Over the past two years, our national mobility consortium Zealand Learning Mobility has implemented ZLM17. During this period we sent 157 people (97 pupils, 6 accompanying teachers, 52 staff mobility and 2 teacher mobility).As described in the application, the project has helped to manage:1. Our students and staff's international outlook and knowledge, linguistic skills and intercultural competences through their participation in educational stays abroad, which enable them to act in an educational sector and in a labor market with an ever-increasing degree of internationalization. 2. Quality assurance of educational stays abroad through a deeper integration of ECVET 3. The international relations of our institutions and collaborate with other European schools, companies and social partners through the rollout of ECVET, as we will jointly develop new procedures to ensure the transparency, validation and recognition of learning outcomes. educational stays abroad.Among the participants there was great satisfaction with the quality of the mobilities, cf. the participant reports.In order to ensure the greatest possible realization of the project budget, a number of different actions have been taken. During the project period, we added two new national sending partners - EUC Syd and SOSU H, and that we were granted an additional grant, as there was a need for a larger number of employee mobility than we were originally granted.Despite the efforts described above, unfortunately, it has not been possible to realize more than 80.32% of the budget, this is mainly due to the fact that some partners in the consortium have had organizational changes or replacements on the post as international coordinator. So while a few of the consortium's members (ZBC and CELF) have been paying extra attention and the addition of new national broadcast partners, it was not enough to secure a higher budget realization. Finally, a larger CELF's flow was unfortunately placed in our 2018 project due to a misunderstanding, which could have contributed to a greater budget realization.Overall, the project has been a success, and support has continued to continue the international work at all the schools in the consortium.

Students are digital natives and will use all forms of modern technologies to share, collaborate and promote their 21st century slant on preservation and yet innovation related to the project. 'Eco' is a much over used prefix, as are the terms 'reusing' and 'recycling' but these are often misunderstood. The project will use as its fundamental principle the prefix 'R€' to create activities beyond simplistic recycling. National and cultural idenities blur on many of the digital forums and many students dismiss or ignore the familiar in their search for the trans-world teen culture. To be responsible citizens students need to start by R€appraising their own environment and culture then R€discovering the heritage and principles that these are built on before sharing this with their colleagues and creating collaborative work. The students are the driving force of any project and their enthusiasm and imagination will take the project in many and diverse ways. To have responsible European Citizens does not happen in a vacuum and this project will expose all the students and staff to a large variety of other cultures to support their transition in to the global environment beyond the boundaries of their educational establishments.Responsibility starts at the very local level of our own immediate environment and the need to be aware of making maximum use of resources. Many of us only think of used materials from food and beverages as the basis for R€use but within each country the local environments show the ingenuity of our ancestors at R€inventing and R€juvenating existing buildings or structure which has carried onto the present day i.e. churches converted to flats and restaurants. This project will look at how these R€ projects have occurred and the entrepreneurial companies and individuals who have been responsible and the skill sets required to be involved in this type of activities whether in the work place or the voluntary sector. The range of partners spans institutions from the general secondary education through to colleges preparing students for the world of work and all will bring and share their skills and use literacy and numeracy to present their findings. Not only will they improve these skills but also by sharing information across the diverse socio-economic groups it will will enhance their skills under the health and well being umbrellaStudents will present and share their work on web sites, etwinning portal and blogs as well as at face to face meetings to build up an interesting resource based in their voyage of discovery. This basic outline is fluid and flexible enough to respond to issues raised by all the partner students and allow them to follow these strands to a conclusion.

"This report for Zealand Learning Mobility (ZLM) 2018 should be entitled ""In the middle of a Corona era"". However, our consortium has succeeded in carrying out our project most satisfactorily, and despite the closure of Europe, we have succeeded in realizing 93% of our funding. This can be mainly attributed to the fact that our ErasmusPro students have been able to lift a significantly larger part of the project than planned in the application both in numerical number and the length of their stay.In the project, we have completed a total of 166 mobiles, of which 125 short mobiles with an average duration of 13 days, 16 ErasmusPro broadcasts with an average duration of 142 days and 24 employee mobiles with an average duration of 3 days.At the end of the project, the consortium behind ZLM18 is still composed of 5 business schools from Region Zealand, which have already completed and are still completing mobility projects together.In the project, we built on the experiences that the consortium has gained since 2014. The collaboration in the consortium has strengthened the incentive to get more students and staff on mobility courses, and thereby the project, as described in the application has helped to strengthen:1. Our students' and staff's international outlook and knowledge, language skills and intercultural competencies through their participation in training stays abroad, which enables them to act in an education sector and in a labor market with an increasing degree of internationalization.2. Quality assurance of study stays abroad through a deeper integration of ECVET3. The international relations of our institutions and cooperation with other European schools, companies and social partners through the roll-out of ECVET, as we must jointly develop new procedures that ensure the transparency, validation and recognition of learning outcomes in connection with. educational stays abroad. The project have therefore contributed to the fulfilment of the consortium's strategic objectives, as described in our European Development Plan, and at the same time contribute to the realization of those objectives in the ERASMUS + program. To ensure maximum learning outcomes, the consortium has decided to apply the ECVET principles and Europass mobility certificates to student mobility. The consortium has established a common website for the consortium, where all mobilities will be documented and where the participants' experiences will be shared."

"The purpose of this Erasmus project is to strengthen leadership among European youth. We believe that by training our youth in leadership skills we are encouraging them to develop skills and competencies that will lead to improved perfomances, goal achievement, increased learning and personal satisfaction. We believe that with the changing of markets and demands, our youth has to develop leadership skills so they can become active citizens who contribute to the development of the European community. In developing leadership skills within our youth we will increase the skills, knowledge and value of our youth. This partnership also views this Erasmus project as one of the most important developmental tools our students can take advantage of during his/her lifetime. The project intend to make a in difference in challenges we've pointed out in our objectives; such as social inclusion and early school leaving(drop out). These are common problems in schools all over Europe and important to do something about. The leadership skills will be learned through the different activities such as; project logo and mascot contest, making a shared web site,designing, a Facebook page, making a handbook ""How to become a leader"", making news letters,doing charity for students with low socio economic situation, theatre play,interviews with local leaders, organizing international dance festival and international food festival, hold an international short film competition, making posters and brochures of the project, visiting elders and meeting their emotional needs, writing articles about famous leaders and preparing presentations of partner schools and regions. There will also be elected ""most involved in the project"" student of the year"". The methology used to carry out the project is learning about leadership skills through intergrating specific leadership skills in the following the ways; - Mathematics: collecting data and creating charts, statistics, tests and comparisons between school's results in workshop feedback. - Computer science: using IT resources so students can learn how to create a blog, how to update the newsletters, introduction of online file sharing. - Language(English): writing texts for newsletter and /or blog, writing feedback on country visits, creating posters with text that explains program. Communicating with students from other countries in English. - Art: creating work related to this project such as: mascot,project logo, posters to be displayed in school' hallways, illustrations for newsletter and blog. - Music: arranging dance competicions. - Graphics and photography: students will make use of these basic skills to create short films and photo contest. - Theatre: in order to act in the play, the students will develop roling skills - Risk- taking: in competicions such as cookery and sports, they will learn to take risks. - Decicion - making: in competitions they will learn to make decicions. The skills learned through leadership training will have life long effect on the life of our students, hence these skills will be applied in the classroom, in afte school programs, in unviversity settings and in the work force. This partnership is established of following countries; Portugal, Romania, Spain, Turkey, Italy and Norway. The organisations are especially specialized in secondary and upper secondary level education and vocational training. The long term benefits is that the students will develop long term leadership skills that they can make use of long after the project is finished. In this way the students who has participated in the project will strenghten their competences and grow up to be selfprovided and confident adults who will bring positive things to the community around them. The results and impact of this project will hopefully bring better opportunities for the students who has been involved and motivate them to better themselves and beeing active and positive participators in their communities. This can be an inspiration to newer generations as well."

"The title of the project ""EUthopia: Using Memories to Construct the Future of Europe"" provides the main idea of the project - we have to learn about the past of our countries, about the time when the EU was formed to construct the future of the EU. Every generation should be aware of the ideals behind the concept of the EU to fight the upcoming populist ideas and to construct the vision of the future of the EU. The project aims at one of the EU priorities: open education and innovative practices in a digital era, including civic engagement and responsible citizenship, creativity and culture, as well as ICT - new technologies and digital competences. During the first year of our project partner schools will explore the history of their particular countries by interviewing elderly people about their life in the 1950s- 1970ies. The interview questions will be similar in all the countries, interviews will be videotaped and texts will be translated into English. The output will be uploaded onto the eTwinning platform and it will be presented to the local communities. Students and teachers will learn about debate skills. And one of the activities included in the project is organizing debates, as well as panel discussions and a conference. Students will develop empathy towards older generations and other cultures. In addition, they will develop communication and management skills. During the second year the focus will be on constructing the future of Europe. Students under the guidance of teachers will work creatively to visualize the development of Europe. The tangible output of this stage will be a travelling exhibition, thus the results will be available to the local communities. Another output that will have a longer lifecycle is a virtual textbook that will compile the materials worked out by the participants. One of the important and innovative elements of this project lies on long-term mobilities, which will take an essential role in giving EUthopia its desired European dimension by extending face-to-face collaboration throughout the funded time of the project. Our project will also benefit from the European sharing platforms like eTwinning, SEG and will provide all participants with the mobility document EuroPass. The following objectives have been set forward:-teachers will develop their professional skills and competences.Teachers involved in the project will share experience in inclusive teaching and self-directed learning or independent learning. The knowledge and skills acquired will be presented to the respective school community, as well as to professional associations of teachers. Thus, the best teaching-learning practices will be shared internationally (Open education and innovative practices).- students will improve their foreign language skills, IT skills, and communication skills through European perspective.Students directly involved in the project activities will improve basically their English, but also Italian, Spanish, and German skills as they will have to communicate in English with all the partners via the Internet and face-to-face during international meetings. There will be some long-term exchanges and these students will improve their language skills in those particular countries. Moreover, a much bigger number of students will have a possibility of improving their foreign language skills because project activities will be integrated into school everyday routine. As for IT skills, students will present interviews, textbook, expositions in a virtual form (ICT - new technologies - digital competences). - local communities will learn more about particular EU partner countries. Students will tackle such issues as stereotypes, populism, gender equality, plastic pollution, closing generation gap by interviewing their grandparents; creating video interviews and expositions; learning to debate (Civic engagement / responsible citizenship)Students will learn about culture by creating a role play on a particular topic; participating in a drama performance (Creativity and culture)In conclusion it should be mentioned that the project will have a great impact on the local and international level. Students and teachers will have gained new knowledge and developed their skills and competences. The expected tangible results of the project: virtual textbook, video interviews, travelling exposition will ensure dissemination and sustainability of the project."