CONTEXTChildren today are born into technology and using it comes natural them. However, there is a need for them to acquire technological skills, such as programming. STEM skilled labour force is in high-demand in Europe and demand will continue to increase due to the advent of Industry 4.0 and Advanced Manufacturing Technologies. It is estimated that the EU will have up to 825.000 ICT job vacancies by 2020 due to shortage of skilled labour force. Basic coding skills are needed, as more than 90% of today’s professional occupations do require digital competences, including programming. New ways of engaging children into programming and STEM are needed but more screen time is not the best approach. Hands-on play is more fun and many times more educational. The bridging of the online and the offline worlds may offer a more engaging and healthy environment for children to learn how to program and develop STEM skills.OBJECTIVESTEMKIT4Schools has as primary objective to produce approaches and tools to help those working with children reach out to them with a view to help them engage with programming and develop STEM related skills. It aims to achieve this not by increasing screen time but by encouraging hands-on play through the creation of games playable on a retro design DIY wooden computer in combination with electronics gadgets relating to STEM subjects.PARTICIPANTSTwo schools, a university, a company offering bespoke software development services and training in ICT, a company specialising in corporate training solutions and knowledge dissemination and a technical consultancy designing and building hands on training tools.ACTIVITIESThe main objective will be achieved through the following activities:- Elaborate and validate a guide for building, configuring and using the DIY computer in the classroom- Design and develop a curriculum and lesson plans for using the STEMKIT DIY computer, based on Raspberry Pi edition, to teach children programming through the creation of Minecraft Pi games to be played on the console also in combination with electronics gadgets the children will build and which will enhance understanding of programming concepts (e.g. traffic lights units for experimenting with loops) or STEM (e.g. ambulance with siren controlled by the console to demonstrate the Doppler effect)- Design electronics kits to be used in support of the curriculum and to be built by children to use with the console as an educational hands-on play approach- Prepare a social learning environment utilising motivational workflows such as the recognition of achievements through the awarding of badges, for the delivery of the curriculum to teachers/educators and for skills retention purposes- Test and pilot the outcomes under real conditions with the teachers and deliver a final release- Support the final outcomes through a dedicated virtual space (STEMKIT Club) providing access to all project results and infrastructure for supporting the growth of a community of adopters/practitioners/enthusiasts.METHODOLOGYAn iterative methodology: three versions of the results are produced, one in each iteration. After each iteration the results are tested/validated and based on the conclusions the next iteration is planned.RESULTS- STEMKIT DIY Computer, breadboards, jumper wires, buttons, switches, LEDs, etc.- Electronics Kits to be used with the STEMKIT computer - Guide and blueprint on how to assemble the STEMKIT, install the software and configure the GPIO - STEMKIT Curriculum and lesson plans - STEMKIT Educators guide- Learning Portal with integrated skills and achievements framework- STEMKIT Club virtual space with supporting infrastructureTARGET GROUPIn the life of the project: professionals working with children of 8 – 13 years. Apart from these direct target groups, the beneficiaries comprise also indirect target groups such as schools, children's/parents associations and organisations, policy makers and educational stakeholders deciding about subjects covered by school curricula, parents, content developers, etc. After the life of the project and subject to the delivery of concrete results, more target groups become relevant, such as commercial organisations producing serious games for educational purposes, universities with pedagogical/engineering departments, educational bodies, STEM toys manufacturers.BENEFITS- Elucidate findings regarding to ways of introducing children to programming and STEM through hands-on play.- Create evidence-based policy and research recommendations for the use of games in the teaching of coding and the re-enforcement of educational hands-on play, especially for STEM related subjects- Act as node of knowledge dissemination on how to engage children with programming and STEM- Devise strategies for the adoption of educational hands-on play in the classroom- Provide a pool of expertise and technical assistance to start-up awareness nodes (e.g. Code Dojo)

In our Erasmus+ KA229-Project “ERASMUS FOR FUTURE“, schools from five different countries are going to deal with the topic climate change together. This topic is equally important for all the people involved. Nevertheless, the schools come from five very different parts of Europe, including different geographical, climatic and economic conditions, and thus have their very own approaches to this topic. The project’s goal is, on the one hand, to sharpen our students’ and our communities’ awareness concerning climate change including a willingness to get involved on a political and personal level. On the other hand, we want to show our participating students European diversity, and, very importantly, the relevance of European and global co-operation as this challenge can only be tackled by common international collaboration. Within the framework of the interdisciplinary project work the students involved are going to gain and enhance various competences e. g. on the intercultural, digital and linguistic level.Secondary schools from Denmark, Spain, Rumania, Turkey and Germany will take part in the project. These partner schools were chosen as participants because of their students’ common age and their geographical location in order to ensure a broad European variety (see above). Students from the age of 14 to 16 will patriciate in the project. During the project’s time span of 24 months they will work in school clubs on the topics of the project’s particular parts. Three meetings will be held to ensure the exchange of their work results and to enable further common work on the project. These meetings will be joined by 5 to 8 students from each country and 2-3 mentoring teachers. There will be two more meetings of the mentoring teachers, one to prepare the project with regards to content and organisation, the other to evaluate it. The project is divided into three thematic parts: in the first part of the project the students are going to collect information about the causes and consequences of climate change. On the one hand the students from the different schools will deal with the same tasks as they will all explore the situation in their home-country or region with regards to climate-damaging conduct and country specific perceptible and anticipated consequences of climate change. On the other hand each team will do research on different aspects of climate change, e.g. concerning main polluters and global consequences. Their results will be provided on posters which will be presented in an exhibition during the first meeting and subsequently during all other meetings of the project so that all schools and school communities can benefit from it. In the second part the students will deal with the question which political actions, meant to confront climate change, are possible and advisable. They come in contact with politicians in their communities, but also on a regional and national level, and investigate which strategies and interests exist, for example with regards to a reduction of climate-damaging emissions. The second meeting will be organised and performed as a simulation game with the title “International climate conference”. Mixed groups with students from all the participating countries working together are going to represent five nations, which are affected by climate change on very different levels (USA, China, the Netherlands, Bangladesh) and which consequently promote oppositional interests. The mixed groups will be formed in advance of the second meeting which enables the students to prepare thoroughly their role as representatives of one of the nations mentioned above. In order to do so they will communicate via eTwinning. In the last part of the project the students reflect on manageable measures that will boost climate protection at their schools and in their communities. They will engage in activities to promote such measures at their schools. Their efforts will be filmed and presented during the last meeting. The results of all the project parts will be made accessible and usable for all the students of the five schools as well as for other interested people via the public Twinspace and the Erasmus+ project platform, in particular the poster exhibition with all its collateral material and the simulation game “International climate conference”. Another lasting benefit is ensured by the establishment of climate friendly measures at the five different schools. These measures will be filmed and thus can form an example for other schools. Sustainability and climate protection are going to be implemented into the overall concepts of all five schools in order to turn them into climate friendly schools. We want to achieve an enhancement of our students’ key skills through their participation in this project oriented and interdisciplinary learning experience in a genuine thematic context.

"Cloud Computing adoption in education remains fragmented because while Cloud Technologies offer many advantages, decision makers are largely unaware of the potential benefits for learning, teaching, administration and management. Therefore, training and support systems are needed to help teachers and school systems authorities to keep up to date with the rapidly changing Cloud Computing environment. Leadership is also needed for pedagogical change, otherwise educators will continue the paradox of using old teaching methods but with new tools. L-Cloud proposed project has derived from the results of the project SoC (School on the Cloud - connecting education to the Cloud for digital citizenship network) which explored how education should respond to Cloud Computing developments and how Cloud-based services can be used to improve the quality of education and transform the way schools are led and managed. The School on the Cloud project has demonstrated that leadership for change is needed. The main issue today is the capability to establish meaningful leadership for Cloud-based learning, teaching and administration.L-Cloud is designed to promote the leadership for change with concrete objectives and in achieving them it has created the following three main outputs:1.Guidelines for Skills and Competences for Adaptive Education Cloud Leaders - During this process, the partners filtered the results from SoC Network project and extracted the information needed. They also utilized guidelines developed in partner countries, in Europe and internationally for preparing this qualification framework.2.A Qualification Framework for Education Cloud Leaders based on Skills and Competence. This process included the definition and validation of the competence framework as well as the definition of an International Professional Certification Programme.3.A course for developing adaptive education cloud leaders (As part of exploitation and based on the new ERASMUS+ programme this course may be offered as KA1 for school managers and teachers).The outputs above contribute to the ERASMUS+ priorities :- Open education and innovative practices in a digital era- Development of relevant and high-quality skills and competences- Strengthening the profile(s) of the teaching professionAdditional results of this project include:- Quality Assurance Strategy and Plan including a contingency plan and indicators for measuring QA;- Dissemination Strategy and Plan and consolidated spread sheet for all dissemination activities made;- Exploitation Plan;- Promotion tools and communication channels established for a successful exploitation;- A short-term training activity implemented- Project meetings, physical and online- Multiplier Events , physical and onlineThe outputs and results are published in the project website , www.L-Cloud.eu . L-Cloud results were developed successfully based on a strong consortium consisting of the following 6 partners who joined their expertise in the fields of Information Technology, Education and Leadership to deliver what was planned:1. CY-The Applicant Partner is the European Association of Career Guidance (EACG) , Cyprus (NGO – Association)2. ES-University of Barcelona, Faculty of Educaiton, Barcelona , Spain (Higher Education Institution)3. RO- Colegiul National Pedagogic ""Mircea Scarlat"", Romania (Pedagogical Institute) 4. GR-DOUKAS School, Greece (School)5. BE-European association of Geographers (EUROGEO), Belgium (NGO – Association)6. IT-European Digital Learning Network (DLeran), Italy (ICT Network)Results contributed to and have a potential impact, achieved and foreseen:1.More technology integration2.Enhance Teaching & Learning by enabling students and teachers to access a wealth of educational resources to work, collaborate, communicate, and share, anytime and anywhere,3.Sharing innovative practices in a multi-layer methodology including international experts.4.The cloud as a comfort zone where teachers/leaders and organization meet (digital workplace).5.The cloud as an instrument to strengthen the capacity of policymaking and to improve the quality of school development.6.Establish a framework to meet the identified needs for leaders in utilizing Cloud Technologies7.Better connection on the world of school administration, teachers and students.8.More attention to the core business of education and learning.9.Freedom to focus on education in an experimental and innovative way.10.Connection to the development of innovative learning material.11.More opportunities to collaborate and experiment on international scale.12.More widespread appreciation and use of Cloud Technologies.13.Better skills of school educators for adapting to change.14. Certified Cloud Education Leader who applied and was approved before the end of the project and new application arrived after the end of the project."

We created this project in order to increase the ICT ability of students and teachers.With this project we aimed to increase the rate of in class technologies which is used by teachers and students.When we first write this project the FATIH project ,which is the biggest jump of Turkish Educational System in the history, had just finished. The legs of the FATIH for the vocational education was missing or unplanned.The other reason of why we wrote this project is to create a project which is complementary to the FATIH project to include the students and teachers of vocational schools.Each of those students and teachers were given tablet to use in the classes but none of them were using those tablets or their own smartphones for the educational purposes.As expressed in the project form today’s students are digital native.When they were born the digital technologies were already exist.So, when we plan the curriculum of the schools it is obligatory to include the digital technologies into the lesson plan as helpful tools.Still many vocational schools don’t use in class technologies effectively.Our project was a work having innovative objectives which are VoGoP(Vocational Good Practices Platform),the statistical data bases with the SPSS and Effective Use of ICT Classes Guidebook.Each of our intellectual outputs meets different needs of teachers and students in vocational schools.We created all of our intellectual outputs in 5 languages which are English, Italian, Slovenian, Romanian and Turkish in order to reach as many students and teachers as possible.In our project, our objectives were to disseminate the use of ICT (Information and Communication Technology), to attract teachers and the students to ICT and to create a platform in which they can share their works with each other.In the scope of the project we organized many meetings and different activities.In this meetings many people who are related with vocational education involved in.the number of the participants who participated to international meetings and training is 73.Those activities were organized in Turkey as well as Romania,Slovenia and Italy.Basically,in our project every partner represented different field of vocational education.For example,while Mehmet Erdemoğlu MTAL and Yıldırım Beyazit MTAL are mostly interested in the fields of ICT, Electric and electronic technologies on the other side Grm Novo Mesto mostly interested in the field of animal husbandry and farming.There were plenty of vocational fields' diversity so we could determine many fields needs in our works with the partners.We selected our participants according to the following criteria;expertise on the current activities, related or similar activity or activities before , able to work in team, communication skill, open and have desire to innovative improvements, English speaking capacity,the number of international projects, know how to approach students, volunteering to advance in his/her field and different vocational field.We had many activities which were mostly successful. We had 4 transnational meetings, 1 international meeting, 4 multiplier events and a vast number of dissemination activities in 4 different countries. We had also some meetings with locals in Van, Reggio Emilia, Alexandria and Novo Mesto. In those meetings we met with educational authorities, decision makers, students and teachers from different schools and people from different backgrounds.We have experienced and observed many difference on participants,participating organisations,target group and education authorities not only in Van but also in Alexsandria,Reggio Emilia and Novo Mesto.First of all the participants of this project had different experiences from activities in domestic and abroad.The most of the changes on them have been with their vocational improvements. now our participants know many thing about vocational improvement in Europe and in the World. They know how to help the students be part of the labor market by using their ICT skills into their fields of expertise.the participants who were mostly teachers in vocational schools improved their ICT skills.Now they can use their ICT skills more productive. Our participants met different experts on ICT in content meetings as well as in training and activities in their countries.Those activities made them be more aware from ICT technologies in every field of vocational education. The mentioned activities promoted them to find themselves sufficient in ICT area in their field. So they produced a positive attitude toward using ICT technologies in their domain.We carried out very fruitful project not only for the participated countries but also for all Europe. Because with our ambitious intellectual outputs we believe we can leave inerasable mark on vocational education. VoGoP is going to continue to serve even after the project is over. ICT Classes Guidebook can go on showing the teachers the most suitable ICT tools to use in each clas

The idea for the project comes at a time when 'certainties' are being shaken. Never before have St Exupéry's words: 'Nous n' héritons pas la terre de nos ancêtres, nous l' empruntons à nos enfants', felt so vital. Young people are worried about their future and a movement to demand change is growing. In this context, with our partnership of schools from six countries we want students to learn about, to appreciate and come to actively care for all cultural, natural and historical heritage. Our shared democratic values can also be seen as common cultural heritage. Discovering and reflecting on these values, their origins and the ways they are threatened, students will develop a sense of responsibility and active citizenship that is needed to cope with big European problems, like climate change and populism. Students come to understand the concept of heritage and learn about their own and each other's heritage – cultural, natural, democratic values. The project fosters students' concern for the threat to heritage caused by human pressure, neglect, decay and climate change. Heritage is not renewable, it must be protected. English will be the language of communication for all.Over 500 students aged 12-16 in six partner school are involved for each year of the project. Each school has 2-4 referent teachers, as well as teachers of subjects like Geography, History, Religion, European languages, Science, Biology, Ethics and Art. Project 'homework' is done in regular lessons.Referent teachers will attend all 4 LTTA meetings and both join short-term staff events. At least four students from each school will attend LTTA meetings, 'ambassadors' bringing all the 'homework' of project students. After our previous Erasmus+ partnership about migration, with the same schools (only Hungary has left and Poland joined), where we worked on respect and understanding for people from other cultures, we are very motivated to continue this successful cooperation.Over the two years we will work on four types of heritage, the topics of our LTTA meetings:- Cultural heritage, buildings of historical/cultural significance (Italy, Venice))- Natural heritage, National Parks, traditions (Romania, the Danube delta) - Industrial heritage and development (Germany, the Ruhr area, Poland, the coal mines) - Democratic values (Poland)The online thematic Story Map is used to collect and connect all information.The timeless calendar will be an ongoing creative projectThe video template will become videos on heritageDuring the LTTA meetings students gather, organise and present their data. Excursions are a hands-on experience related to the research.Students reflect on the importance and the vulnerability of human rights in our society, discover what generates populism, racism, anti-European ideas. Thus they will take a new step towards active European citizenship.To make a change in students' attitudes, schools must collaborate closely to make every-day teaching and learning exciting, involving, innovative and incisive. In regular lessons project. In contact with their European peers, students prepare the topic for the next meeting doing on-line research, digital organisation of all material, videoconferences, using the eTwinning platform and Story Map, preparing material needed to gradually create meaningful project final products: the video template, the timeless calendar. Meanwhile teachers will document the project Lesson Plans for the Teachers' Handbook. Results, impact, longterm benefits:- Teachers Handbook with project ‘Lesson Plans’, possibly shared by our eTwinning Label partner, Romania- non-project teachers integrate project-related topics and collaborative learning methods into their curricular lessons - Introduction of digital tools in teaching/learning (eTwinning, StoryMap, padlet, digital timelines & mindmaps, webquests, G-suite tools, zoom) - Students sense of active European citizenship and an awareness of the importance of democracy- Improved English language and communication skills- The project website and eTwinning, the youtube channel and social media accounts facilitate intercultural exchange and dissemination.- Participation Certificates validate learning- Students develop their own reasoned opinions on topics like the European Green Deal and the UNFCCC COP meetings. - The timeless calendar will be used year after year. - The videos made with the video template promote and protect a kind of heritageThanks to their improved understanding of heritage and their exposure to people, movements, institutions who actively promote & defend heritage, students will look for ways to unite with others to protect their future.This meets the mission and vision of all participating schools.Once the project is over, project teachers and students will continue their partnerships in different ways: class exchanges, eTwinning projects, social media and maybe even a new KA2 project proposal.