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.

"The main aim of the presented project, ""practice - teacher of life "", was to increase a connection of the theoretical study of the students of Spojená škola Tvrdošín with the practical work in Job Training Centre of the Polish vocational technical school Zespól szkoły Walerego Goetla in Sucha Beskidzka. Our school has difficulty to provide a practice for the students due to an absence of the companies which focus on a similar manufacturing production. Although some companies agree with practising our students many of them have no real interest in their professional and career development. Within the social skills we want to achieve the students and accompanying teachers to get to know the new education system and new labor market and in the future they will not be afraid of travelling for work outside the residence. There werw two partners in the project: Spojená škola Tvrdošín as the sending organization and Zespól szkoł Walerego Goetla in Sucha Beskidzka as the host organization whose representatives expressed their agreement. Host organization created suitable working conditions for the target group in accordance with their learning orientation. the students used modern technical equipments which unfortunately our school doesn´t own. The specific aims of the project were: • to get practical skills and experience in areas related to their specialization, • to deepen a practical knowledge about CNC programming • to create a process for the production of parts and their assembly into a functional unit, • to form components in parametric CAD / CAM system , • to generate drawing documentation, • to deepen practical knowledge about the construction of PC • to design and implement network connections, • to get new knowledge about PC simulation. The added value of the projects for the pupils and teachers was: 1. the cultural dimension of mobility, getting to know the history, culture and present of the Republic of Poland, Malopolish dukedom - Slovak border region. 2. strengthening of the European cohesion by the participants´experience of the social problems similarities of the two EU countries despite their different cultures. We have a long-term cooperation with our project partners in the field of sport activities - Memorial of Jan Durec - volleyball tournament. By this projects we would like to cooperate also in the field of technical education. In December 2016 the headmistress of our school and project coordinators visited personally the host Polish school to acquaint with the equipment and capabilities of the school and the center of its practical training. There was a mobility within the project – 21/05/2018-03/06/2018. The project target group was made up of 21 pupils, all boys aged 16 to 17 from the Orava region: 7 students - studying programme Mechatronics, 7 students - studying programme Computer networks and communication technology and 7 students - studying programme Technical lyceum – informatics orientation. The students come from the villages which are near the towns Tvrdošín and Námestovo. The criterion in the selection of the students was not only their academic performance, but also the effort to learn, self-discipline and their degree of personal motivation. They werw accompanied by two teachers of vocational subjects. The participants have received a certificate of education from the receiving organization and a headmistress decision about the recognition of professional experience from the sending organization. In addition, students have received the Europass Mobility. By the project we want to make vocational education and training more attractive in our region and in Slovakia, improve its image, attractiveness and promote Erasmus Plus programme and its importance in VET. The purpose of the proposed project was not only to get funding but achieve a lasting change, start other meaningful longer-term activities which will contribute to the linking of theory with practice at our school."

<< Background >>Motivated by the overwhelming positive feedback on previous projects achievements that gave blind and visually impaired people access to museums (partner Economica) or to architecture using 3D technology (partner Trnka), we decided to explore and address the needs of a particularly vulnerable group – blind and visually impaired children. Communication with school teachers from four countries in preparation of the project made the need for adequate teaching tools as well as the desire to benefit from common transnational efforts highly evident. The “TaTaBook” project will address the special needs of blind and visually impaired pupils for comprehensive, knowledge-transferring and fun-to-use learning materials by developing tailor-made 3D-based teaching tools supplemented with audio and online learning contents. Their development is a highly interactive process between schools from all countries and engages professionals in all relevant fields – 3D, IT, didactics, natural sciences, science communication. Most importantly, the final beneficiaries – teachers and children – take part in tool development by testing and commenting on intermediate prototypes. Moreover, the participating teachers will not only receive innovative learning materials and methods, but also gain competencies in 3D printing and become interconnected through a dedicated platform for knowledge exchange to encourage further cooperation and exchange.<< Objectives >>We want to set the critical steps that foster a better inclusion of blind and visually impaired children. By supporting teachers with strongly-needed tools, by expanding their digital competencies and by interconnecting them with colleagues abroad who are facing similar challenges, the project aims to strengthen international cooperation between schools with visually impaired and blind people to increase the international cooperation as well as the exchange of knowledge and experiences. We want to make both teaching and learning more enjoyable and fruitful and let children experience and further develop their superior tactile abilities that are among others demanded in their private and professional future, e.g. in the medical field for sensing early-stage cancer tissue.<< Implementation >>We will implement a set of activities, including five transnational meetings that focus on specific result-related topics (e.g. 3D printing, learning contents, etc.). One workshop, which will be coupled with a transnational project meeting, will give an introduction to 3D-printing. Four more workshops (learning and teaching activities) focusing on the target group – teachers of visually impaired pupils – specific development of the teaching contents will take place – one in each school. Finally, the results will be presented in the multiplier event in Vienna at the end of the project. Here the final results (microlearnings, TaTaBook and platform) will be presented to invited representative from target groups and beneficiaries, i.e. teachers and pupils.<< Results >>There are four types of project results: 1) the innovative teaching tools for teachers, i.e. learning materials for blind and (primarily though not exclusively) visually impaired children, 2) in the format of a talking, tactile “book”, 3) the corresponding learning content which will be supported by online micro-learning materials, that are accessible via a platform (which additionally serves to exchange 3D-printing plans, audio files, microlearning contents and day-to-day communication between partners, and 4) a comprehensive report about the lessons learned in the project, which will also be available on the platform for the public (especially for schools that are not part of the project but are interested in the project results). In order to facilitate ongoing cooperation and dissemination, the exchange platform will in the end represent a freely accessible database of teaching topics and subjects. In preparation of the project, participating schools already decided on 4 topics (orientation & mobility, the human body, the journey of Magellan, and geology). For these topics respective teaching contents will be elaborated. Importantly, the outcomes will be strictly tailor-made, since development of learning contents and ways of presentation as tactile book happens in an interactive way. More precisely, input and feedback from teachers and children will be collected at a regular basis. Not only will these contents imply the design of the respective tactile teaching book, but also the selection of additional materials that – where appropriate - support the children's perception, enabling a more explorative learning process, e.g. through addressing their olfactory sense. In the end there will be 4 different tactile books – each with a specific topic, but available as own copy to each participating project partner. These books will be produced via 3D printing as on the one hand this allows a more detailed presentation of topics (detailed, refined surface features) and on the other hand facilitates dissemination and reproduction. Importantly, although the same “hardware” (tactile book) materials are being used for all age groups, audio description and additional materials may vary, depending on age and level of knowledge. Further, the project outcomes encompass: an overall improvement in the education of blind and visually impaired children that strongly promotes their social inclusion and raises their self-esteem; long-lasting teaching competencies that complement current curricula and that make schools and teachers keep pace with novel opportunities arising from digital transformation; a better-connected international community whose individual endeavours on helping blind and visually impaired ones become mutually beneficial and more efficient.

The project traveled 44 pupils at the school at seventeen mobility to 6 partner schools. We sent one student to another long-term placement in partner schools. In this school he graduated from the school management job shadowing. The structure of pupils and teachers were as follows:Slovakia, the United School Detva:7 mechanic fitterGermany, Jena IB:2 mechanics equipment 3 machine mechanics, tool-2Germany, Jena UAG:Adjusting mechanics 2, 3 machinist, tool-2France lycée Ampère Vendôme:5 operators timber and furniture manufacturing, 3 carpentersSpain, Centro Integrado de Formación Profesional Virgen de Gracia Puertollano:8 mechanic fitterSpain, Centro Integrado de Formación Profesional Someso A Coruña:1 student field machinery and equipment mechanic, headmaster and his deputyItaly, Istituto Superiore E. Mattei Fiorenzuola d'Arda:6 mechanic fitter, one mechanic machineryUnits of learning outcomes based on our school curricula and the National Qualifications Framework. Created in cooperation with partner organizations. Students perform the following units of learning outcomes:Machinery and equipment mechanic:Measurement and inspection of linear dimensions, geometric shapes, relative positions of elements and the surface quality (66 hours)Orientation in technical standards and technical documentation (20 days)Setup and operation of the product by the user (21 days)Checking and performing functional testing of machines, equipment and production lines (21 days)Mechanic fitter:Measurement and inspection of dimensions, geometric shapes, relative positions of elements and the surface quality (66 hours)Operator of timber and furniture making, carpenter:The choice of materials, processes, tools, machinery and equipment and organization of work (66 hours)Mechanic:Production of simple parts on conventional types of machine tools (66 hours)toolmaker:Selecting the workflow, needed tools, aids and auxiliary materials for carrying out the tool-, cutlery and engraving operations (66 hours)machinistToolholder, semi-finished workpiece, and the alignment of their position on various types of lathes and boring (66 hours)The content of job shadowing for directors was to compare the systems of Spanish and Czech schools and transferring knowledge to run our schools in the areas of:educational programs teaching methodsICT skillsmethods of teaching foreign languagesfluctuations pupilsassessment of pupilsinclusionCooperation with parentsDeputy Director had the following program:material equipment of schoolsacquisition of investmentsschool funding system determining wagesmotivation of employeescooperation with companiesThe project fulfilled our defined objectives. Units of learning outcomes have been duly verified. Students working on analogue machines on which they are accustomed. After the language has been a significant shift especially in the field of terminology. Mutual exchange of technical documentation spread portfolio school. During the project held a two-week internship students Slovak schools, three-month internship at the school in Puertollano, month internship students from the Italian school and a three-week internship students from the French school. Our partners are permanent, certificates created personal ties here.The following project will be analogous, it is long-term assets present 5 courses and 5 teachers embark on job shadowing.

"The United School, in cooperation with the National Agency of the Erasmus + program, implemented the mobility part in July 2018Improving Teachers' Competencies, allowing 4 English teachers to take place in structured courses in Cambridge, UK. The mobility period was 14 days and runs from 01/07/2018 to 14/07/2018 From the partner school's offer, we have selected 4 courses that meet the needs and objectives of the school. According to the needs of the school and the professional orientation of the course participants we have chosen the following courses: - Contemporary English - Creativity in the Classroom - Bringing British Culture to Life - Pronunciation and Storytelling: From Phonemes to Fluency with Adrian Underhill The courses were aimed at acquiring practical skills and methods in teaching English. The main aim of this project was to raise the level of English language teaching at our school, to learn and learn new methods and approaches in English language learning, to learn and authentically experience the UK language, culture, education, history and lifestyle. We have strengthened and improved the language training of our employees and subsequently of our pupils. We have already seen the first results in the form of success at the regional round of the Olympics in English In the period following the implementation of new approaches and methods in teaching, we expected an increase in pupil mobility and pupil motivation for learning English, increasing pupil confidence, improving their adaptability in a foreign environment, increasing their need for self-realization and self-development, increasing interest in travel and increasingly attractiveness schools for future students / teachers / guides.The decision to engage in a mobility project has proved to be a very wise step. The acquired skills will be used by teachers in the educational process and new update and innovation tools have been incorporated into the School Curriculum. One particular example was the inclusion of the From Phonemes to Fluency method in the second year of Lesson 7 of Aesop's Fables. Each lesson begins with a One Fable, where students apply the principles of fluent speech (course: Pronunciation and Storytelling: From Phonemes to Fluency with Adrian Underhill)The satisfaction of the participating teachers is revealed by their own statements. Teacher A. Labay evaluated the benefits of mobility in this area: ""Since we were a group that consisted of participants from different countries, we could share with each other how English is taught in different parts of the world and under different conditions. It broadened my horizons considerably.""Z. Výbošťoková: ""I am grateful that I could experience the way A. Underhill teaches. It is a new approach to the teaching process.""M. Priščáková: ""A great benefit was the environment where teachers from different continents met and shared their experiences and problems. We could see that despite the different conditions we have the same problems as teachers.""The participants shared their experiences during the meetings of subject committees and presented selected methods through open hours."