The Robert-Schuman-Institut Eupen is sending in the next year about 26 students into 5 European partner countries to 7 partners. During this period the Robert-Schuman-Institut is also receiving organization for the students of our partners. It's a mutual exchange. The students do a 3 weeks practical training abroad in a company, institution, organization or specific school to do their first experiences in the labor market. At the same time, they learn about other cultures and mostly also another language. We chose the students following their motivation and suitability, regularity at school and attendance in the additional language course, organize regular information meetings about the course of the trip and stay, we undertake all preparation tasks and take care of the agreement with the partners. The partners receive our students, organize the accommodations and take care of our students during the stay. They organize also cultural activities. For the teachers of the Robert-Schuman-Institut an exchange of one week is organized with colleagues of the partner countries, job-shadowing in different lessons will be organized and cultural activities as well. They can make a look into the companies, where our students are doing their practical training. The teachers who are doing a practical training, are mostly teachers of the vocational field of our sections. They will receive the possibility to learn about the teaching methods and teaching contents and also compare with the colleagues of the partners. But there are also other colleagues of general courses, because everybody should take some of the experience into his classroom. The partners receive our students and teachers, find the accommodation and a work placement and take care of the guests. They organize as well cultural activities. Our students travel in company with two teachers of our school. In the partner country, they will be picked up from our partners and they will be brought to the accommodation or to the hostfamily. As orientation they will be given information and the person of contact will tell them all they need for the first days. The students will be accompanied to their work place and our teachers as well. Our partner will be disposal in case of emergency, but the students have to find their way to get independent. The hostfamilies and the employers and at the first days also the accompanying teachers are ready to help. The partner will stay in contact with the employer and will be informed. Some times our students have some activities with students of our partner schools. The teachers follow the program which has specially been made for them (exchange, job-shadowing, cultural activities, ...) The aims of the whole project are: - To open the mind concerning other cultures, work methods, and languages. As we work in a small cultural community, it's necessary that our students and teachers enter in contact with other cultures and learn about it. This improves the understanding and helps to get off prejudices. - To support the students to get more flexible and selfconfident. By the work placement and the experience abroad, they will have more chances at the labour market. -T o support the interest for languages. In Europe it' a must to know 2 or even more lanuages. That improves the chances on the labour market. - And to improve experiences in the vocational area. The students will receive the possibility to combine the training at school by the work experience. The teachers will learn other methods and technics. To open this perspective seems us as school instution important for the best education.

There will be 4 vocational secondary schools in the project- Vyšší odborná škola uměleckoprůmyslová a Střední uměleckoprůmyslová škola, Praha, Czech Republic, Birmingham metropolitan College, UK, Escola Artística de Soares dos Reis, Porto,Portugal and Itä-Savon koulutuskuntayhtymä, Savonlinna, Finland18 students of applied art will take part in mobilities.UK – 6 pupils in the department of Graphic DesignPortugal – 4 pupils in the department of Graphic Design and 4 pupils in the department of Design of Furniture and InteriorFinland - 4 pupils in the department of Stage DesignMain objectives of the project: 1. The project is to motivate the participants to learn new practical knowledge and skills – the focus is on subject matter of the scholarship and its connection with the branch which participants study 2. The project shall also increase attractiveness of professional education within our country and the EU. There will always be a need for skilled specialists in applied arts.3. Support and motivation to study foreign languages. Pupils have an opportunity to gain and practise specific vocabulary and they realize necessity of further studies of languages. 4. An opportunity to obtain Europass is motivating for pupils and important for their further studies and entering the labour market within the EU. Proficiency in arts and crafts develops aesthetic knowledge and abilities, which create a view on art as such. We would like to compare the means and methods of initial vocational art education and training practised in three EU member countries and enable our pupils to gain experience in professional scholarship with practical training. We would like to give them the opportunity to gain information about conditions in the labor market, about living abroad and studying within the EU .We want to develop quality and innovation in the area of vocational education through international cooperation within the EU

The parties contributing in this project are the following institutions: Hungarian Charity Service of the Order of Malta Charles Robert Secondary School, Savonlinnan Ammatti-ja Aikuiskopisto from Finnland, the Instituto Professionale di Stato per l’Enogastronomia e –l’Ospitalita Albergiera „Raineri Antonello Costaggini” from Italy, Zaragoza Dinamica from Spain, Constatin-Vanotti- Schule from Germany, Berufsbildende Schulen Rohrbach from Austria and the Zespol Szkol Przemsylu Spozywczego from Poland. These last institutions host our students in two terms in a year. Hungarian Charity Service of the Order of Malta Charles Robert Secondary School has been making the effort of innovation, dynamic development and to provide the most modern and professional aids and opportunities possible to the students of the instution.Education takes place on three different levels in our institution; secondary vocational, secondary vocational high school and professional courses that may be attended after receiving the certification of the matura exam. We constantly take part in different projects so that our students will have been ensured all the necessary opportunities to improve their professional knowledge and skills which they can later apply in their workplaces. In this sector gaining work experience abroad is of paramount importance in order to increase the possibility of finding suitable employment to our students in their future. For this reason maintaining the cooperation with foreign institution across Europe stands among the long-term goals of the institution because this program ensures the students added value and also evolves the importance and fame of this school in the region. Those students who obtained professional course abroad are employed gladly. Students who had joined in the program drive up the quality of turism in the region of Souther-Mátra and County Heves. It is also an essential long-term goal to operate catering and turism at high standards in the region with the generations growing up with our tuition and in addition to that having professional language skills and work experience play an important role to keep our high quality services. The European Union has raised the development of gastroturism in order to establish new worklplaces. In Hungary gastroturism has become the most rapidly improving industry. According to statistics the year 2016. was one the best years concerning turism and catering. Mátra and its region played an important role in achieving this result. The development of the infrastructure related to gastrotursim and the effect on workforce and competitiveness, the increase of the role of local manufacturers and support of innovation promote the economic growth of the region. Our institution took a major role in this process. The Chamber of Industry of County Heves especially acknowledges our school as coordinator of vocational education in the county. The institutions which hold partnership with us and participate in the project have the same educational profile as our school has. This partnership is not regarded as recent; in previous years several intercultural meetings Leonardo and Erasmus+ projects were carried out with student exchange and professional language programme as well as student mobility in greater number. Our school constatly broadens its international relations. The major languages of the project and work are English and German and in smaller proportion Italian,Spanish, Finnish and Polish. It is an exceptional opportunity in the enhancement of future employment to the students in their future to be part of this project which our school would like to offer to as many students as possible with the help of Erasmus+ project. Our students receive Europass certifications at the end of their professional course abroad which they have greater chances to have employment on the labour market with.

<< Background >>Sustainability is an omnipresent topic for teachers and further training in this subject area is highly demanded. In schools, education for sustainable development is often thought of at the individual level and in this context addresses individual consumption, individual mobility and nutrition. While this is an important level of consideration, a holistic view of sustainable education must also include the system level, i.e. the level of economic policy and regulatory structures. This first step, from the micro to the macro level, is what the EcoGreen project wants to put into perspective. However, it will go one step further and expand the consideration of sustainable economic policy to include the perspective of alternative forms of economy and prosperity. The logic of growth-oriented capitalism reaches its limits when further growth is linked to more and more resource consumption. Therefore, there are already considerations to define prosperity according to other maxims than growth and profit (de-growth, post-growth economy). We would like to enable vocational school teachers, and secondarily also vocational school students, to think in alternatives through further training in the form of critical socio-economic education; to understand economic systems as political decisions and to be able to influence them through action. This need is currently not sufficiently considered at educational institutions. Especially at vocational schools, where students are already closely linked to companies, such critical socio-economic education is indispensable. However, this requires well-trained teachers who have internalised and understood the interaction of politics and economy in the field of sustainability so well that they can educate learners in this field in the future. The issue of sustainability is a classic, cross-border collective goods problem, so it is imperative that the issue be addressed internationally, at least at the European level. In the countries involved and in Europe as a whole, there is a lack of awareness (in the education system) of the structural level of sustainability, especially in relation to alternative economic concepts. A neoliberal perspective dominates, which is also pursued by politics and shifts responsibilities primarily to the private and individual level. The system based on growth appears to be basically without alternative.<< Objectives >>In the EcoGreen project, we want to focus on the economic policy level and thinking in alternatives in the context of education for sustainable development and make it accessible to teachers. For this purpose, principles of critical socio-economic education are to be combined with alternative concepts to growth-driven capitalism. This combination puts a different emphasis on education for sustainable development than is usually found in the school sector. We want to train teachers, and secondarily also students, in the field of economic policy, sustainability and alternative economic orders and ideas of prosperity, and thus enable both teachers and students to act as critically-active subjects in the context of sustainable economic policy. In the course of this, they will be enabled to think not only on the individual level but also on the socio-political level and to assess sustainability policy in all its complexity, but also its formability, and to be able to influence it through action. In order to give them another perspective, they should not only think within the logic of the current capitalist economic order, but also find space for alternative concepts (e.g. post-growth economy or de-growth). Another goal of the project is the transnational dissemination of the project idea. Educational concepts can generally only have a pan-European impact if they are conceived internationally and can be developed transnationally. In this way, it can be ensured that the materials are usable and can be used throughout Europe. The German perspective can benefit just as much from a Finnish or Polish perspective as vice versa, something in the perspective of using specific alternative energies. Therefore, the project is being applied for within the framework of Erasmus+.<< Implementation >>Within the framework of the project, we carry out numerous activities. First of all, teachers are actively involved in the project at various stages in order to evaluate our results, which increases the quality of the didactically demanding materials even more. At the same time, this step also serves to disseminate the project. In addition, a three-day learning-teaching-training activity is carried out, in which teachers and members of other educational institutions receive further training on the EcoGreen project topic. In addition, the project materials are tested with at least 300 students, evaluated and improved again. All activities thus contribute not only to dissemination, but also to the constant revision and improvement of the project results.The interactive platform that forms result 4 fits into this logic. There, teachers can upload their teaching results, attend events, network or exchange - moderated and closely monitored by the project team. Regular meetings take place at management level within the project consortium, supplemented by flexible online calls. This ensures an ideal working atmosphere. In addition, a dissemination plan is developed that defines how the project will be widely promoted. These measures are complemented by special multiplier events that directly address the target groups (teachers at vocational schools) and stakeholders (authorities, ministries, etc.).<< Results >>All results are closely related to each other and were developed by educational experts from theory and practice. Result 1 forms the didactically prepared factual basis for further training and lesson preparation for teachers. It is complemented by Result 2, which provides concrete teaching materials to meet the teachers' need for practical materials that can be used. The holistic complement to these materials is the workshop and self-learning opportunity for teachers in Outcome 3, within which teachers are trained in critical socio-economic education. Outcome 4 is to be understood as a deepening of the in-service training, within which the teachers gain the opportunity to exchange ideas, to carry on the project idea and to promote the sustainability of the project.PR1 Podcasts/Handbook for Teachers: Sustainability at the Economic Policy Level In the handbook, the basic features of capitalism and its tension with sustainability are presented, problems of European sustainable economic policy are discussed in a problem-oriented way, and alternative concepts to growth-driven capitalism that are currently under discussion are discussed. The podcasts translate the factual analysis into an accessible form for practical use. They act as a bridge between the factual analysis of the teachers' handbook and the teaching materials and can serve either as preparation for the teacher or for use in the classroom. PR2 Conception of practice materials and accompanying handbookThe practice materials are designed from the perspective of critical political education.The following preliminary thematic units are derived from feedback from the field and from the structure of the project:a) The capitalist economic order in the field of tension with sustainability b) Sustainability - not only I am responsible (influence of industry and business on climate policy)c) Strategies of business and industry in the context of sustainability (green washing, lobbying)d) Growth - is there another way to prosperity?e) Criticism and participation: How could the system be changed?PR3 Concept for teacher training (blended learning) with self-learning materialsIn general, there is still a great need for Education for Sustainable Development in teacher training. The in-service training should be developed especially for teachers of social sciences/politics and economics and should train teachers to initiate thought processes in learners with regard to alternative concepts of prosperity and future-oriented economic concepts. The further training consists of a total of three components: a presence part in workshop mode (2 days), an online course with self-learning materials with a final test (2 days). The product of this output is the conception of a didactically sophisticated structured CET for teachers at vocational schools, which takes into account the curricular requirements and the practical orientation. The overarching goal is to train teachers to enable students to optimally develop orientation competence in the area of sustainable economic policy. PR4 Platform for exchange and further education The platform should guarantee the positive external impact of the project and be designed interactively. The international platform will further strengthen the European perspective of the project and enhance the sustainability of the project results. Beyond that, however, the innovative platform functions as a constant product for visualising the project results and disseminating them. Products can be uploaded, partnerships established and peer consultations conducted there.

<< Background >>Vocational College Samiedu applied Erasmus KA1 project to ensure a possibility to improve students and staff members international skills and to achieve strategic goals of Samiedu to act as a work life developer in international business of the area. With help of this Erasmus project students and staff members have increased the international understanding, cultural skills and language skills.<< Objectives >>With this Erasmus project Samiedu wanted to enabling student and staff mobility, increasing the international experience and competence of students and staff, and supporting teachers' professional skills through international benchmarking<< Implementation >>Student, and staff mobility was carried out within the limits by the pandemic and travel restrictionn. Mobilities were implemented less than applied and than intended.<< Results >>The Corona pandemic affected the implementation of this project, mobility periods could only be completed during the last half of the year. Mobility volumes fell far from the target. The realized mobility focused on safety, with teachers accompanying almost all groups and some individual students. Another important goal of the teacher sessions was to benchmark their own profession.