With the development and availability of the Internet information of all kinds are easily accessible. Pupils are able to look up a piece of information but they do not bother to work with the information any further, to prove it, and to put it into context. However, working with information, its processing and interpretation are essential skills nowadays that is demanded by future employers.The main aim of the project was to arouse the pupils’ interest in famous personalities of nation’s history of all part-taking nationalities. The work of these personalities has touched all nations. The aim was also to make pupils understand what national identity and patriotism are, and to learn about the personalities’ impact in Europe. Another aim of this project was to improve pupils‘ IT, logistics and management skills. The pupils have also improved their work with texts, foreign language, and psychological skills. They have also broadened their intercultural and cultural knowledge and social empathy.5 partners from different countries took part in this project: 3 secondary schools (LT, TR, BG) and 2 vocational schools (LV. CZ). Every one of these schools has gained experience with project work from previous international projects they took part in. Each of these schools set a project team to work on this project. It was always a team of pupils aged 15-20.Each short-term exchange of group of pupils had the same structure:1. theoretical part – getting to know facts about chosen personality (presentation)2. practical – work with information and travelling to follow the steps of the personality3. simulation – the pupils tried personally to do what the personality did (teacher- they taught)The products are following: logo of the project, websites, Moodle, book about the personalities, PowerPoint presentations about the personalities, documentary about travels, travel diary, and calendar. The pupils also got certificates confirming their taking part in this project.The project influenced all the people who took part in it, the pupils now love EU programs, are more interested in foreign languages, and are more motivated for their studies, and also in travelling and political situation in Europe.

The NEED to mitigate the climate change is the aim stated in every official announcement from our school strategic action plan to UN SDGs. As irresponsible consumers, young people were aimed to be involved in a range of activities planned to increase their awareness about the harm they cause the environment and daily actions they can adopt to reduce it. The analysis of the questionnaire applied to partner school pupils and their families prove the claim. Therefore, increasing awareness of consumption in order to mitigate the impact of human activities is vital for global CLIMATE JUSTICE. The eTw project enabled the partnership to deal with the case but the problem was global. Therefore, with international cooperation, we wanted to overcome the challenge and increase awareness to the highest point in the society and to include more educational communities. The partnership originated from the eTwinning.AIMS*Increase awareness about the relationship between irresponsible consumption and climate change*Make participants understand the importance of adaption of responsible consumption habits*Develop digital, linguistic, cultural and social competencies*Promote peer to peer learning, learning by doing*Develop key competences; teamwork, communication, creativity, responsibility, participation, leadership and critical thinking*Enable Open Education Resources through eTwinning*Compare the habits of different groups*Carry out the whole process with etwinning to work in discipline and reach wider communitiesTo achieve the aims, we’ve planned PROJECT ACTIVITIES:TWO SHORT TRAININGS for STAFF 1. Training: 8 teachers from partner schools and 10 teachers from the host school=18 teachers. It is about ICT, eTwinning, animations, Academic debate to diminish the dissimilarity in access of digital technologies and to increase knowledge about how to debate academically. On their return, participants will be responsible to train the pupils and other staff for the tasks planned before the mobilities.2. Training: 8 teachers from partner schools and 10 teachers from the host school=18 teachers. It is about drama, digital publications, scratch, ardunio and project Quality to develop knowledge and competencies and to be able to train pupils and other teachers for the following tasks.5 SHORT TERM EXCHANGES of PUPILS (84 pupils from partner schools) to raise awareness about Climate Change, develop intercultural, digital and linguistic skills, foster critical thinking and media literacy, improve learning skills, creativity, teamwork, collaborative skills, develop self confidence, tolerance, increase the recognisition of European citizens.Themes:ENERGY, WATER, RECYCLING, DIET, TRANSPORTATION and CLIMATE CHANGE,The theme POLLUTION is for the drama activity that will be performed on EARTH DAY.PROJECT and DISSEMINATION activities:Presenting the project via websites,Youtube,eTw,Instagram, Blog and ErasmusBoards and local press,logos&mottos,raising the awareness about responsible consumption habits, arranging a conference about Climate Change, Recycling exhibitions, Celebrating EARTH Day, performing a drama, making animations, participating academic debates, scratch Works, robotic studies during the Project and organising competitions, presenting ANIMATIONS at local schools& interactive panels of municipalities, making animation ebooks and preparing digital publications and uploading them into eTwin Project to enable OER, uploading animations and ebooks to EBA for teachers to use when teaching the topic, conducting a provincewide panel,writing project's reports and sharing them with NAs.METHODOLOGY*managing the process with eTw*introducing the project*training participants*getting prepared for mobilities*writing scenarios&scripts for animations, drama, debates, digital games*Learning,Teaching&Training activities*producing digital outcomes*writing reports for each mobility*writing final reports and presenting it to NATANGIBLE RESULTS1.Questionnaires2.Logo3.Mottos+T-shirts4.Recordings: academic debate+experiments+drama+robotic activities5.Ebooks: animation+drama6.Videos+ photos:art from trash7.Posters8.Digital gamesINTANGIBLE RESULTS1.Learning eT, academic debates, web2 tools,drama,Scratch&Arduino.2.Diminish fear ICT tools3.New teaching environments4.Exchange good practices5.New social networks6.New and better skills7.Shared knowledgeIMPACTSTUDENTS &TEACHERS:betterqualifications in key and foreign language competences, better satisfaction and motivation, more social network, opennes to new culturesSCHOOLS: attracting new students, due to draw attention to the school, improve schools’ plans. LOCAL LEVEL:encourage other teachers&students to participate in Erasmus+, good and new relationship with local press,schools are more knownOTHER LEVELS:new future projects, improve language skills in countries, better qualification of the teachers, better relationship with families, etc

Context/background of the projectThe aim of EC action plan for Entrepreneurship 2020 is to ease the creation of new businesses and to create a much more supportive environment for existing entrepreneurs to thrive and grow. In this project we answer directly to EC´s intervention propositions:1) Entrepreneurial education and training to support growth and business creation and 2) Dynamising the culture of entrepreneurship in Europe: nurturing the new generation of entrepreneurs.Investing in entrepreneurship education is one of the highest return investments Europe can make. Surveys suggest that between 15% and 20% of students who participate in a mini-company program in secondary school will later start their own company.The previous KA2 project “Kick off to Entrepreneurship with Pop-up Company” (2014-1-FI01-KA202-000875) was selected as a Success Story and as a Good Practice Example by the European Commission.Objectives;1) CREATE a new inspiring, practical and DIGITAL eLEARNING ORIENTED PEDAGOGICAL MODEL - eLEARNING WITH POP UP COMPANY MODULE - in English to learn entrepreneurship in vocational education2) CREATE REAL Street food pop up restaurant in Finland, Spain, Italy and Latvia.3) UNITE European vocational curriculums of participating schools with new Working as Entrepreneur module (15 ECTS).4) DISSEMINATE new PEDAGOGICAL MODEL TO STUDY ENTREPRENEURSHIP to new countries outside Europe (incl. e.g. Jordania) with the use of filming the whole concept and inviting observers to pop up restaurants.Number and profile of participating organisations;The participating organizations were 9 vocational schools in 4 countries representing fields of BUSINESS STUDIES; Perho and Mercuria (Finland), Badalones (Spain), De Amicis (Italy), Jēkabpils (Latvia) and RESTAURANT SERVICES; Perho (Finland), CETT (Spain), IPSAR Luigi Carnacina (Italy) and Riga (Latvia). There was also a restaurant entrepreneur from each country participating in the project as a mentor.Description of undertaken main activities;During the project Working at a Company study module (15 ECTS) in eLearning format in English was created. The first Transnational project meeting to start the project took place in Helsinki in September 2016.Four workshops were organized and four real pop up restaurants were established in the four participating countries.Workshop 1 in Finland: Teurastamo Christmas market in December 2016 (Helsinki)Workshop 2 in Spain: Palo Alto market in May 2017 (Barcelona)Workshop 3 in Latvia: Christmas market in December 2017 (Riga)Workshop 4 in Italy: Chiaretto rose wine festival in May/June 2018 (Bardolino)The final dissemination seminar was organized in Helsinki in May 2018 and 50 stake holders were invited to participate in the seminar. Results and impact attained;During the project all business and culinary students studied Working at a Company study module (15 ECTS) in eLearning format in English. Students learned to setting up and running a successful pop-up restaurant and they gained valuable knowledge on entrepreneurship during the learning process. The learning process included two main methods; Working at a Company study module (15 ECTS) in eLearning format and establishing a real pop up restaurant in practice during the workshop week abroad. The activities were carried out in co-operation with restaurant entrepreneurs.In each workshop a pop-up restaurant was set up in one of the participating countries with about 30 students and their 10 teachers working together for the success of the restaurant. A total of four pop-up restaurants were set up in the four countries. Over 100 students were involved in the project during the 2 years.

"<< Background >> The goal of the e-MentEdu project was to develop new professional qualifications that would support further education and training. Business and social mentoring are valuable means for promoting staff and managers' development, especially in a transformation period. Nowadays, in order to gain a competitive advantage, an organization must simultaneously invest in both new technology and training. E-mentoring represents an opportunity for achieving this two fold objective.Consequently, mentors and aspirant mentors should be appropriately competent in using digitally-based communication and digital education concepts and practices. The e-MentEdu project provides mentors and aspirant mentors with an educational pack that includes an educational program and the educational multimedia book ""The e-mentoring at work:theory and practice""<< Objectives >>1.Professionalize mentors and help them in developing effective mentoring and networking practices in the digital transition;2. Leverage digital technologies to give them new job opportunities;3. Extend the mentoring guidance to a large audience of persons initiating in a professional area or needing to be re-skilled.<< Implementation >>1.We have implemented 3 transnational meetings.2. Multiplier event.3.We have realized a training module which provides mentors and aspirant mentors with the competence which supports mentees at distance, e.g., mentoring remote communication and interactions, online guiding, virtual networking.4.We have developed a smart learning environment for the training activities based on customized learning paths and a collaborating paradigm.5.We have realized the educational multimedia book” The e-mentoring at work: theory and practice”.<< Results >>1. We have created a training module which provides mentors and aspirant mentors with the competence to support mentees at distance, e.g., mentoring remotecommunication and interactions, online guiding, virtual networking, etc.2. Developed a smart learning environment for the training activities based on customized learning paths and a collaborating paradigm.3. Realized the educational multimedia book “The e-mentoring at work:theory and practice”."