"The need to have unified IT programme for Lithuania, Latvia, Estonia, Poland, Spain and Portugal was noticed when partners of the project started to organize common international contests for IT students. Then turned out, that despite the fact, that vocational training institutions have the same called IT programme, curricula of that programme, teaching resources, subjects, number of hours are different. So, partners decided that it would easier to organize common events, to organize practices for students abroad, to share good experience, if all institutions would have the same innovative and unified teaching/learning programme for IT sector students.Project ""Let's unify IT"" was developed to create new, innovative and unified it teaching/learning IT programme for vocational training institutions in Lithuania, Latvia, Estonia, Poland, Spain and Portugal. Project partners: AEVA – ESCOLA PROFISSIONAL DE AVEIRO (Portugal), IES LA SÈNIA (Spain), VOCATIONAL EDUCATION COMPETENCE CENTRE “DAUGAVPILS TECHNICAL SCHOOL” (Latvia), Tallinn Polytechnic School (Estonia), Zespół Szkół nr 5 w Ełku (Poland) and Vilnius Vocational Training School or Railways and Business Services (Lithuania, project coordinator).The duration of the project was 24 months. During this period 4 international partner meetings were organized in order to share experience and agree on the main points of the intelectual output. Finally, the new vocational training programme, which has 20 modules, was created in English language and translated in Lithuanian, Latvian, Spanish, Portuguese and Estonian languages, What is important to mention is that ECVET is used in this unified IT programme. What is more, the developed unified IT programme is published on the Internet and is available for free. Therefore, all institutions, who is interested to work with this programme is very welcomed.After successfull realization of the project, teaching curricula in IT sector is renewed, the international internships for students to the project’s partners’ countries has become easier and the quality of the international exchange has improved. In the long-term, the project will have positive impact on making vocational training more popular as innovative vocational training programs make it more attractive and the possibility to gain experience abroad foster students motivation."

Erasmus+ projects represent a significant part of life and educational process in our school. Particularly, the work on the previous project entitled “Safe energy – Energy for the future” absorbed and positively affected our students and teachers. Their attitude to the environment and the effective usage of electricity has been definitely changed. That was the reason why we have decided to develop this topic in the follow-up project “Pure energy- Green solution for Europe”. Through the project activities, project outputs and the dissemination of the project ideas we pointed out that energy is one of the basic prerequisites for life. After careful consideration, we emphasized mainly an effective usage and eco-friendly generation of electric energy. We decided to deal with this theme to make all project participants understand, that this is a global issue and it is necessary to be solved globally. The important goal was to unify seven countries into a functional strategic partnership. Project partners collaborated and carried out project activities and project outputs all together. Our cooperation was held in the friendly atmosphere. We shared the great ideas that immediately became common and we created the project outputs. We achieved this goal by the mutual peer to peer learning and the exchange of good practice. The comparison of diverse renewable energy resources and various potentials how to save energy, the change of participants’ attitude to renewables and their efficient consumption were a further project objectives.7 secondary schools from 7 countries were involved. Schools from the Czech Republic, Slovenia, Estonia and Slovakia are vocational schools and partner schools from Bulgaria, Turkey and Greece are comprehensive schools. Students, who participated in the project, studied mostly in the field of IT and electrical engineering. Teachers were experts in science, electrical subjects, English language and IT technologies. All project activities were realized with the aim to raise the environmental awareness of all participants and spread the project ideas throughout all partner countries to the wide public. Short-term training activities of pupils were carried out simultaneously with the transnational meetings. Through these occasions we wanted to support synergy in the field of education, occupation, innovations and digitization of schooling. We endorsed the usage of IT technologies and improved literacy in science and subjects like mathematics and physics. Moreover, we increased students’ motivation to study English language. Mainly we were focused on these topics:energy efficiency, intelligent buildings.Going through these activities students with their pedagogues were searching for a common approach to solve all issues mentioned before. Students, who participated in the short term activities, produced various interactive teaching aids on the usage of clean energy or how to save electrical energy in households. Each participated school arranged “Low energy” days. Within these days participants behaved ecologically and they exactly saved electric energy. On the transnational level were carried out “Days of clean energy”and the activities were focused on the certain renewable energy resource water, solar radiation, wind, geothermal energy.Finally, we prepared, realized and produced methodical materials, energy test, digitized game, the brief guide how to save energy, workshops, excursions, the design and realization of the intelligent-smart house by using the Arduino assembly kit. All these outputs are summarized in the final project output-Vademecum. During the short term student activities carried out in partner schools pupils improved their communication and language skills. Their mentors and teachers conducted these activities and applied method CLIL. Pedagogues put to good use the nontraditional teaching methods during Low energy days and Days of clean energy,and project teaching methods to elaborate measurements obtained in Energy centre.Teachers had opportunity to exchange their knowledge and experiences and they sat up new innovative approaches in tuition. From a long-term perspective participants changed their attitude towards renewables and disseminated project ideas. We improved communication skills through the project activities.The mutual exchange of knowledge advanced the proficiency and general overview of all who were participated.In addition,the project endorsed the preparation and realization of plans for strategic cooperation. Project contributed to the enhancement of creativity and competitiveness among pupils from different educational systems and cultures. Project contributed to the exchange of general and technical knowledge and skills among students and teachers.They got acquainted with modern technologies, new educational methods and approaches.The project had a significant impact on the development of mutual dialogue and tolerance between different cultures.

In addition to the Council Final Declaration on EU 2020 Education and Training, it is aimed to reduce the failure rate of students in science and mathematics below 15% and to develop digital competences in EU 2020 Strategic Document. Together with our partner schools, we aim to reduce the failure rates in science and mathematics in our schools to 15% by integrating STEAM into our lessons and to create a core curriculum and English terminology that can be used in EU schools including STEAM.The aim of our project is to educate individuals who have 21st century skills and speak with the modern world, to make effective decisions, to take an active part in team work, to take initiative, to solve problems, to be confident, to cooperate, to communicate effectively A lifelong learning science, mathematics and technology literate individuals, who develop individual skills in digital skills and integrate these skills into their courses is to create a student profile.For this purpose, it is necessary to ensure that teachers in our partner schools, which are among our priorities, gain professional experience and gain experience.The education, training and learning activities of our project constitute the main basis of our project. The workshops, STEAM fairs and core curriculum design activities and English terminology to be used in STEAM studies are of great importance for our students, teachers and schools.All staff in our school complies with the eligibility criteria specified in the program guide.The students who will participate in the mobility of our project will be selected among volunteers, willing and motivated students who take an active role in STEAM studies in our schools and develop projects in this field. 6 international learning, STEAM-containing training activities, and virtual mobility with e-twinning prior to each project are the main framework of our project. In the virtual mobility meetings to be heldwith E-twinning, the issues related to cooperation, coordination and implementation of the project plan will be emphasized. Seminars, workshops, scientific discussions, brainstorming about the subject of the project in the education, teaching and learning movements will be organized and after having enough equipment about these subjects, STEAM fair in each country will be held in its own country,the methods of applying STEAM and the problems they face and the prominent situations will be discussed. In addition, issues related to the preparation, writing and dissemination of the e-book including STEAM activities will be discussed.The project will be attended by four teachers, a total of 120 teachers in each flow for 5 LTT, and will be active in the STEAM fair to be held in line with international learning-teaching activities, in the workshops and in the EU dimension for the preparation of the core curriculum, lesson plans and ebook. A total of 36 students and 12 teachers will participate in the last LTT including 6 students and 2 teacher attendants. The student age group to participate in the last LTT activity is between 14-18.After the mobilities, the participants will be given the Europass Mobility Certificate, which can be used at national and international level with the competencies they have acquired.The main methodology of our project will be project-based learning, learning by doing, training workshop, theoretical or practical training.The methods of our dissemination activities are seminars, workshops,meetings,information, science fairs and STEAM fairs. In addition, the capacity increase method, output-oriented products, innovative products to be transferred are among our methods.In terms of project output; we aim to increase the number of science, mathematics and technology literate students in our schools with the seminars and workshops that will increase and develop the motivations of the participants. Thanks to the STEAM core curriculum and event book that can be used in schools in all European countries, science, technology, design, art and mathematics lessons are expected to be taught in a more creative, educational and fun way. Thus, students' interests and attitudes towards science and mathematics will increase. In the whole of our school, sustainable, effective, professional projects in European quality will be developed and will be modeled to other educational institutions.For the dissemination of our project, e-twinning project will be made with our partner schools and shared on twinspace. In addition, our partner schools will perform project work, painting, digital story competitions, poetry and singing on the same day within the scope of the European Day activities which are celebrated within the first ten days of every May. Each partner school will contribute to the dissemination of our project by organizing science festivals. We intend to share our project with teachers, students, parents, teachers in other schools, local people, NGOs and all other relevant people.

The main goal of the EDUTECH project is to increase number of primary and secondary school pupils/students interested with an education oriented to technological area. It means strengthening of their potential as future candidates to work market technologically oriented. The development of modern technological society and the creation of a global market with a large flow of human capital caused that the most expected professions on the market are engineers and technology specialists. The increase in the number of people undertaking education in technical area, and the increase of quality of graduates leaving both, secondary school and the university depends on the initial age of interests in technical aspects and the way which young person started their interests in the area of technics. Encouraging students to learn technically oriented knowledge at an early stage is very important, as the area is considered as difficult and extensive. So, it is necessary to develop appropriate tools and methods of education at the first (elementary) level of education and its further development during the second stage of education (in order to intensify technical education). One of the most efficient method to learn technics is method of experiments, which can be successfully applied at schools located in vicinity of high technical schools and universities, based on the cooperation between school and university in order to encourage students to explore issues of technics. Unfortunately, the potential of cooperation is usually unused, and the cooperation between schools and universities is realized only in a limited range. The main task planned for realization under the project is exchange of good practices between schools located in different parts of Europe and representing different level of education (primary, secondary). The good practices refers to the form and range of cooperation between school and university. So, the project is realized by the school partners located in the vicinity of academic units and cooperating with those academic partners at different levels. It allows to compare the cooperation and appoint the best and the most effective forms of cooperation between school and university, and spread the results between project partners. In order to ensure the long-term and widespread results of the project, the cooperation includes exchange of good practices by exchange and learning of groups of pupils/students, but also education (by short intensive courses) groups of teachers. The courses for teacher are planned for realization by the people from academic partners involved in popularization of science. In this way new competences and skills acquired by teachers will be released to much larger group of pupils (involving in the project indirectly). The project includes also some activities of dissemination of results between people and institutions not involved in its realization. The project results resulting from exchange of good practices i.e. methods of cooperation between schools and universities will be spread between neighbor schools and local society (e.g. NGOs). So, the project will influence not only on the partner organizations, but on a wide range of recipients. The positive results of project realization will influence on the number of people starting vocational education in technical range, and after that supplying the labor market as a specialists expected by the industry. Simultaneously, early starting education in technical areas causes that pupils/students will be better prepared (educated) for technical education at higher level, so they will achieve better results of education, and finally they will be more competitive specialists at the global market. The second important aspect of project realization is propagation between pupils/students and teachers aspects of internationalization and its meaning, what influences for the open mind for other societies, cultures, languages, traditions. Such an approach is very important in modern global world. Creating such attitudes from an early age will allow these people to enter into adult life with greater flexibility, openness to new challenges, mobility and ability to find compromises in a diverse (socially or culturally) team or environment. For those reasons the project pay attention to include for international exchange pupils and students (of secondary schools) different in respect of social and economic position and with different preferences in education. In case of difficult personal situations different method of personal support are planned. It allows to take part in the project also for people with difficult situation. Summarizing, the project will allow the exchange of good practices between partners to develop such practices that will influence the social attitudes of long-term students, tailored to the needs of the contemporary labor market and society.

Our project came about following a survey carried out by the local Youth Trust on the Isle of Wight into the trends among young people concerning their mental health and their awareness of the support organisations available to them. The alarming results identified that over half those surveyed had at some time received a threatening or nasty message via social media. Furthermore, over a quarter did not feel comfortable with their gender and three-quarters had witnessed bullying with 58% having been bullied. Almost a third had self-harmed and a further 40% had considered it. A third had a poor image of themselves and did not feel positive about the future while over a quarter had sought help from medical professionals. Awareness of where to go for help was low. This inspired further research into this increasing issue.In the survey, teachers were identified as the people students would turn to if they could not find support among their families. Therefore we decided that teacher training had to be an essential element of our project in order to equip teachers and support staff with the necessary skills to support their students. We hope this will make students with mental health issues feel more involved in college like and in turn will prevent early leaving and under achievement. We have also recognised that students’ peers have a role to play in supporting each other and students with problems will sometimes prefer to open up to them rather than an adult or person in authority. Therefore we aim to train students to become mental health ambassadors to support their peers.Our 6 objectives are:-Identify the key triggers for mental health issues in young people aged 15+ -Recognise how and why these issues manifest themselves in young people.-Compare data concerning the triggers and how they manifest themselves across partner institutions.-Equip teachers and other school and college staff with the tools to recognise vulnerable students and advise them how and when to seek help.-Develop student ambassadors to work with their peers to help them to recognise the issues and challenges that face them and discover the mechanisms which might help them to address these challenges the best.-Develop a range of materials and resources for teachers, staff and students to use to help young people overcome these issues and early leaving.We are 6 partners from the UK, Norway, Greece, Estonia, France and Italy and our project begins with research into national and local data available on mental health issues among young people and support organisations available which we will then compare to gain a Europe-wide picture. Partners will survey 50-100 students to identify a pilot group of 5-10 students with issues and potentially at risk of early leaving and/or underachievement. They will then select 2 staff per school/college to undergo training in mental health issues. These staff will train a minimum further 3 staff in their institution and these will work with the pilot group to provide guidance and support. In year 2 each partner will select 10 student ambassadors who will receive similar training in order to work with a second pilot group. They will also develop resources to augment this support including a helpline, videos to be shared on social media and a performance. A further group of 10 students comprised of ambassadors and members of the pilot group will attend a Mind over Matter event in Italy where they will share their findings and perfect their resources. Ultimately our findings and resources will be shared via an ebook and our eTwinning platform.We envisage that our project will impact upon young people with mental health issues by creating a close network of staff and students they trust who can provide help. This will further impact upon staff’s and students’ confidence to support people with mental health issues both in school/college and outside. We foresee that this project might prevent some students from leaving education early and underachieving. In the longer term the findings will be shared with other educational establishments globally and partners will be able to continue to train other staff locally and nationally thus raising the profile of their institution. This could include employer training, thus impacting on local businesses making them more tolerant towards applicants and employees with mental health issues and increasing productivity.