The main idea is to deal with climate change, which affects every aspect of life on the planet. Our desire is to involve students in an international, cross-curricular project: this, in turn, can give them the chance to learn more on various subjects and to create an app, thus improving many sets of skills and practicing communication and cooperation with foreign students. One goal is also to provide all students and minority ones with opportunities for empowerment and help them to change their attitude towards education and the environment. OBJECTIVES:a) increased school performance, practice of skills and competences, discovery of talents and inclinations through a non-traditional mode of education, avoidance of early school leavingb) fight against cultural and economic isolation, adoption of European values (pluralism, non-discrimination, tolerance, justice, solidarity and gender equality, elimination of racist prejudices and promotion of a European and universal consciousness, feeling of belonging to the European family) c) End social marginalization (e.g. students with kinetic and mental difficulties or minorities), equal participation in school projects and social cohesion among all students, increase self-esteem and confidence) d) Familiarity with new technologies as a common code of communication: students can discover things for themselves and use technology creatively in data processing and problem solving, connection of school with everyday lifee) Improvement of foreign language skills for communication, cooperation, self-expression, and orientation towards a more open, European profilePARTICIPANTS: Students aged 15-17 (with good English, who have not participated in similar programmes and are highly motivated) and teachers of all specialties. Students’ families will host foreign students. School staff and local authorities (like the municipality) will provide help and keep participants safe and healthy.ACTIVITY DESCRIPTION:1st activity: students in groups will:-Search and learn about climate change, its definition, its impact on earth and how to build an app (software platform and basics of programming) -record climate data for the areas the four schools are in –Presentation –discussion -Visits to nature reserves-Cultural activities 2nd activity: -Look for causes of climate change (Internet and scientific articles) -record natural phenomena that prove climate change is a fact -design application: layout, data, features –Presentation –discussion -Cultural activities3rd activity:-Propose solutions for climate change -design electronic poster for the general public and their contribution in tackling climate change -suggest ways to incorporate practical guidelines for reducing climate change into the application –Presentation –discussion -Cultural activities4th activity:-Discussion: how students imagine the future of the planet based on current data / how humanity can achieve sustainable development -write a story about the future of the planet (two versions, optimistic and pessimistic, depending on students’ attitude) -illustrate the story with students' own creations or using digital tools-visualize the story by creating a video for social and local media -complete project and organize dissemination to the public -Cultural activitiesMETHODOLOGY: -Emails, video calls, chatrooms, teleconferences to discuss mobility, travel, safety, accommodation, food and activities -Virtual and live group work, presentations, concept maps, videos -Flipped teaching, project-based learning (PBL), gamification, design thinking (DT) and competency-based learning (CBL) -wiki environment and modern social media -cultural experiences, e.g. tours for visiting schools, cultural evenings, acquaintance with locals, their cuisine, way of life -journal of activities and responsibilities for each school -eTwinning platform: etwinning-live, Twinspace: share ideas, exchange opinions, help each other in every step of the project and share it to inform other schools or third parties -Create a web page or blog with information on our project -Journal, Poll, and twin-board (a journal in the main page and use Poll and Board before and after activities) -minute holding for future use IMPACT: Students can discover and create knowledge: innovation, imagination, creativity -Improve skills: digitalization, social, language, thinking, designing -Autonomy, self-confidence, discover new interests and inclinations, know themselves better and gain greater self-esteem, responsibility -Respect through cooperation -Feel members of the European Community, exit isolationLONG-TERM BENEFITS: Sensitization in environmental issues, change of attitude - share good practices for the classroom - improve students’ school performance - sustainable partnerships - improve school administration.

Our world is changing fast, as well are our economy and production techniques. To stay competitive and environmental friendly, companies designed new techniques that can be combined in the name of Material Additive Production Techniques. The most well-known example of such a technique is 3D printing, in all his facets. The ceiling of possibilities in these techniques is far from reached because of the novelty in this area. Every week another application of Additive Manufacturing is published. For technical and vocational schools it is hard to catch up with the tempo of this fast-growing industry. But they have to! Companies need technicians, operators, maintenance people and designers. It is up to the schools to deliver well educated students.The aim of this project was to introduce Material Additive Production techniques to our students in an interactive challenging way. Some students were already aware of the possibilities. Other students made their first steps into the “3 dimensional production world” during this project. At the end of the project all the partners, students and teachers, reached a level where they could say that they controlled 3D-printing in the way that they were able to produce complementary parts within certain tolerances.With a group of 5 secondary schools from Iceland, Norway, Germany, Belgium and Czech Republic we set up some goals as well for our organization, for our teachers as for our students. We aimed to introduce 3D-production techniques into our classic workshops. For the teachers it was important to get this new production technique well understood for future use. And we tried to challenge students to learn and produce well designed parts within a guided self-learning method.After a well elaborated decision, all partners made sure that they possessed of sustainable equipment. The group discussed about a product that was so well designed that it would prove that we control the additive manufacturing technique. It turned out to be a 3 dimensional puzzle with a map of Europe and the location and logos of all partners. The design was completed with the phrase “Together, we make Europe strong!”, which contained our thoughts on all levels: Our European view, our partnership, our product. The students made presentations and joined together in workshops during each meeting to grow towards a final presentation in Belgium. The contest that we planned to participate was cancelled at the last moment, so we had to completely organize our own presentation evening at a short notice, but we succeeded.The students were very proud about the work they achieved, about the brilliant ideas they brought forward and about their linguistic and social competences. They faced the knowledge that is required to compete in the work field. We saw them grow in their confidence during the project period and saw how they became stronger in facing unknown challenges.At the end of the project each school disposed of a technical material additive device, the knowledge to handle it and the competences to integrate the technique in future lessons. The teachers and students enlarged their competences of foreign language communication and cultivated a problem solving attitude.

"Context. Open, tolerant and liberal community for everyone irrespective of their social status, educational background, race, gender or their way of thinking is one of challenges of 21st century giving opportunities for adult educators to bring positive and long-lasting effects transferring the experiences and best practices as well as improved models of 5 European countries into local activities"".The objective was to encourage local communities to be open and tolerant towards people of social risk group (including migrants and refugees) and facilitate their social inclusion into local communities through educational activities based on project partners' experiences.Participants. 5 institutions from 5 countries: Berufskolleg Tecklenburger Land Ibbenbüren (GE) -Vocational training (secondary level), experience and competence because of long-term education of students with migrant background; Contempla Trilhos (PT) - Non-governmental organisation, experience and competence of organising workshops and training for people working working with migrants and refugees; Societe Culturelle Franco-Allemande Auvillar (FR) - Non-governmental organisation, experience and competence organising various activities (workshops, actions, cultural events etc.) ensuring the successful inclusion of the members of local community; Stord vidaregaande skule (NO) - General education (secondary level), experience and competence working with refugees’ classes as well as working for many years to integrate immigrants in local society; Telšių švietimo centras (LT) - Adult education, coordinator of non-formal adult education since 2016, looking for new opportunities and experiences for working with local communities.Main activities: 1 short-term joint staff training event and 4 transnational meetings were organised as well as a lot of organisations and communities were visited in each partner country. During the meetings, partners got acquainted with social policies and social situations of partner countries and attempted to find new opportunities to facilitate social inclusion of social risk group and migrants into local communities through adult education and this way encourage local communities to be more open for everyone. In addition, local, regional and national events (workshops, meetings, conferences, cultural events etc.) were organized in partner countries in order to share the experiences and disseminate the project ideas and results as well as to give the local communities new inspirations to act.Results: Introductive film (15 Min) – product created by Norwegian partner putting together 2 Min movies created by partners about activities facilitating the social inclusion in local communities; OPLICO Handbook includes short descriptions about social systems and situations of partner countries and the descriptions of best practices facilitating the social inclusion of people of social risk group into local communities; Training program “Strengthening Community through Social Inclusion” (18 academic h.) based on best experiences of partners was created and piloted by Telšių švietimo centras;Research on the integration of migrants, refugees and people of social risk into local communities was carried out in partner countries and “OPLICO Study on Migrants, Refugees, Social Risk Group” was prepared by Portuguese partner; Collection of articles about Values and Attitudes of an open and liberal community and the results of transnational meetings in Lithuania, Norway, Portugal and France as well as of Short-term joint staff meeting in Germany written by French partner (5 articles); All planed results were achieved thanks to the successful partnership. In each partner country, a lot of people (staff members, stakeholders, representatives of organisations/institutions) contributed to this project presenting their social system and situations of the country as well as their institutions, sharing valuable practices and experiences on integration of people with fewer opportunities.Impact on institutions and local communities: learning about various organizations and ways of thinking as well as acting in partner countries; shared successful examples of community integration through art, aesthetics, sports, culinary, love for nature as well as open and friendly communication discussions with project partners from abroad; local activities as well as the planting the OPLICO tree in Degaičiai Park fostered the community members to grow together with the community, which became more open, innovative, active, more motivated to learn and improve and to act. Training program “Strengthening Community through Social Inclusion” (18 academic h.) as well as other project results based on best experiences of partners are oriented on social inclusion through educational activities and will be used in the future working with local communities so the long-term benefit - better communication in the community and better inclusion - is expected."

"CONTEXT / BACKGROUND OF THE PROJECTThe project ""Load easy-drive clean"", later renamed to ""easy charging - green driving"", was a great success. The project qualified the learners for a sustainable and responsible design of the environment. As part of the lesson, the students worked on the agreed project themes.OBJECTIVE:The goal was to inductively charge e-bikes with the help of regenerative energies and to create a booklet that shows the energy production in the involved partner countries as well as to create a project homepage.NUMBER AND PROFILE OF PARTICIPATING FACILITIESIn addition to the technical schools of the Steinfurt district, four schools participated in the project.The Provinciale Secundaire School Bilzen is located in Limburg, the most eastern region of Flandern. The school has around 380 students and 55 employees. It is divided into 5 departments: mechanics (engineering), welding, electrical engineering, sales and technical trade (vocational training). Pupils start their education at the age of 12 and after 6 years of training, they complete the upper secondary education.The Stord vidaregåande skule from Norway is an upper secondary vocational school and situated on the south-western coast of Norway, between Stavanger and Bergen. About 800 students attend this school, which has about 180 employees and is divided into three branches of education (preparation for high school, vocational training and adult education). The students who participated in the project come from the field of construction and design engineering, electrical engineering as well as from the area of ​​technical competence or industrial production.The third partner, the Stredni skola prumyslova, hotelova a zdravotnicka in Uherske Hradiste is in the southeast of the Czech Republic. 900 students are trained here, 281 have a technical focus. Educational opportunities include nursing, hotel and tourism, as well as project engineering relevant to the project, with a focus on 3D printing.The fourth partner school (with attached boarding school) is located in northwest Iceland. The Fjolbrautaskoli Nordurlands Vestra is attended by 400 students who can graduate at the university. Furthermore, this school offers training in the industrial sector, marine technology and nursing. The equipment (milling machines) is very good.DESCRIPTION OF THE MAIN ACTIVITIES CARRIED OUTAt the individual project meetings, the interim results were presented and optimized. The products „Homepage"", ""Information brochure"" and ""E-Bike Charging Station / Bicycle Stands"" were presented to the interested public and the representatives of local politics at the final project meeting. Between the individual project meetings, the students worked on the self-set goals of the meetings (to-do list) and also kept in contact between the international meetings.ACHIEVED GOALS AND EFFECTAt the final presentation the students presented their results at the technical schools in the district of Steinfurt. For this purpose, the learners have weighed up various possibilities of regenerative energy production and opted for the optimal form of energy. They have learned to report competently on climate change and have compared national aspirations in each partner country, weighed up and reflected on the basis of regional events.The Belgian students dismantled parts of their permanently installed e-bike charging station in Belgium and brought them to Steinfurt. This included the wind power and PV systems as well as the electrical installation.Due to the limited transport possibilities in the aircraft, the Norwegians and Icelanders had to limit themselves to documenting the results in the form of pictures.In addition to the image documentation, the students from the Czech Republic also brought various 3-pressure models for a charging station, which will be installed this year.The students of the automation technology training program from Germany showed their self-designed mobile trailer, which regeneratively charges up to three e-bikes.Learners in the field of design technology have developed and created a professional brochure, a flyer, rollups and much more. In addition, a very informative website (http://ecgd.tssteinfurt.de) was put online, which documents the course and the completion of the entire project with texts and images. Also the Facebook page of the project ""erasmus + 2016-2018"" was created and ""E-twinning"" used."

"In the last ten years, the industrial world- which has been influenced by automation, has developed into the so-called ‘‘Internet of Things‘‘ (Industry 4.0). It's about networking products, logistics and customers. ""The production of the future is intelligent, changeable, efficient and sustainable. Digital networking improves cooperation, coordination and transparency. (https://www.intrexx.com/de/industrie-vier-null#die-vernetzte-produktion).The complexity of this new technology should be made tangible in all its particulars to all European (college) students in a project entitled ""Networkline Europe 4.0 - Everyone Everywhere at Any Time"". With regard to the technical aspects of the project, a networked production line called EUROPA is being developed, which will simulate a cross-linked manufacturing process with two working stations: a 3D printer and a chip sorting machine. For this purpose the chip-sorting machine from our Comenius project from 2008-10 will be updated to the industry 4.0 standard. For that reason, the chips will contain network components (e.g. RFID – technology or NFC chip - technology), so that data exchange is possible. The aim is to network and to program the components in such a way that the chips can be ordered with a mouse click on a project shop-website developed by the students. The chips can be custom-made in 1 of 3 or 4 colours, in any size and engraved with a logo designed by our students.The exact order of events is as follows: By a mouse click or by a touch of the smartphone, a chip can be ordered that is individually designed in terms of colour, logo and size. The order then causes a signal to be sent to a 3D printer which, based on the information received, prints a chip (e.g. an engraved or an elevated red chip.) As soon as the chip parts have been printed, a signal is sent to a robotic arm which upgrades the chip with RFID or NFC chip technology and joins the upper and lower halves. A further arm which is able to read data, sends the chip to the chip-sorting machine. Simultaneously a signal is sent to the packaging centre in Iceland, which produces the corresponding packaging (3D or made out of wood) based on the individual chip size and colour. The chip is then transported to the storage trolley and then to the packaging centre thanks to another conveying system.As certain elements of the process cannot be transported (e.g. the packaging centre in Iceland) due to airline security regulations, the entire process will be shown via live stream at the final presentation so that the process can be visualised in its entirety.With regard to the creative aspects of the project, the learners/students from our design department will be responsible for all corporate design elements, including the logo, flyers, banner and website design, the order page and the online learning platform (similarly ot padlet.com).The latter will be made available for all participants and anyone in Europe who is interested. This is intended to provide every interested person to explore and acquire in an interactive way the advantages and disadvantages that the Industry 4.0 has to offer our society in the future.The project as a whole is characterised by the fact that we have chosen a very current and controversial topic, which will be challenging for both teachers and students. This is a technical revolution, an internet revolution, that could be the future for humanity.The complexity of the problems associated with Industry 4.0 should be made tangible for European students. It should provide the students with a basic knowledge of the subject and elicit an interest to get more actively involved. This is a good way of stimulating debate on this issue, so that any possible negative consequences arising from this issue can be reduced or even avoided, such as the threat of unemployment due to this technology and such consequences as depression and mental health issues resulting thereof.The English-language website should also include a European educational mission, by illustrating (in English and online) the ethical problems and the different stages of development within the different European countries participating in the project. The website and the learning platform will be used to provide information about the project.Furthermore, the networked manufacturer ,Europaline, together with the order page, with the chip-sorting machine and the 3D printer, will continue to be used by the school in order to prepare in school for any future professional requirements."