Development of civilization, use of high technologies, comfort and high standard of living in the city have made youth know either a little or even nothing about our ancestors' lives, activities and traditions. Some young people have a chance to learn about the past from their grandparents' stories or visiting folk fairs. Therefore, our project's aim is to get to know the issues connected with history, tradition and dying occupations of Podkarpackie and Costa Azul Regions. Students participating in the project will learn about history, culture output of their regions- little homelands. Going back to roots will have the influence on students' families, schools or local communities. The project will involve 12 students and 3 teachers from Poland and 12 students and 3 teachers from Portugal. Each school will have a visit for 10 days in each partner's country. We are going to organise lectures and discussions concerning history of Podkarpackie and Costa Azul in cooperation with Ethnographic Museum and Museum of Rzeszów History in Rzeszów, Archaeological and Ethnographic Museum in Setubal and National Museum of Natural History and Science in Lisbon. Participants will get to know dying occupations of Podkarpackie and Costa Azul regions during workshops ( pottery, wicker weaving, glass painting, ceramics, weaving, baking bread, cheese making or rural fish processing ) organized by: Magija Cottage, Carpe Diem Pottery Studio, Centre of Wicker Weaving, Labor Museum, Espaco Fortuna Atelier. During our mobilities we learn about traditional, local dishes and folk dances (folk dance lesson). Also, we will find out about tourists attractions of our regions ( Bieszczady, Serra da Arrabida). Furthermore, this European cooperation will provide our teachers and students with the following benefits; students will gain knowledge of cultural output of their regions and consciously take actions to promote history and tradition, will learn about dying occupations, will gain practical knowledge of ICT technology, become more self-confident and motivated to learn, will be interested in different countries and culture, will see everyday life and school life in partner's country, will improve group work abilities, make new friends.teachers: will meet new methods and techniques of teaching, develop their vocational qualifications, correlate teaching aids in teaching different subjects, develop their knowledge of foreign languages, will gain the knowledge about managing the European Fund, meet teachers from partner's school and make acquaintance. school: will plug the project into the Programme of School Development and School Educational Programme.

<< Objectives >>VCiVT will design three virtual classrooms (Garage/Car Repair Shop, Kindergarten, Healthcare Facility). By using VR glasses the students will become a closer insight in the work in these different fiedls as before, which will perpare them better to their placement and their further work life. All partners will host one event, which will strenghen the intercultural competences of everyone taking part..<< Implementation >>VCiVT will organise three different meetings. In every meeting we will film a typical work enviroment in VR and hosting an intercultural event. In Leverkusen we will film a health care facility. In Malaga we will film a garage and in Setubal we will film a Kindergarten. These VR Pictures will be edited to a virtual classroom, with lots of aditional Information.<< Results >>The project partners have no virtual classrooms. With these Virtual Classrooms all partners have a new innovated way to prepare students for their work placements. With these new created content the students will get in contact with new teaching methods. They will learn how to handle VR Glasses and be prepared for the digital changes in the next decade. The work with digital content will strenghen the atractiveness of vocational education. The intercultural competencens will be improved.

<< Objectives >>With the execution of the project we intend to promote the use of new methodologies in vocational training, working with projects in an environment that is as real and attractive as possible. It is also intended to improve the level of English of the participants and their personal, professional and social skills. Finally, it is also wanted that the materials generated serve for the dissemination of VET and to attract companies to participate and get involved in this kind of projects.<< Implementation >>Three main activities will be carried out within the project. The first one in which the working bases for its development will be established. A second phase of development in which each educational center will carry out the agreed manufacturing as well as the different analyses. In the last part, the results obtained by the participating students will be presented in the form of innovative and attractive materials to be used in the dissemination and growth of the project.<< Results >>As results, it is expected to have an increase in enrollment in VET studies, a decrease in dropout and continuity with higher education or an increase in employability. Also an improvement in the level of English of the students and an increase in those interested in participating in actions of the Erasmus program. The aim is to create a network of centers with common interests to participate in other European projects. Finally, we to involve more companies in future projects.

"Three industrial revolutions have fallen into history. Now we're talking about the fourth. For the first time, a period was given a name when it did not happen: Industry 4.0. Industry 4.0 includes the developments that we see today and which will be seen more intense in the future.The most extensive discussions involving all industrialized countries are related to Industry 4.0. The focus of the proposal will be on future workers of Industry Era 4.0 and in particular how to educate and train them to be in perfect coherence with the new machines, robots and organizative aspects. We aims at learning what is going on European schools, what teacher and trainers are studying and transfering such practices and knowledge to students, the future workers. We should find a way to engage the students actively in gaining the key competences which is necessay for Industry 4.0. There are two student mobilities and one joint staff training in our project. Teachers from each partner will acquire the Industry 4.0 concepts in a joint staff training, which will be implemented in Italy.In the first student mobility, 28 students will observe the ""SpainSkills"" skill competition, where professional skills are measured. Those take parts in these mobilities will have the opportunity to examine the industry 4.0 technologies closely. After these experiences, students will produce industry 4.0-based projects with PBL-based training and 26 students will participate in the skill competition to be held in Portugal nearly at the end of the project during the second student mobility. Thus, both student-centered education and industry 4.0 technologies will be used in schools with PBL methodology.Thanks to our project, we aim to bring our school to the level we define as school 4.0. With these technology transfers, our school will be able to educate students who have reached the Industrial 4.0 age. IndEra is a project to prepare future workers for the industry.Each partner will be able to focus on Industry 4.0 topics from the following 9 columns:1.Big data and analysis2.Autonomous robots3.Simulation4.Horizontal and vertical system integration5.Industrial Internet of Things6.Cyber Security7.Cloud technologies8.Additive Production9.Augmented and virtual realityThe main activities for exchange of good practices:1.""Industry 4.0 Training"" Short-term joint staff training3.Seminars in order to raise awareness for Industry 4.04.A pilot PBL student training in Industry 4.05. ""SpainSkills Competiton Observation"" - Blended mobility of VET Learners6.Industry 4.0 Skill competition among the mixed teams7.Disseminate the project's resultsThe expected impact of the project are:• Trained teachers and students • Developing cross-cultural knowledge• Using the new teaching methodology• Possibility to benefit from new information and experiences from Industry 4.0• Interdisciplinary workThe project outputs will be freely available and fulfill the requirements of modern, open and collaborative learning."

Why is PBL needed? Enterprises, specially Small and Medium Enterprises (SMEs) need qualified workers equipped with competences. According to CEDEFOP (The European Centre for the Development of Vocational Training), COMPETENCE is the ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). Since vocational education and training(VET) is established to deliver workplace-specific skills and knowledge for the enterprises, VET schools are responsible for students to gain competence in order to raise the future-workers. Due the nature of VETs, there are many competences for students, which must be assimilated and integrated. The rationale for this project: The primary aims are to find creative ways for applying knowledge and skill in practice and to improve the the communication skills in English and 21st century. Teachers are not decision-makers. So they can not touch the curriculum at schools. But they might change the way of teaching and students learn. The consortium members aim at applying the Project Based Learning (PBL) approach as a creative way at schools in order to motivate students. ‘Project-based learning’ refers to students designing, planning, and carrying out projects that produce a publicly-exhibited output such as a product, publication, or presentation. Students can acquire the curriculum content they need through projects The objectives our project pursued are: • to establish close links among education and training and the world of work to bring the theory to life • to improve the communication skills of students with English • to adapt and develop approaches and learning materials targeted qualify students • to make VETs lectures engaging, exciting and fun • to make teachers aware of PBL training • to help to improve employability and life skills for individuals and contribute to the competitiveness of the European economy The innovative aspect of current proposal is to apply and improve the PBL approach in the training activities, which doesn't exist in our VET system, combining with language education. The partnership: Mazhar Zorlu Vocational and Technical Anatolian High School • Marijampolės Kolegija/University of Applied Sciences • TENDER • CIPF Don Bosco Vocational Training Centre • Fundacao Escola Profissional de Setubal (FEPSET) • CIGLI IMKB. Expected outcomes: • Discovering a new form of learning thanks to the use of PBL • Using the new teaching materials • Possibility to benefit from new information and experiences • Interdisciplinary work • Strengthening the collaboration between the partner network Disseminination: The results of the project were shared through international conferences and established networks. The project website was used as social media and dissemination channels for presentations, training and conferences. and publications and presentations through contemporary media, and the Erasmus + dissemination platform has been used throughout the life of the project to raise awareness of effectiveness and promote broader contribution and support for this project. Expected outcomes: • Discovering a new form of learning thanks to the use of PBL • Using the new teaching materials • Possibility to benefit from new information and experiences • Interdisciplinary work • Strengthening the collaboration between the partner network