The GBM 3 project is the next step in realizing the goals set out in the Development Plan and the Internationalization Strategy of the Gospodarska škola Čakovec. It contributes to the realization of the school's mission - to empower independent, responsible and happy young people enriched with knowledge, friendship and self-respect. The goals of the project are to increase the quality of teaching, greater professional theoretical and practical knowledge of students, cooperation with industry, cooperation with other educational institutions, equal opportunities for participation in the project, encouraging students with disabilities and students with fewer opportunities to integrate and to evaluate the knowledge and skills they acquired through the mobility.These goals were fully realized through the implementation of all approved mobilities, with additional mobilities financed by our own resources. In total, we realized 135 mobilities in all projected activities.Three APV mobilities for the purpose of organizing long-term mobilities, to which the project coordinator responsible for the organization of long-term mobility went.Sixteen long-term mobilities of students that had just graduated in duration of ten and twelve months. Eight students from the agriculture and veterinary sectors, five students from the transport sector and logistics and three students from the personal services sector. The long-term mobility prepared the participants for independent work in their profession, new professional knowledge and skills and increased their opportunities of finding a job as well as getting a better job.Ninety short-term mobilities, of which eighty-four were funded by the project and six were self-funded. The students were accompanied by eighteen teachers, thirteen of which were funded by the project and five by their own resources. Short-term mobilities included thirty-three students from the agriculture and veterinary sectors, twenty-four students from the transport and logistics sectors, twenty students from the personal services sector and thirteen students from the textile and leather sectors. Mobility was provided to those interested in all the professions in which we educate students. It makes us especially proud that we included nine students with disabilities and sixty-four students with fewer opportunities in the project. We have included such students not only in short-term but also in long-term mobilities.Mobilities have helped students to increase their professional, and most of all practical knowledge. They also contributed to better knowledge and use of foreign languages, independence in life and work, meeting new people and cultures, as well as teamwork.Eight teachers participated in professional development and teaching. Five teachers participated in the training, and three teachers participated in the teaching. The acquired knowledge and skills of these teachers contribute to the quality of teaching in our school and partner institutions.In the GBM3 project, Gospodarska škola Čakovec collaborated with seventeen partner institutions. Six partners are educational institutions, one is a non-profit organization, while the rest are from the business sector. We have already worked with eleven partners, while six are new partners. We have included four partners in the Erasmus + program.We have signed an MoU with all partners and in the recognition and evaluation of the acquired knowledge and skills we have used ECVET and Europass mobility certificates for all students.In addition to outbound mobility with international partners, we also organized inbound mobility for their students in Croatia. Through this activity we have merged with new domestic partners with whom we have not yet worked before.With the dissemination of the project, Gospodarska škola is additionally visible and often cited as an example of good practice. We actively shared our experiences with those in the county, the country and internationally.Along with other projects, this one is the driving wheel for the positive changes that are happening in our school.

"The theoretical superstructure for our project was the ""Rethinking Education"" Communiqué written by the Commission in 2012. It calls for restructuring the traditional school education, which is more related to the appropriation of theoretical knowledge and sets a stronger focus on competence-oriented and application-oriented knowledge. Students self-initiative, self-responsibility, creativity and entrepreneurial spirit are to be strengthened and developed.This communiqué was the reason for our project team, consisting of a total of seven vocational and general schools, to create an international company. We had already realized good joint experiences during our former ""Comenius"" cooperation on the topic ""Wine - a European Cultural Heritage"" and wanted to deepen the economic and entrepreneurial approach in our new project - also with regard to possible synergy effects through cooperation between the different school forms of our partners’ institutions.The apple is a widely used fruit in the whole of Europe and is therefore a low-threshold and easily accessible learning object for the project work with students. As an everyday commodity, the apple offers an ideal projection surface for more challenging thematic questions with a business-related relevance.We concentrated our activities on the production, marketing and distribution of apples and apple-based products. Each partner assumed certain tasks, which corresponded to the department of an international company. While we organized the assignment, we were aware that the chosen department was compatible with the respective school profile in order to build on the previous knowledge and inclinations of the pupils as well as on the one of our colleagues.As a farming-oriented vocational school, the Croatian partners, concentrated on cultivation, ennoblement and processing of different apple types. The Italian partner was responsible for the sales and distribution and put an online shop in the network, Greece became our IT department because the responsible project manager teaches this subject. The secondary high school in Vilnius turned out to be, thanks to its strong pedagogical profile in the field of visual and performing arts, our product and marketing specialist, being responsible for the artistic design of packaging, brand names and advertising of our apple products. The Polish team became our staff department concerned with selection criteria and processes as well as with staff’s health care. Our Portuguese partner school chose the role as research and development department, because of its longstanding cooperation with the University of Evora and the German team took over the administrative and documentation tasks and the general management.Thanks to this superstructure of an international company, the participating students, developed expertise in their respective field of activity and were able to pass on their appropriate business knowledge and entrepreneurial skills to the partners by using different methods: thematic work in mixed national groups, lectures, peer-teaching units, group puzzles, exhibitions and presentations of the work results. Our aim was to provide participants with basic business knowledge, a greater understanding of economic policy and professional competences in the field of marketing and consumer responsibility.They got insight in the working processes of a variety of small and medium-sized enterprises. A choice of different task assignments challenged their initiative, self-reliance and self-responsibility and encouraged innovative, independent, critical and creative thinking approaches.In addition, we brought the students into contact with potential regional employers. Project work in international teams and the time spent with caring host families gave them the opportunity to make friends with young people from other European countries, to reduce language barriers and prejudices, to find recognition outside the school framework and to broaden their cultural horizon. This applied in particular to the pupils from socially and financially disadvantaged families or to the ones having a migration background.The results of our project work include, e.g. our common project website, presentations, a check-list for company founders, self-designed packages, commercials, self-made apple products (bubble bath balls in our case), a list of criteria for the evaluation of science magazines for children, the creation of an online shop, an exhibition, as well as a role play about our future digitalized life with robots."

The Game Changers Project was born to meet the needs of Emilia Romagna school Principals, that are operating in a crucial period of changes in the Italian school system. The 107/2015 Law, the introduction of the National Plan for Digital Schools and the In-Service teacher Training Plan have focussed on the urge to innovate school practices to remain updated and answer effectively to key topics such as school dropouts, digital divide, learning results and future prospects for our students. The 21st century skills are unavoidable and so are the soft skills and the ways to reach them. The ability to work in team and to wield leadership in order to be able and manage the changes under way are at the core of the school Consortium planning. The objectives of the project are linked to the idea of the school Principal as the facilitator of the development of innovation as well as the driving force behind the change in education. The 26 selected school Principals came from both Primary and Secondary schools from all the 9 provinces of the region, with differing professional background and with schools set in various socio-economic contexts. They all shared curiosity, willingness to come into play and the certainty that schools of the future cannot be based on the old transmissive methods of teaching-learning. During their mobilities, that took place in 14 European countries (Spain, Portugal, France, Germany, Croatia, Austria,Roumania, Poland, Denmark, the Netherlands, Finland, Ireland, the UK and Malta) they had the opportunity to observe and compare different ways of educating, supported by innovative and flexible school environments. During their job shadowing activities abroad they have implemented their 'diverging' point of view in order to reintroduce in their territories their best experiences and establish new contacts, heralding future international collaborations. The most ambitious objective of the project, creating, through collaboration between the different levels of schools, a digital STEAM curriculum (Science, Technology, Engineering, Arts and Maths) has started from this experience and will go on. We can say that it is a 'work in progress', the basis of which have been set. The methodology used in carrying out the project has been practical and operational (learning by doing): besides visiting the partner schools, with a logbook/diary to fill in and a continuous feedback on the Padlet platform devoted to the project, some Principals have experienced direct class interactions, with exchanges concerning the cultural aspects related to the countries involved each time, and have taken part in topic moments in the hosting school, such as staff meetings, seminars, planning sessions. The outcomes are: 1. knowledge of the other European school systems, of innovative teaching methodologies and of effective organizational solutions put into practice in the schools visited, involving the use of ICT to leave aside the transmissive approach; 2. improvement of interpersonal competences for team work and the comparison with other Principals; acquisition of better language communicative competences to favour and consolidate internationalization; 3. direct comparison concerning ways and actions to arrange and use effectively some innovative learning environments; acquisition of ideas for a change, envisaging the planning and implementation of digital curricula;4. numerous new contacts, useful to start new projects. The impact witnesses a gradual change in the different schools, leading to a widespread teaching innovation for a better effectiveness of our school system.

With the Strategy of Internationalisation of Gospodarska škola and Action plan for 2019 we have predicted and planned 120 mobilities for students and 30 mobilities for staff, 10 of which would be professional development/teaching and 10 as accompanying teachers. With this application, we want to carry out these plans and contribute to achieving the principles of internationalisation. The first principle is professionalism. The mobility of students increases their professional and personal knowledge and skills. Twenty-one students who are finishing their education will take part in long-term mobilities as a part of Erasmus Pro activities. This activity aims to introduce students to labour market. During the six months period of the mobility, they will gain work experience in companies and they will be more competitive during employment. Five students will do a course for a Make-up artist while they are doing their professional practice in partner school. Students who will participate in mobilities are in the following professions: road traffic technician, agricultural technician, florist, gardener, hairdresser, and beautician. In addition, another 15 students who are finishing their education will participate in short-term mobilities as a preparation for future education on employment. They will all conduct their mobilities in companies. They will be introduced to 8-hour working day, get to know the work organisation, technologies that are being used in the company and they will practice working in teams. This will contribute to their higher chances of getting a job and their greater competitiveness in labour market. Those students are in the following professions: agricultural technician, road traffic technician, tailor, florist, florist assistant, and hairdresser. 86 short-term mobilities are planned for students of second, third and fourth grade. All the professions we have at school are included and therefore we have a larger number of groups of mobilities. Except for tailors and motor vehicle drivers who will do their professional practice in partner school in France and agricultural technicians who will do it in school in Novo Mesto, all the other students will do their practice in companies. Students participating in mobilities in partner schools will have a chance to do their practice in specialized practicums, which they do not have in our school (handling fork-lifter – motor vehicle drivers, cattle breeding – agricultural technicians, embroidery techniques- tailors). Students doing their practice in companies will get familiar with new methods of work and modern technologies, they will develop teamwork, responsibility, accuracy and they will improve their foreign language. This will all contribute to their professionalism and competitiveness on labour market. Staff mobilities are also from different areas. Two teachers will teach abroad: one teacher will teach about techniques of arranging the interior and a technical director from partner institution will come to our school and teach about entrepreneurship and new technologies of greenhouse production. 8 teachers will do their professional development in different sectors. 3 teachers from the sector of agriculture, 2 teachers from the traffic sector, 2 teachers from textile and leather sector and 1 teacher from personal services sector.Teachers will develop their knowledge in the area of botanics – tropical plants, agricultural entrepreneurship- viticulture, new techniques of flower arranging, new technologies in tailoring clothes, new methods of shoe modelling, new printing techniques in graphics, functioning of driving school and new ways of public transport organisation. Five teachers will go on an introductory meeting as a part of ErasmusPro activity and fifteen teachers will accompany students in their mobilities because we have lower-ability students, students who are underage or need help during mobilities. Whenever possible, teachers will not accompany students during their whole length of mobility.This project application is based on conducted surveys, which gave us insight into students’ and teachers’ interests. For ErasmusPro activity we had interviews with all potential participants and meetings with their parents. Before the survey, all the students were presented with the possibility to participate in mobilities during lessons with their form teachers, and their parents were informed about it on parent meetings. The staff was familiarized with all the possibilities on Teachers’ Council and Workers’ Council as well as through contact with future partners.We made sure to give the same opportunities to all professions in our school and to give chance to lower ability students because transparency and encouraging lower-ability students are parts of our strategy. All the mobilities of students will use ECVET, which has become our standard of acknowledging acquired skills. While choosing partners, we kept in mind the needs of our part

"The context of the project: The collaborators of Szegedi SZC Móravárosi Vocational School considered the analysis of the potential options regarding the development of the motivation toolbox between 2018-2020 within an international mobility project. Based on the analysis the school needed methodological reinforcement 1. motivating students in school targets, 2. strengthening teachers’ individual motivation, 3. arousing students’ motivation to participate in social events related their school. From our previous international project collaborator partners we enlisted the participants based on their professional background. The main criteria aimed to involve participants, who considered it challenging to motivate their students and they intended to extend their motivational knowledge and additional experience in this field. The project’s main goal was to share our knowledge and to encourage the partner institutes to collaborate through the presentation of good practices. Secondary schools were collaborating with the coordinator institute: the Icelandic Verkmenntaskoli Austurlands, the Norwegian Odda vidaregåande skule/ Odda upper secondary school, the Italian Istituto di Istruzione Superiore ""Roncalli"", the Croatian Gospodarska skola and the Slovenian Gimnazija Celje – Center. The Main steps of completing the project were outlined as follows. We planned the project for 24 months, but due to the global pandemic we worked on it for 36 months and in the meantime the partner institutions applied two main forms of work. 1. During the mobility they visited each other’s school to observe the motivational good practices of the host institute in order to gain additional experience. 2. Afterwards the collaborators participated in the activities of the mobility project. Each international meeting was followed n and they also gave a brief summary of dissemination for the collaborators involved in the project. The acquired theoretical knowledge was put into practical knowledge and applied directly in their institutes. In overall the effective good practices were integrated into the motivational methodological toolbox of the institute. Short description of the results: Partner institutes learnt about the international partners’ motivational good practices related to the students’ and teachers’ individual and community motivation. Reconsidering the motivation theme, having a general view of the system and thorough knowledge of the complex project the prevention of Burn-out syndrome was required. IIn relation to the contemporary motivation of the Students’ Union and the teachers’ individual motivation, students became more motivated in order to achieve better results in their studies, to be active participants of school life decreasing the number of school dropouts. Through international contacts, working together during mobility activities itself was motivating for the participants. We have seen that high school students and their teachers have the same problems in all participating countries. But we have also seen that solutions are found everywhere to deal with the problem, and mostly not the same methods, or the possibilities of applying was others. In this way we were able to learn new teaching methods from each other, such as the possibilities of experiential pedagogical training, the motivating effect of arts education, the role of school support staff in motivation.During our Erasmus+ KA2 project new common goals were formulated by the six European education institutions who planning and implementing this project. In the program, we found that developing learning motivation is in many cases impossible due to an initial hurdle, and that is addiction. Learning motivation of students with various addictions - alcohol, drugs, nicotine, food, digital devices, energy drinks – can’t be developed effectively, because in many cases, addiction takes a good portion of a learner’s capacity: time, energy, work ethic. Therefore, partners consider it essential to help their students with addictions in the fight against addictions, for this goal the six partner shools will make a new Erasmus+ project.Presentation of the short- and long-term effects of the project: On short-term as a result of the project: - The school management learnt new methods to prevent teachers’ burn-out and maintain their motivation, - the pedagogical motivational toolbox of the institute increased with an additional 15 methods, the motivational methodology of the Students’ Union increased with 5 new methods. At institutional level-the positive long-term effect of the project was the growing group cohesion and the standard of education of the city and the region. At social level the project contributes to reduce unemployment in long-terms assisting young people to find a job and start a family."