The project 'Art and Design in Our Lives' is aimed to learn, develop and improve participants' professional and transferable skills and competencies. The secondary schools from Portugal, Macedonia, Turkey and the Czech Republic will cooperate in creating, designing and manufacturing different kinds of products from textile, porcelain, photography and graphic. Since the schools prepare students for their professional career, the activity are focused on aspects of their employability in present and future labour market.The main objectives concerning to the students and teachers are:- developing knowledge of English and ICT for communication as well as for their professional lives- deepening and enhancing their vocational, social, interpersonal and communicative skills- increasing their chances in the labour market - working and cooperation in international teams - improving skills for manufacturing and presenting (orally or written) the final products- expanding their creative minds and imaginations- helping them realize differences as well as similarities between partner countries related to their cultural, social and historical aspects that will enhance mutual understanding and respect for individual culturesThe main targets concerning the institutions- internationalization of the schools- enrichment of general and vocational parts of the schools' curricula- implementation teaching of transferable skills in curricula. About two hundred of participants will be involved in the project, most consisting of students and their teachers who will plan, implement, produce, assess and disseminate activities and outcomes gained in the project. It is believed that the overall project team with the cooperation of the schools' implementation teams and participants will be able to achieve the goals and fruitfully accomplish all the activities and products planned in the proposal. The activities in the project includes various kinds of work. On one hand, the participants will use IT tools (blog, website, products' library) for communication, work and presentation results of their work using English as Lingua Franca, on the other hand they will design, discuss different components of the procedure and finally manufacture own outcomes in national and international teams. They will learn how to cooperate, communicate, suggest solutions or defend own ideas and imaginations in order to produce outcomes usable for their professional lives (e-magazine, booklet with ESP, videos or presentations) as well as for goods for exhibitions and public relations. Five international workshops in different kinds of art will be organized in the project. The receiving school which is responsible for preparation, organization and assessment of the workshop will make a schedule which will combine visits of cultural events, institutions and regional companies as well as work on the products. The participants will introduce their countries, cities, schools, curricula to the partners besides that they will design and manufacture textile, porcelain or graphic products in the international team. In addition they will learn new techniques in practice by trying, doing and decision-making so significant in their future career. It is believed that the project will help students to improve and enhance not only their professional and vocational skills but also transferable competencies so important for their employability or entrepreneurship. Moreover, it will make students aware of belonging to a community at a local, regional, national and European level. The examples of the best practice will be integrated into the schools' curriculum so that have a long-term impact on preparation of present and future students.

from Classroom To Career (CTC) The main topic of this project is the transfer from school to the world of work through the tolerance towards oneself, environment, world.The project is focused on strengthening the skills and support of the students´ work system. The aim is to equip the young generation with the skills necessary for the success in life. These reasons led to the goals of our project:• obtain and provide information about social and emotional environment at schools, its systematic influence and thus increase of competitiveness• identify barriers which prevent the young from getting employed • successfully handle a job interview in a foreign language in order to apply for employment in EU countries• promote mobility as part of the learning process in formal and non-formal education.The innovative themes in the project are: • labour market analysis and youth employment in the participating countries, as migration of young people going away to find a job is a very up-to-date topic for our region. What to do to let them stay home?• topics of Global Education provide space for changing attitudes of individuals and strengthening awareness of their own role in the world, • motivation to take responsibility and education through active learning towards values of global citizen, • comparison of youth employment know-how among partner countries, • integration of school-to-work-transitions package into the overall quality of education,• development of entrepreneurial skills of the students involved,• migration of young people from the community of origin, depopulation and aging community, reducing the number of qualified individuals who live in origin areas. We are a partnership of five countries – Slovakia, Turkey, Italy, Spain and Portugal. Our communication language is English. All the partners in this project are responsible for one subject, as we intend to visit each partner country once. Responsible means the participating country will organise the programme for all the participating schools and the project activities at own school. During the project twenty four students and teachers from every country will participate. Activities:I. Main activities 1. School Formation of emotional and social environment at school: School environment questionnaire Racial and religious tolerance / intolerance How environment at school influences learning results2. From school to work Blog about young people´s opportunities to find a job in the region Labour market analysis and youth employment in the participating countries Creation of international students´ training company3. Job Job interview, CV, motivation and cover letter in foreign language Creation of international students´ training company Reality of getting employed (prejudice and obstacles)II. Additional activities a) Social status and tolerance:- Dance- Musical- Short performance- Students´ competition in sport activities - Photographsb) Walking around the region- Photos of top regional sightsThe evaluation of the project will be realized during its duration and will consist of quantitative and qualitative methods to be implemented by all participating members (staff, pupils, coordinator).Results: We prepare these types of analysis:- at the beginning and at the end of the project a questionnaire will be distributed aiming at recording the pupils´ knowledge and attitude concerning the topic being researched, - formation of emotional and social environment at school – starting discussions about school environment questionnaire, racial and religious tolerance / intolerance - SWOT analysis, - labour market analysis and youth employment in the participating countries, - model of CV in our region and differences among countries, - prejudices in the labour market, - local education opportunities and labour market. All students prepare their own portfolio consisting of: - CV- Cover letters- Marketing plan- Financial Plan- Team building activities. Dissemination: - analysis of the questionnaire, - conclusions about the model of CV, - Job Interview - students will analyze how they can handle a job interview and be ready for the main problems they could face, - presentation about young people´s opportunities to to find a job in the region, labour market analysis and youth employment in the participating countries, - publishing a PR article containing information and results of the project. The project will contribute to better readiness of graduates from partner schools for further education as well as current and potential needs of the labour market. Implementation of activities creates conditions for exchange of educational institutions. The project significantly enhances cooperation and links between local, regional, national and international educational institutions.After completion of the project we plan to:- Handle case studies from the project- Further strengthen created

In the last years, education and VET systems have often been depicted negatively, with high level of early school leaving rates, poor attractiveness of vocational education and training, reduced appeal for educational professions, very low levels of digital skills even among young people, and mismatch, even in this sector, between the education and training provided and the requests of the labour market. In such a framework, MoLVET aimed at innovating the pedagogical approaches adopted in Vet centres by means of technologies and digital devices, tools and applications. In MoLVET, technology represented an opportunity to implement more learner-centred approaches, promoting inquiry-based learning, participative learning, learning-by-doing, problem solving and creativity. The aim was to put the learners at the centre of the learning process, following their own pace, giving them the opportunity to create, use and share resources whenever and wherever they needed, enhancing their engagement and motivation, even having fun.MoLVET involved 9 partners in 5 countries, combining different expertise and competences: - Scuola Centrale Formazione (national network of VET providers), with 2 of its 45 members in Italy: Civiform and Fondazione Opera Montegrappa-Galician Regional Government-DEXFPIE, with 1 school: CIFP A Farixa (Spain)-Innovative Educators Association (national) and 2 Technical and Vocational High Schools in Turkey: TÇMB and ZHT -Coleg Cambria (UK), public further education institute-Fondation Auteuil-Lycée Victorine Magne (France), private VET provider-Bicocca University (Italy)-FORMATECH (Italy), TECH company.351 leaners and 55 teachers/trainers directly involved in the development and implementation of new multidisciplinary learning units (more than 13000 training hours delivered). As a result of learning processes and activities, learners produced a variety of digital outputs (03), and in particular: - France: a set of 8 video, in English, on cooking and service;- Spain: 10 quizzes (each one composed, on average, of 10 questions) on Entrepreneurship using Kahoot to play alone or in a group;- Italy: a video subtitled in English on the Prosecco Land; an eBook on facial massage, a mind-map (both in Italian and English) on main printing processes, with videos subtitled in English accessible through QRCodes and Aurasma; an eBook as well as an instruction booklet, both subtitled in English, about how to install a domotic system;- UK and Turkey: homework made by students (on Construction Joinery & Brickwork in the UK and on ICT in Turkey), using videos, uploaded on YouTube and send to teachers through QRCodes;- Turkey: 2 videos in Turkish describing electric circuits; a video (in Turkish) presenting the school.Learners were young people aged 15-32, attending formal training and education programmes, some of them belonging to groups with high level of educational difficulties (like migrants, people with learning disabilities, dropout from mainstreaming education).1312 more learners and 337 teachers were involved in the events and showcases of information, and dissemination organized by their colleagues, to share the knowledge and experiences gained thanks to MoLVET.The outputs of the project included a model enabling users to design and plan the learning units, available in English (O2), with examples of the units tested by partners (the shortest being of 24 hours and the longest of 80 hours). O2 also contains a list of useful APPs utilized by partners during their activities with the learners (to create maps, quizzes, videos, researches, QRCodes; to manage the classroom, for evaluation; etc.). MoLVET partners developed plans for further activities to be implemented in the future.A Guidebook on mobile learning (O1) was also elaborated and made available in English, French, Italian, Spanish and Turkish. O1 includes:- A literature review of the research developed so far on the use of ICT in education, underlining which pedagogical strategies with ICTs and mobile devices particularly encourage more learner-centred approaches;- MoLVET partners’ experiences described and analysed in the light of the main results of the literature review;- A set of practical instructions guiding and supporting those involved in the task of “digitalize” education and VET. Questionnaires are also proposed, to investigate learners’ and staff’s inclination on ICTs as well as staff’s inclination to more interactive and constructivist learning approaches.All MoLVET outputs are freely accessible at http://molvet.formatech.biz. A promotional card and a link to the project Facebook page are also available.During MoLVET meetings, open and success days, demonstrations, show cases and conferences were organised, thus connecting about 2531 people in partners’ countries and more through radio and TV broadcastings. MoLVET final conference was included in the European Vocational Skills Week 2016.