The ISS-MORETTI and the Professional School of the Centre Asty-Moulin are committed to the ERASMUS+ system with the primary aim of exchanging and developing good, innovative teaching and learning practices, but also to offer their students and teachers the opportunity to understand the benefits of opening up to mobility, on a personal, cultural, educational and professional level.The project has about ten educational staff, involved and/or accompanying, managers and teachers combined, from professional practice or general courses and 22 students from both schools, in sections related to maintenance and industrial services (electricity pole).> The general objectives of the project are:1) Create a pedagogical system that promotes the motivation of learners (co-development, mentoring, entrepreneurship) at the same time as the meeting between learning activities and the legal requirements of the respective countries. 2) Create the conditions for pedagogical innovation by developing a network that goes beyond the walls of the respective schools (transnational collaboration and involvement of local companies in the development of the school curriculum).3) In connection with the discovery of Europe's cultural heritage, our students cross borders, de-dramatize and understand the opportunities offered by mobility, particularly in terms of employment.> In terms of communication and project organization, activities are organized to develop and consolidate the use of English as a preferred language of exchange. Participants are trained in the potential of e-Twinning in order to enrich the project with this dimension.> In terms of technical learning, 2 main activities are organized around two mobilities:1) Roseto students are going to Namur for a week in February 2020 to co-design distribution and connection mounting plates specific to the industrial sector. The system is organized here around the mentoring of Namur students, who are already prepared for this subject.2) In March 2020, the Namur students are going to Roseto to install and commission the mounting plates made in February in the place dedicated in the laboratory at ISS-MORETTI. The Italian students in turn take on the role of mentor by presenting the Namur students with a new teaching plate with components adapted to the management of the hydroelectric connection, in connection with the discovery of the neighboring power plant.During these two mobilities, the two schools engage in company visits, according to their technical interest but also according to their interest in a pedagogical support plan. > In terms of European heritage, students from both schools organize visits to discover the respective local heritage. The subject of these visits will be defined with them according to a framework determined according to the objectives to be achieved. All these activities are driven by the desire to develop entrepreneurship among our students. The students are a force of proposal, managers and directors of a certain number of activities, supervised and accompanied by their educators.> With regard to support for educators, professional co-development activities are made possible through the exchange of practices, co-construction and regular analysis of the project; comparison, also of the realities and constraints of each individual.The expected results are:- The layout of the Roseto electricity lab with functional plates, co-developed with the participants.- A sufficient command of English to communicate effectively within mobility, including the creation of an English-Italian-French technical glossary, also involving general course instructors.- The provision of a didactic outline of the project, associated with a corresponding functional evaluation grid and in line with the requirements.As far as long-term benefits are concerned, the whole project is crossed by experience evaluation times, focused on self-evaluation and reflexivity. Participants develop analytical skills that will enable them to adjust their actions and mechanisms throughout their lives, according to defined objectives. Critical skills in life and in the professional world. They are able to listen and adapt, aware of the constraints of project management and the world of employment, of the resource that everyone can also constitute, with their specific background and profile. They are not afraid to meet the other and look for potential relays in Europe to carry out their projects. They have become familiar with the communication tools that allow it. They dare.The school will have given them the opportunity to have an experience that will leave its mark on them forever and that they will understand.Translated with www.DeepL.com/Translator

This project has been developed by four secondary schools from Poland, Italy, Romania and Turkey, and it was designed to meet the objectives of the European Commission. Taking into account the different rates of youth unemployment in the countries participating in this project (Poland: 14.3 %; Italy: 37.9 %; Romania: 20.3 %, Turkey: 21,2 %) the need to develop something innovative was necessary. In the context of increasing unemployment rates nowadays, the above results come from the difficulty of graduates to find jobs in accordance with their interests, abilities, skills or personality traits. Therefore, this project was intended to meet the needs of young European citizens in secondary schools to be guided to choose a suitable career path and make the right career choices being fully aware of their potential and having access to information regarding the general economic environment of the European labour market. The project was established around the central concept of exchange of experience and good practices. Participants have benefited from the expertise of professionals, of the beneficiaries’ associated partners who have assisted students in transferring the information and applying it to a modern and dynamic school environment. The project focused on the development of students’ entrepreneurial skills and offers them opportunities to connect to the labour market, local/regional/European institutions or private companies with the same scope. Students have developed their adaptability to the labour markets at local, national and EU level. The were Transnational meetings with the project duration, at the beginning and closure of the project and three Learning/Teaching/Training Activities. The purpose of the project was international. It will create a strong synergy among the partner schools and it has provided inspiration for pupils to develop their future career path. The project included 2630 participants in a direct and indirect manner.Pupils: All the project activities at local and international level involved students as beneficiaries directly and indirectly. Approximately 1200 students/teenagers were indirectly affected. Teachers: Teachers were involved both as instructors and beneficiaries by observing other schools and their education system). There were teams in each partner organization so thet took part actively in the project activities. Approximately 150 teachers/adults were indirectly affected.Administrative staff: They tackled the running of the legal issues of the project, observing other school education systems and transferring good practices into the school curriculum. Approximately 36 administrative staff wiere indirectly affected.Graduated students: Questionnaires were applied on minimum 100 students and this evaluation offered the state of their professional working life.Labour Market members: members from the labour market were involved in the project in every school. Local community: Local community members such as university lecturers, local press, municipality, directorate of national education helped to disseminate the project to a wider community. Approximately 300 people from local community were indirectly involved.A positive direct effect on a rate of 30% was gained, from our pupils and target groups by: - gaining basic skills in term of entrepreneurship - reducing labour market segmentation - offering pupils opportunities to connect to the labour market through local/regional/European institutions or private companies; - leading students to analyze their own marketability - increasing student flexibility and align to the concept of continuous learning and flexible career options - adapting to labour markets in local, national and EU level - providing a unique opportunity for students to acquire knowledge and deeper understanding of the cultural and linguistic diversity of the European community.

"The frequent dropout from school and the low level of general knowledge among our students have been a concern for a long time.Dropping out is even more tempting at the end of the school curriculum and general knowledge is often associated with classical literary and musical knowledge. However, knowledge of our historical and architectural heritage can strengthen general culture and enrich those who are interested in it. 2018, the European Year of Heritage, was the ideal moment to offer a new project highlighting these two priorities.The project, spread over two academic years, was aimed at the students of the last two years of the tourism, restoration, cooking and reception sections and their teachers, i.e. approximately 170 people. The students participating in the project were aged between 16 and 19.The project was stopped by Covid-19, but was extended for one year.The activities carried out are the following ones:2018-2019- Meeting of teachers for a training session on ""organising and promoting an organised tour"" and to define the criteria for the participation and the selection of students. - Students carried out a research project on an element of their architectural, historical, cultural or religious heritage. - This promotional dossier had to cover a landmark in the region and respect the guidelines set out in the aide-mémoire (see website).- The files were evaluated and selected according to criteria defined beforehand and published on the website.2019-2020 - Meeting of teachers for a training session on ""calculating the cost of an organised tour"" and the organisation of the future mobilities.- The files were translated by the students into French, Italian and English. - The translations of the dossiers were published on the website. - All the dossiers were compiled into several virtual books which are accessible on the project website.- The students participating in the mobilities were selected on the basis of the quality of their application and their participation was conditioned on regular attendance at classes and the successful completion of their penultimate school year.On the basis of the selected dossiers, the students in each country organised various guided tours for the visit of their partner.2020-2021- In March 2020, due to the closure of the borders because of the pandemic, the Namur-Marsala mobility and the Marsala-Namur mobility had to be cancelled.- In August 2020, due to the cancellations of the mobilities, the organising country submitted a request for a one-year extension in order to carry out the planned activities. It was accepted. - In September, as the majority of the students initially enrolled in the project had left the school in June, we had to select new participants. In order for them to be involved in an optimal way while meeting the initial objectives of the project (improvement in the use of ICT), they were asked to create PowerPoint presentations based on the dossiers already produced the previous year. During a meeting between partners, various virtual alternatives were considered in anticipation of an extension of the health blockade. - In November, the partner schools were again closed due to health measures in their respective countries and the continuation of the project in any form was interrupted, postponed to 2021 and then abandoned due to the lack of improvement in health conditions.However, a majority of the Sicilian students were able to hand in a PowerPoint version of the files produced the previous year. These results were turned into a video and published on the website. Most of the Belgian students were not able to make the desired PowerPoint presentations due to a lack of specific training.The main methodologies used were based on participative and collaborative learning. Due to the Covid measures, although links and exchanges between students from the partner schools took place, immersion learning was not possible. Despite all the inconveniences caused by the Covid epidemic, these years of innovative work have resulted in increased motivation, improved students’ performance in school and a new perception of the relationship to school and to knowledge for both students and teachers. The sustainability and accessibility of the research work compiled in the form of a virtual book and the activity reports have been ensured via the website (https://www.erasmus-isj-namur.be/PATRIMONIA), a Facebook page ""erasmus.patrimonia"" and the Erasmus+ Project Results Platform (http://ec.europa.eu/programmes/erasmus-plus/projects). They are therefore accessible to any person or organisation wishing to be informed."

In our days of climatic and environmental emergency, European consciousness calls us to mutualize our efforts to implement concrete actions to fight against environmental degradation. Under those circumstances Europe, thanks to the 2030 Agenda for Sustainable development, has the major responsibility to initiate a global process paving the way for a more sustainable society.Our project aims at making the younger generations aware of those facts, a real concern to them in so far as they will be the actors of the future European society. An exchange will make it possible to put up together innovative actions to curb the effects of over-consumption and reduce the impact on the environment.At a time when Europe faces a serious sanitary crisis obliging France and Italy to close their borders, we believe that it is our duty, through pedagogical actions, to weave again the necessary links for a good understanding between the people when the current crisis is over. The objective is to reinforce the commitment of the younger generations on the theme “co-operation for innovation and exchange of good practices” through concrete actions to preserve both our environment and our health such as :- Fight against the excess of household waste in daily life through the intervention of “L’Epicerie des Colibris” an organic grocer’s shop, but not only that …(SDG*13)- Make one’s own hygienic products,- Use recycling process in particular through a clothes exchange system, (SDG8)- Buy local, buy products from local farms,- Move about with low carbon emission transport, visits will be made by train, bike, boat or on foot,- Observe eco-systems with the visit of the “Parc des Oiseaux” a bird park in Villard-lès-Dombes, - Understand the concept of eco-dwelling with the visit of the district named “Confluences” in Lyon (trip by boat).Our students will have to organize workshops using French and Italian language to study prevention and information. The subject matter will be to explain the good practices to come closer to a zero waste zone in our everyday life. Talks on that matter will be made by specialists and practical workshops will be carried out to make products used in everyday life. The idea is also to emphasize and exploit common cultural assets between the two schools.The activities scheduled by the Castelfiorentino school are based on the objectives of the 2030 agenda. They will find a source of inspiration in the writings of the Italian writer Italo Calvo, and especially in his book “Morcavaldo or the seasons in town”. Several activities in link with extracts from this book are scheduled. The story entitled “Where the river is bluer” will be our basis to work on the theme of water with an outing on the Elsa river to evoke the problem of water pollution (Agenda 2030 SDG 6 and 11)). With the story “La villegiatura in panchina” we will study the environment of Castelfiorentino.A meeting with the town people in charge of the green spaces is foreseen, as well as a visit to the town kennel. An outing to the geothermal energy museum of Larderello will be incorporated in this program. Other activities in link with the writer are programmed : meeting with the manager of a commercial center on the theme of food safety, creation of natural products, etc…This project involves forty students (20 French and 20 Italian), second and first formers, born in 2004-2005, and their teachers (3 French, 3 Italian). Two Short-term exchanges of groups of pupils and one Short-term joint staff training events.We will travel of course by train if only to remain in keeping with our preoccupation but also to adopt a more inclusive approach from a cultural point of view.Our project enhances and diversifies the already quite wide offer of activities proposed by the lycée Aiguerande concerning various problems of our current society, world and other cultures. It also provides another language in the frame of the linguistic exchanges which have been organized so far almost exclusively with Anglo Saxon countries.It tackles a theme which is extremely meaningful for our students : sustenable development and eco-responsibility.We hope that this project will bring among our students a sense of brotherhood following the coronavirus pandemic which hits us so seriously and also an awareness of the necessity to care for our resources locally around us and also in Europe and will develop in them the sense of eco-responsibility.* Sustainable Development Goals

The issue of social inclusion as a major target – especially the different education acts of the different countries and the individual school policies make it one of their primary goals to face and challenge discrimination based on ethnic diversity. Here, our schools had and have a key function and a diverse school, a school without discrimination, a school, which supports the personality development, a liberal minded school, a tolerant and democratic school was the overall objective.At each school many different actions have already accepted the challenge and we all engage in different projects that spread the message that all people are equal – regardless of ethnicity, ability, skin color, socio-economic background, appearance, educational level, language spoken etc. With our project we supported understanding and acceptance, we created positive experience and with this project we made step forward and worked on the issue on a higher level. 6 schools from 6 different European countries – Germany, the Netherlands, Denmark, Spain, Italy and Portugal – wanted to make a change by addressing different topics in the field of interest. We wanted to show that egoism and nationalism are not a solution – we can only benefit from a diverse society.To reach our goals in the years of the project we had 5 different meetings with students and teachers, which included different activities. The first meeting in Germany concentrated on self-awareness and the question how we see and define ourselves. It was interesting to see that the ethnic background was not the major issue when defining your identity and we defined the term identity for us. Of course, the first meeting was also used to introduce each other and our schools and we presented how diverse our schools are on a map.The second meeting took place in Portugal and centered around the image of the other and how we see and perceive others. E.g. prejudices, stereotypes, traditions and religion were looked at with an artistic approach. The schools also introduced their countries and we wanted to find out what distinguishes us from the other. After getting to know the others and us it was time to change perspectives and to walk in someone else’s shoes to enhance understanding, acceptance and tolerance at the third meeting in Spain. We focused on the question “What does it take to feel at home?” by interviewing immigrants and refugees and by simulating the different stages from being a migrant to being a citizen. A creative approach came in handy as well. Consequently, it was now time to question how we can benefit from a diverse society and what our schools can do to welcome diversity. At the meeting in Denmark we set joint goals for everyone to be put into practice until the next meeting. Also, we created a board game in Denmark (“Trivial Pursuit Europe”) to be used at school.The last meeting in the Netherlands focused on global and personal goals with regards to migrant issues in the future. Students and politicians were addressed and questioned.During the project, different methods and approaches were applied to reach our individual goals and to create many different products, which are distributed to be used in classes, other schools and communities (e.g. slideshows, booklets, posters, shirts, presentations, calendar, recipe book, book, videos, comics, simulated game, board game). A project homepage and a Facebook page still documents our project and its progress (www.welcomingdiversityatschool.weebly.com).The impact was and will be positive in many ways and our encouragement will motivate them further.For students as well as for teachers the project established a consolidation of the foreign language and the intercultural competence. The contact with students from other countries was also interesting for the parents of the native students. They learned about the customs of the European countries. We implemented our achievements, results and the learnt input in our schools’ curricula. In the end we hope that we could make a lasting impact on the European Union and that we made a change to ensure that our students are prepared for Europa after their school life.