During the project we created a guidebook which covers information about the participating countries. Now, the guidebook can be used by not participating school classes to learn about the partner schools and their countries.The project was split into five phases: Phase1: a)Expectations and knowledge about the other countries' culture; b)EU-basic information about bodies and institutions; advantages of the EU for its inhabitants; Phase 2: Social lives of students from participating countries and legal age for young people (age of majority, rights and liabilities connected with it, free time activities, hobbies); Phase 3: School types of the participating countries (from preschool to university); showing opportunities after graduating from a vocational school (searching the available workplaces on the local labour market etc) Phase 4: The most important religious and national holidays of each country; Phase 5: Evaluation of the project, comparing the expectations about the countries with the experienced reality; During the phases 1-4, students created learning material about the different topics and presented it to the project partners during the mobility meetings (short-term visits of the parnter countries). Mobility meetings took place at the end of the phase 2 - 4. Furthermore, class attendances, visits related to the training places for the vocational courses and sightseeing activities took place, too. One impressive and teaching sightseeing activity was, for example, the visit of the memorial in Auschwitz, Poland. Being at that place with students and teachers from different European countries demonstraded the importance of the EU. At the same time, being at that place as one group symboled all the positive developments which have taken place in Europe during the last decades. Furthermore, the students and teachers visited German training companies to learn about the German Dual System and the posibilities and challenges of the European labour market during the meeting in Germany. The students stood in youth hotels. Whenever possible, students form different countries were mixed in the hotel rooms to have as many situations for communication as possible. During each mobility meeting a dinner at a host family's house was organized for the participants by the host country. It helped students to observe a real-life situation in a host family and gave the chance to taste different kinds of food. At application time we planned to send 63 people in total (45 students and 18 teachers) to the mobility meetings (short-term visits of the parnter countries). We outperformed that number: We were able to have 78 mobilities in total (58 students and 20 teachers).The teachers and the students worked in an international team and improved their intercultural and language skills during the project. All of the students were visiting vocational schools and preparing to start working after leaving school. They were aged between 16 - 21 years, several students had an immigration backround. The students had contact with partner students via facebook, e-mail or WhatsApp before and after mobility meetings. Before each meeting the students had to contact each other to gain information for the introduction which took place on the first day of each meeting. The students always had to introduce students from another country to the whole group. Because of all the above mentioned activities, participating students and teachers could learn about the culture and everyday-life situations of the participating countries as well as the EU and its importance. The different school types and educational systems, opportunities after graduating from a vocational school, national holidays and traditions, the social lives of the students as well as age of majority and rights and liabilities were the topics. At the beginning of the project a project website was created. Information about the different phases, including the learning material for each phase and photos are available on that website. Furthermore, the worked out guidebook can be downloaded from the website: http://erasmus.zsot.lubliniec.pl/By this project, we aimed that participants learned about the opportunities of the EU, the European values, cultures, languages and importance of education for working in the EU. Many students gained their first international experiences because of the project. This project + improved the students' language skills and intercultural skills, + improved students' ICT skills, + improved and increased the mobility of students and educational staff across the EU, + enhanced the partnerships between schools in different European Union countries, + improved pedagogical approaches and school management for the teachers. We are happy that the partners consisted of countries from different regions with different religions and cultures as well as different economical power. Our partnership illustra

<< Objectives >>Develop an elective course integrating Smart Home Technology, IT, and sustainability.Enhance teacher competencies in digital sustainability through international collaboration.Provide students with hands-on learning, focusing on green IT solutions and smart automation.Promote international mobility, enabling students to collaborate across countries on real-world sustainability projects.Foster long-term partnerships between schools, industry, and policymakers to support green education.<< Implementation >>Transnational Teacher Meetings – Co-develop the course, share best practices, and enhance teaching strategies.Course Development – Create lesson plans, digital resources, and hands-on Smart Home projects.Student Mobility – International collaboration for final project development.Pilot Testing & Evaluation – Assess course effectiveness and refine content.Dissemination & Sustainability – Share results through events, digital platforms, and educational networks.<< Results >>A ready-to-implement elective course on Smart Home & IT with sustainability focus.Enhanced teacher competencies in digital sustainability.Students gain hands-on skills in smart, energy-efficient solutions.Pilot-tested and refined curriculum based on student feedback.Long-term impact through school adoption and shared resources

Makers+ is a partnership between 8 european institutions dedicated to the creation and dissemination of training modules focused on skills in use in fabrication laboratories (Fab Lab) and Maker Spaces with an application in the Industry 4.0. Indeed, the Fab Lab/ Maker Space - freely accessible cooperative working and creating spaces that gather the flagship of high technologie equipement (such as Additive Printing, also known as 3D printing, Laser cutter, CNC , 3D scanners, etc) in use in several sectors of industry - are extremely relevant training tools to propose work based courses to a wide range of audience.To develop such courses, participants have surrounded themselves with relevant experts of different sectors such as- VET Schools- Training Centers for unemployed jobseekers - Governmental organization for Education- Fab Labs- Maker Spaces- Advisory body for developement of didactical Tools- ...This is How the COF (Belgium), Freie Maker of Aachen (Germany), The Fablab Lille (France), The Technical College of Reykjavik (Iceland), VESBE e.V(Germany), MAD for Europe (Spain), bit Schulungscenter (Austria) and the Konya Provincial Directorate of National Education (Turkey) have teamed up to develop face to face trainings in these eleven topics : 1) MAKER & MAKER SPACE CULTURE2) CRAFT & MATERIALS3) DOCUMENTATION4) 2D CONCEPTION (CAD)5) 2D CUTTING MACHINES CNC (Laser & vinyl)6) MILLING (Precision & routers)8) ELECTRONIC 1 (Generalities, Development board)9) ELECTRONIC 2 (Design, Milling, PCBS)10) PROGRAMING11) 3D CONCEPTION (CAM)12) 3D PRINTERSTo assure the developement of a qualitive content, around 30 participants from 7 countries with several profils are involved in the project :Fablab / Maker Spaces managers Technical experts in different fieldsTeachers in different fieldsWeb developpersResearchesInternational Project coordinatorsPedagocical experts TechniciansThese modules, evaluated by a committee of relevant experts (representatives of companies, education and Fab Lab/Maker Space) will be created and tested by the partners and teached to future trainers that will implement the course in their own structure. This way, the new skills and knowledge developped during the project will be transferable to the beneficiaries of partner organizations and accessible to external institutions.We hope that the european approach of these training modules will encourage and promote the acquisition of new relevant skills and the modility of numerous european citizens in this emerging sector.The stake is big, because the employability of the workers of today and tomorrow depends on the quality and the purpose of these courses.

The aim of the project is to learn more about the culture and real-life situations in the participating countries in connection with their views and regulations on various forms of equality as well as the character of fundamental rights of the European Union. The project involves five mobility meetings which mean that each partner will have to travel four times. The transnational meetings will be held approximately 5 months apart, depending on holidays and school brakes. The partners will be in contact before each meeting and discuss if any issues might come up. Each partner will announce a certain date at least two months in advance so the partners are able to secure flights to the destination. Each mobility meeting will last for five days, from Monday until Friday. Sunday and Saturday will be used for travel. The students will also be paired up and begin their communication via Facebook before each transnational mobility meeting.Four out of the five mobility meetings will be dedicated to one issue regarding equality. The final mobility meeting will be dedicated to the evaluation and the final product of the project. These issues will be divided into five phases one for each mobility meeting. Phase 1: Gender equalityPhase 2: Equality in relation to the disabled and the elderly Phase 3: Equality in relation to sexual identities and sexual orientationPhase 4: Equality in relation to national, ethnic and religious minoritiesPhase 5: Evaluation and final product of the projectAt the first four phases of the project, the planned activities are designed with that in mind that the participants will have to familiarize themselves with the issue at hand at each given phase of the project, along with preparing to present their country and its history and their school, they will have to seek out information on how things are in their own country concerning equality but also in connection with the character of fundamental rights of the European Union. The students will have to prepare themselves to present their findings to the whole group at the mobility meetings. At the mobility meetings, the participants will also have to listen, be open-minded and reflect upon what the other countries have to present. At the final phase of the project, we will evaluate and prepare and gather the material for the final product, the learning material.At each phase, students and teachers will answer questionnaires regarding their project and their expectations which will be used when evaluating the project as a whole. Our goal is to -Improve and increase the mobility of students and educational staff across the EU-Encourage better learning techniques -Enhance the quality of teacher training-Improve pedagogical approaches and school management-Increase the number of experienced students for having knowledge about the EU -Create a platform designed for students to feel free to express themselves without being judged and in doing so empowering them and increasing their self-confidence-Increase the participants' language skills -Provide students and the educational staff with a safe place to explore, discuss, challenge and form their own opinions and values not only based on their own experiences but also by learning from those who have a different cultural background. -Increase the number of students that have explored and experienced different cultures and gained some knowledge regarding the EU, the focal point being the character of fundamental rights of the European Union From the material, gathered by the students, teaching/learning material will be produced in the form of a workbook and a textbook. When the project has finished this output may be used for years to come in the schools, ideally in connection with English classes, history classes and/or life skill classes. It will also be empowering and rewarding for the students involved to see their work being a part of something concrete and relevant in today’s society. The outcomes of our project as well as our final product will be published on the project´s website, as well as being linked to the participating schools' websites. As such, it will not only be available during the project but also after the project´s end in August 2022. After the project is completed, dissemination and the sustainability of the project will be maintained by using our output “textbook and workbook” as well as in sharing the ideas with our colleagues, students and community e.g. at joint staff meetings, at class or through the media, written or broadcasted. As a result, we estimate that approximately 5000 people will benefit from the project, not only participating teachers and students and their families but also non-participating students and teachers, colleagues, parents, local and regional authorities, and other schools. These groups will be impacted by the material, some by teaching it at class and others by reading through it and learning from it or hearing about it.

<< Objectives >>The aim is to align building technology education with needs of the labour market, ensuring that teachers and students understand the professional requirements of industry. The project's open-access practical workbook includes geothermal technology skills (commissioning, installation, maintenance). It has a deep impact on skills development and individual learning pathways. Thus, skilled building services technicians who meet the professional needs of contractors will enter the labour market.<< Implementation >>We are developing a complex practical workbook and a geothermal simulation module, including a system to support the evaluation of practical exercises. The exercises simulate real industrial systems and modules that require up-to-date technological knowledge. It is suitable for introduction into HVAC skills in VET sector. The workbook is structured by topic, involving teachers and students in practical testing of the curriculum, and will be disseminated in EU countries.<< Results >>We expect the professional competences of trainers improve, students become more motivated to learn new skills, and they enter the labour market with realistic expectations and up-to-date knowledge. The practical workbook is gaining international recognition, with more users from EU countries. The assessment- evaluation are based on international standards, can be used by several VET institutions. The Green Book supports individual learning pathways, talent management for Skills competition.