from 2-4 weeks. In the first week of mobility each group was accompanied by a teacher, except in one case, there were two teachers. In the activities A1, we enabled the students to acquire new professionally skills and competences, as well as other skills, in the areas of vocational and education programs such as computer science, electrical engineering, woodworking, automotive service, mechanical engineering, mechatronics, logistics, healthcare, gastronomy, agriculture, enviromentalists, trade and commerce, economics and have recognized mobility as part of the learning process. In the activity A3 were 11 groups of students accompanied by 13 accompanying persons who also acquired new professional knowledge from the areas they teach.In the activity A2, 14 persons were at job shadowing in various workplaces in six school organizations abroad.Other goals of the project were: students realized the school system of the host country, upgraded theoretical knowledge and applied it in practice, learned the characteristics of the work process and the labor market abroad, developed linguistic (practical communication) and intercultural competences (customs of the foreign cultural environment) and actively spend free time (learning about the cultural and historical characteristics of the host country).We wanted to help accelerate the cooperation between vocational education institutions in Slovenia and partner organizations in a project Job Route. The part of ŠCNG is also Intercompany training centre, which includes the Erasmus + projects, cooperates with various organizations in Slovenia (Vocational Education Center, Institute for Education, Ministry of education, Employment Service, Chamber of Crafts, Enterprises and Craftsmen) and foreign related organizations.Experiences in organizing projects of international mobilities teach us that it is best to work with educational organizations abroad that help us organize work placements in school workshops, work organizations, companies and craftsmen. We work with the majority of partner organizations in a way of reciprocity, which means that students from partner schools come to Slovenia for practical training. In this way, our students can acquire quality knowledge, which is result of good partnerships. Through the implementation of the project, we wanted to improve the skills of professional flexibility for our staff and to accelerate the process of internationalization at the Nova Gorica School Center, which we believe we have succeeded."

"EUROMOBICADRES /EUROMOBILITY FOR SCHOOL LEADERS is an innovative and ambitious project: it aims to disseminate on the territory trained and informed school leaders in terms of educational issues in Europe so they ultimately become developers of mobility for elementary, secondary and vocational students both in initial and continuing training over the Brittany region. The academy of Rennes, 6th academy of France by its school population with nearly 635 000 students and apprentices, is listed each year among the ""best students"" for the results at the baccalaureate. However inequalities and determinisms persist when it comes to choose . The project is supported by a consortium led by the GIP-FAR Group and associates 5 sending partners: - the regional board of education ""Rectorat de Rennes"" in charge of the mobility of supervisory staff (inspectors and school heads) - 4 high schools which support GRETA , regional The mobility project is part of the national priorities of the Academy: => Strenghen the links between inspectors, heads of institutions and services in order to build a common culture => Better evaluate, support and train teaching, education and guidance staff to ensure the relevance and effectiveness of the educational activities offered to all students. => Better support schools and institutions to stimulate collective action to help build a more coherent student pathway => Make School, a place of life, which contributes to the well-being of all, students and staff => Increase academic ambition and support students towards a successful orientation EUROMOBICADRES initially targeted 40 staff newly hired in their management functions:=> Deputy heads or school principals in high school or college=> National inspectors of primary education, and of vocational education, regional inspectors of secondary education => Counselors in continuing education 20 staff were able to take part in mobility activities, in the form of 5-day observation internships in Austria, Spain, Finland, Portugal and Romania in schools, initial vocational school, universities and regional structures in charge of education. The confinement and the health context linked to the COVID epidemic unfortunately did not allow the mobility flows planned for year 2 of the project to be carried out, while all the participants were identified, prepared and ready to leave.The initial objectives defined in the European development planof the project have been fully achieved, as evidenced by the results of the questionnaires completed by the participants upon returning from their mobility, and then two years after their return. The strong point of the project is clearly the strengthening of work in intercategory and between services, improving knowledge of the educational systems of the European countries visited, improving the linguistic and intercultural skills of the participants."