The partnership project, Give New Life to Environmental and Cultural Heritage: revitalisation of parks, undeveloped urban and rural areas, was implemented by six partner organisations from Poland, Italy, Portugal, Estonia and France. There were three VET schools and three NGOs related to education and training in the field of space planning, management and maintenance. We worked against the pandemic, adapting to new conditions and surprising situations. The project was coordinated by the Association for Agriculture and Forestry Education EUROPEA Poland, and the partnership consisted of highly internationalised organisations with an established track record, who supported those just starting out with their experience.Our activities met the training needs of the professional staff of the schools and their pupils. After three years of the project, our goal of increasing competence in the field of spatial development, or revitalisation, has been achieved. We’ve seen a delightful and constant growth of similar activities, seeming to acknowledge that the world has noticed a need to live in harmony with the space in which one lives and functions. Now, with 85% of the population living in cities and metropolitan areas, many residents are increasingly desperate to find places that encourage relaxation, meditation and share responsibility for the planet simultaneously.The regeneration sector of parks, and undeveloped urban and rural areas, is an important driver of economic and social development. Our consortium has gathered the best practices and made strong efforts to develop innovative training tools to support VET professionals to be better and more effective in what they do in both formal, and especially informal, education with their students or employees. Note that the informal education element is being increasingly used in a growing employment sector, such as regeneration, which we promote as “giving new life to natural and cultural heritage.” The aim of the project was to collect and transmit information about places in need of regeneration, to share best practices in the project partners' countries and across Europe, to develop innovative tools for VET professionals and pupils/students, and to stimulate the professional development of VET teachers, trainers and mentors. In this way, the project contributed to the development of VET in the partner countries and Europe, and it supported the social and educational value of European cultural heritage. Schools from regions with green areas in need of development or revitalisation, e.g. after natural disasters, abandoned areas, were invited to join the project. Around 300 people were directly involved in the project, and the dissemination activities covered a group several times larger. Special attention was paid to the inclusion of people with fewer opportunities. Partners held four international meetings and two short-term staff training sessions. There were a total of seven online meetings. Each partner organised dissemination and promotional events and carried out local activities.The main products of the project were an E-book and a set of virtual lessons/tutorials. These tools can be used by staff, trainers, students, associated partners and other stakeholders. The materials use both formal and informal education methods. This will disseminate informal competences in VET teaching and among people interested in or responsible for the space, who will develop competences for understanding regeneration as a landscape of memory, myth, freedom, expression and cultural embeddedness, embedded in sustainable development.Participants of the events learned about native and other experiences of natural and cultural heritage. As a VET partnership we developed competencies in teaching techniques, living lab approaches and project work methods. The three-year cooperation sparked creativity, new contacts were made, we worked in an international environment, and we improved our communication and cooperation skills.The pandemic certainly tested project management skills and improved crisis management competences. The visible effect, at both a local and national level, is to inspire more people of all ages to protect cultural and natural heritage. The project activities involved staff, pupils and local authorities, not only those professionally linked to vocational training. The project motivated people to take action based on the project’s results.The desired effect at a national, regional and European level is to increase both formal and informal learning, and to support vocational education and training. A potential long-term benefit is that we have created long-term transnational networks of organisations involved in VET. These networks will contribute enormously to the inclusion of cultural and natural heritage in spatial planning.

ANNIE (Aquaponics, New Novelty In Education) is essentially the combination of Aquaculture and Hydroponics. Both aquaculture and hydroponics have some negative aspects. Re-circulating aquaculture needs to have excess nutrients removed from the system, normally this means that a percentage of the water is removed, generally daily. Hydroponics requires expensive nutrients to feed the plants, and also requires periodic flushing of the systems which can lead to waste disposal issues. This nutrient rich water in both systems needs to be disposed of and replaced with clean fresh water. When both systems are combined, these negative aspects are turned into positives, as the nutrient rich water from the aquaculture system is recirculated into the hydroponics system to grow produce. This water is then filtered (clean) into the aquaculture system.Many different species of fish can be grown in an aquaponics system, and the species selection will depend on a number of factors, including climate; freshwater or saline loving fish and plants; the density of fish per cubic metre and fish stratification preferences (the preferred water depth of different species). Aquaponics systems can be used in ‘local for local’ food production situations, is biological and organic and aquaponics need no extra toxic additions like antibiotics, manure or artificial fertilizers, and don't need weeding.Aquaponics has a significant reduction of water usage, compared with traditional growing methods. Plants grow faster and the whole year round; healthier food is produced because of a reduction in chemical applications; water usage is reduced and is cleaner (with only 10% of recycled water lost by vaporization, reducing the water footprint); reduction of transport, reducing the CO2 footprint. Aquaponics will be one of the solutions to the food shortages the world is facing.‘To satisfy a peak global population of 9.7 billion people in 2050, agricultural economists project that total agricultural demand will increase by 60 percent to 100 percent compared with 2005 levels’(Zeigler, M.M (2017) http://www.globalharvestinitiative.org/2017/03/sustainably-doubling-agricultural-productivity-the-right-global-goal-for-2050/)Objectives: This project is a starting point to change regional food production strategies all over Europe. As well as the potential applications for urban areas, this project is also applicable for rural areas. Education played an important role in this project, because this teaches the workers of the future and makes them aware of emerging food problems.The main goal of this project is to expand a network between educational institutions, food producers and local governments. Schools can integrate this topic into current curricula and on any EQF level. ANNIE increased this network where education providers, farmers (business) and governments worked together to raise awareness of water scarcity, water purity and food productivity issues.Number and profile of participating organisations: 13 organisations, Agri Vet- schools EQF level 1-4; Vet schools A.D.; Applied Science Universities, Secondary Schools with LLL-aspects; Business & Development Consultants and Entrepreneurs.Description of undertaken main activities: National: founding of aquaponics platforms in which knowledge and skills are shared, founding aquaponics training centres to provide information and share knowledge and skills; raising awareness by organising workshops for pupils, students and staff within the institutions and outside with partner schools; training activities in the project by the experienced company LandingAquaculture, an international company in aquaculture. There were 4 Steering group meetings and 3 partner meetings and an ANNIElympics, the final meeting was an event in which all participants participated in frivolous items related to fish and plants, healthy and safe food and innovations.The final result included the creation of a database of shared documents to be used to assist start-up aquaponics projects; leaflets in all languages with basic information about aquaponics; 4 training centres (ES,NL, RO and PT) to provide workshops and short training events on aquaponics; 2 working models for educational events; exposures on school days and at national and international meetings like European Parliament, European Committee of the regions (CIFEA MdS) and meetings about sustainability; World Food Day 15th of October 2017 NL; 2 instruction films available for everybody (on YouTube); 4 master classes organised by students.5 Students will graduate on aquaponics through ANNIE. Thousands of people know about aquaponics because of the ANNIE project. Longer-term benefits: new partnerships, a continuation of the partnerships in a new project with the partners, the pioneers become experts in aquaponics in education, pioneers became trainers.

Being a necessity of the modern world, speaking foreign languages is also one of the key skills putting VET learners ahead as a requirement of the international job market. According to CEDEFOP, the European Council Recommendation of 2018 defines foreign language skills as one of the key competences for life-long learning. Strengthening foreign language skills in initial and continuing VET is among the European Union priorities for 2015-2020. As a VET organization offering hospitality and catering education, fostering the professional language skills of our learners is one of the most important educational aims for our school. Being lack of language skills related to their professional field poses a huge obstacle for learners in finding job opportunities. Problems related to lacking foreign language skills are especially felt by the learners from front-desk and service departments since they are in face-to-face interaction with guests. Before the project, we have conducted a need analysis and implemented surveys on different groups: learners in initial VET, employees in continuing VET and VET staff. The results have shown us that we need to generate new resources and content enriched with digital tools for professional language education. The project aims to produce professional English resources on front-desk and service education for learners, employees and educators in initial and continuing VET. The project activities will serve to generate two intellectual outputs: an e-learning portal and a mobile application as open educational resources. To achieve these outputs, the project will be conducted in the partnership of five partners. Three VET schools with hospitality and catering departments will generate the pedagogical and linguistic content of the outputs. The fourth partner is a software company that will bring added value to the project by producing the technical infrastructure of the outputs. The last partner is a higher education institution with tourism and ICT departments which will act as a quality assurance unit for the project. This complementary partnership will enable the production of innovative educational resources. The intellectual outputs will serve as open educational resources fostering professional language education with a content-based and digitally enriched approach with a focus on speaking and communication skills in English. They will fill the resource gap in professional language teaching for hospitality and tourism fields in VET.Throughout the project, there will be three transnational meetings: a kick-off meeting in November 2020 in Turkey, a progress meeting in October 2021 in Romania and a final meeting in October 2022 in Portugal. The issues and activities related to project implementation and management will be handled in these meetings. Each partner organization will send 2 participants to each meeting. As a requirement of the meetings, participants will be assigned among the staff members taking responsibilities in project implementation and management.Two Learning Teaching and Training activities are planned in the project. These LTT activities will bring added value to the project as they are structured in a way contributing to the production of intellectual outputs.The first LTT activity will be held in April 2021 in Turkey. The linguistic and pedagogical content of the outputs will be completed in this activity. For this reason, 2 VET schools (from Romania and Portugal) and the higher education institution will send participants for this LTT activity. VET schools will assign two English teachers and 1 VET teacher as participants and the higher education institution will assign 1 tourism faculty member and 1 quality control member.The second LTT will be held in May 2021 in Greece. The technical infrastructure and design of the intellectual outputs will be completed with this LTT activity. Only the higher education partner (Vısshe Uchılıshte Po Menıdzhmant) will send 4 participants into this LTT activity. Three participants will be chosen among the faculty members from the ICT department and the other participant will be an assigned quality control expert.Multiplier events will be held by the 3 VET school partners after the finalization of intellectual outputs. They will serve as extensive dissemination activities strengthening the sustainability of the project results.The project outcomes are supposed to affect wider target groups such as VET learners, VET and language teachers, front-desk and service employees, sectoral stakeholders, associated partners, higher education institutions with tourism departments. Therefore, dissemination activities will be conducted in an extensive manner in order to ensure the sustainability of the outputs. We believe that the partnership will achieve the project results to reach policy/decision-makers in ministerial level and this will enable the use of intellectual outputs as education materials in VET education.

"JOERU-projektet har i sin helhed medført en styrket kapacitet i arbejdet med internationalisering blandt konsortiemedlemmerne og et stærkt øget kendskab til værdien af især lærermobilitet som mulighed i arbejdet for at fremme internationaliseringe af de grønne erhvervsuddannelser.28 jordbrugslærere har været på 4-5 dages studieophold i udlandet. De er rejst ud i 13 mindre grupper à 2-3 deltagere og har besøgt 8 forskellige lande: Holland, Irland, Island, Østrig, Portugal, Ungarn, Frankrig, og Storbritannien. Det har i høj grad givet skolernes ansatte faglig indsigt i den europæiske virkelighed som de uddanner fremtidens arbejdskraft til. Deltagernes udbytte er fremkommet gennem direkte indsigt i og erfaring med andres praksis og ved at der er knyttet nye kontakter. Den viden er delt med kolleger på skolerne gennem oplæg og præsentation af udbytte og læring. Yderligere peger en del rejsegrupper på et vigtigt udbytte af at møde kulturen i et andet land. Det åbner for en personlig erkendelse af en international dimension både fagligt og kulturelt og er dermed et mere personligt udviklende udbytte. Vi tillader os at konkludere at JORU 2.0 rejserne dermed opfylder målene om at fremme internationaliseringen af uddannelserne gennem både internationalt baseret faglighed og netværk.Denne del af projektet aktiviteter har været hovedemnet ved en workshop under det årlige mødet for samtlige skoler med ""grønne erhvervsuddannelser"". Omend kun 3 af opholdene har været gennemført i samarbejde mellem to skoler, har projektet som helhed uddybet samarbejdsrelationerne mellem skolerne i fht. internationalisering. Projektet har især skabt en klart øget bevidsthed om EUROPEA-Danmarks evne som en effektiv aktør i arbejdet med at tilvejebringe konkrete muligheder der fremmer de grønne erhvervsuddannelsers internationalisering.Gennem projektet har 8 elever gennemført praksislæring i udlandet og 11 elever har været på tre-ugers kursus i udlandet. Derved har projektet bidraget til en bredere adgang til konkrete, velfungerende og attraktive internationale tilbud til elever i form praktik- og skoleophold i europæiske lande. Der er i projektet opbygget en række rutiner for håndtering af ERASMUS-mobiliteter for elever og lærere. Det har i høj grad bidraget til en styrket kapacitet i forhold til fremtidige mobilitetsprojektet hvor EUROPEA Danmark agerer som aktør på vegne af et medlemskonsortium."

O projeto “TRY: non formal learning approaches and self-management practices” foi uma Parceria Estratégica (KA2) do Erasmus+ coordenada pelo Aventura Marão Clube (AMC), uma associação local de Amarante criada em 1993 que de certa forma lidera iniciativas de Educação Não Formal (ENF) na região e que detêm muita experiência no trabalho com jovens, sobretudo nas áreas da mobilidade e participação internacionais. Esta parceria juntou 9 parceiros de 3 países programa – Portugal, Roménia e Polónia – todos ligados (direta ou indiretamente) à educação e formação vocacional e decorreu de outubro 2017 até dezembro de 2020 (39 meses). Envolveu cerca de 300 participantes distribuídos de forma equilibrada entre origem e género (dos quais 141 com menos oportunidades), sobretudo estudantes VET, mas também professores, diretores de escola, autoridades públicas, formadores e staff dos parceiros. Todos os parceiros e participantes estarão envolvidos na organização de atividades que decorrerão de modo equilibrado em Amarante (Portugal), Cristuru Secuiesc (Roménia) e Kielce (Polónia). O projeto TRY criou diversas sinergias entre os diferentes setores da educação, formação e juventude facilitando a educação e formação inclusiva pela introdução de metodologias de ENF nas instituições de educação vocacional (VET). Tem ainda como objetivo a introdução de princípios de gestão sustentável nas VET de modo a diminuir a sua dependência pública e, ao mesmo tempo, oferecer aos seus alunos uma experiência prática que lhes permitiu desenvolver capacidades técnicas e de gestão alinhadas com as necessidades e oportunidades existentes no mercado de trabalho. O projeto teve as seguintes atividades:- 3 reuniões transnacionais de projeto para apresentar, adaptar, acompanhar e avaliar os resultados do projeto e planear atividades de seguimento;- 3 mobilidades de aprendizagem/ensino/formação sobre metodologias de ENF e princípios de gestão sustentável nas instituições VET (para professores e alunos);- 5 Outputs Intelectuais (Estudo comparativo; Filme documentário; Desenvolvimento de websites nas VET; Material pedagógico sobre aplicação de metodologias ENF, Jogos com elementos de ENF);- 6 eventos multiplicadores para promoção e disseminação dos resultados e boas práticas do projeto).- Networking (com desenvolvimento da cooperação entre instituições e autoridades públicas a nível local e europeu.- Atividades locais (por ex.: Concurso de Empreendedorismo para alunos VET); Metodologias do projeto: diferentes métodos de pesquisa, sobretudo de participação-ação, ENF (simulações, mesas-redondas e trabalho em pequenos grupos, visitas de estudo, análise de casos de estudo, workshops, jogos, filmes, brainstorming, etc.), experiências (aprender fazendo, educação entre pares, campos de empreendedorismo) e tecnologias de informação e comunicação (TIC). Impacto e resultados esperados: - Métodos de ensino (aplicando metodologias de ENF) mais alinhados com as características biológicas e psicológicas e necessidades dos alunos que melhoraram o trabalho dos professores e trouxeram um aumento de motivação dos alunos e, consequentemente, uma maior presença nas aulas, uma redução das taxas de abandono escolar e melhores resultados escolares no final do ano;- Envolvimento dos estudantes em atividades de gestão sustentável das suas escolas que podem ter relevo e importância depois na vida real e assim melhorar as suas capacidades, aumentar a empregabilidade após escola e, assim, assegurar uma transição mais sustentada da escola para o mercado do trabalho;- O desenvolvimento do website do projeto e dos websites das instituições VET potenciando a utilização das TIC e melhorando a atratividade destas instituições junto da comunidade escolar e o acesso gratuito dos stakeholders aos resultados do projeto. Benefícios a longo prazo:- Como resultado da implementação das atividades os parceiros do projeto beneficiaram das competências adquiridas e associadas aos diferentes perfis profissionais (professores, formadores, diretores, etc.) bem como aumentaram a sua motivação e satisfação no dia-a-dia pelo facto de estarem envolvidos num projeto intersectorial e de cooperação transnacional;- O projeto abordou as questões do equilíbrio geográfico e pode melhorar as vidas das comunidades e jovens com menos oportunidades;- O projeto permitiu uma melhor compreensão das práticas, políticas e sistemas de educação e formação nos diferentes países e introduziu elementos inovadores que aumentam a qualidade do ensino nas instituições VET e a cooperação destas com o trabalho na área da juventude: combinando excelência de ensino e atratividade com aumento de oportunidades para todos, sobretudo aqueles com menos oportunidades.