"This Erasmus + school exchange project involves two agricultural high schools located in Macouria (FR) and Trondheim (NO). The state of play of our schools with students of common issues:- Absenteeism: beaded, recurring or its particular forms (absenteeism from the inside) 15-35%-The school difficulty: sharp drop in results-The school disinvestment: does not do his homework, does not have his equipment, etc.-The classroom behavior: aggression, agitation, sleeps in class-The attitude, the behavior in the establishment: apathy, the visible lack of motivation, the relationship to others, etc.-The social difficulties, family difficulties, even psychological-The report to the family during contacts-The average school dropout of 16%.The populations concerned by the dropout are heterogeneous, but the highest drop-out rates among the 2 partners are in last year of primary school and 1st in the secondary school, which are 13 to 15 years old; we will work with students of 1st year in secondary school. We will work on ways to fight school drop-out in agricultural education, try to prevent absenteeism and propose solutions to keep drop-outs ""passive"" in training. Indeed, our vocational training students need concrete cases to hold on to school in general and general subjects in particular.School dropout is a process that leads a young person in training to detach himself from learning. It can be done either inside the courses, the student gets out of learning while remaining in the class is the ""drop in"". The ""drop out"" is materialized, him, by a physical exit of the school system. The dropout is a learner who leaves the school system before obtaining a diploma (level 5).We will act on 3 targets:-Learning, at the center of the professionalization of learners. The link with the profession, the progress towards a professional integration are important factors of perseverance school for young people who perceive then their formation like a real factor of professional insertion-Socialization, by working on self-esteem, respect for others, cohesion, identity and culture of the community and its constituent groups within the institution-The empowerment, giving the opportunity to take responsibility, to position itself as an actor within the institution and its municipality. Non-formal acquisition of skills that will be transferable in professional and social life.Four activities will be carried out: 2 staff training (7 teachers / CPE / School life ...) and 2 student exchanges (20) in French Guiana and Norway. During these exchanges, the staff and students will be accommodated in the boarding schools of the partner institutions and will thus take part in the daily life of the establishment.b) A student exchange with each partner who will take different forms of workshop in groups of 8 students and 2 adults.Workshops 1 the reception: allowing the pupils of the 2 countries to know and to quickly identify the premises and the personnel, their functions, the different services offered, the rules of procedure ... To forge links with their comrades, their teachers and the educational supervision on a friendly and working way.Workshop 2 Heritage Day: the students will discover the heritage of their commune during an event aimed at promoting local products and know-how, reinforcing the legibility and visibility of the establishment (fair / market).Workshop 3 self-esteem: the team postulates that each student has qualities and potential. She wants to promote it so that the students are aware of it, and make their school report evolve. Gradually lead students to value their successes and failures. create the conditions to feel confidentWorkshop 4 the rules of living together: meetings to define ""live together what is it?""; construction of a questionnaire with the group and survey of young people and adults around 4 themes (atmosphere, violence, respect, communication); choice of 9 thematic axes to build a charter (against violence, solidarity, politeness, trust, tolerance, mutual respect, respect for places, punctuality and diligence, respect for the work of others).These 2 years of project will help to fight against the dropout by positive preventive pedagogical approaches used in each institution; capitalization of results and analysis will be available to all institutionsE-twinning will allow :- Students to get to know each other, to work remotely on a continuous basis, including those who do not leave for mobility.-Personnels to build the schedules, modify it, fix the tasks. And especially to agree, cats depending on the time difference."

Context/background of project:Our three schools have a common motivation to apply for an Erasmus + funding (School exchange).Internationalization and cultural understanding: The past, present and the future are international. All our students should have first-hand experience from international travels and stays organized through an Erasmus project. All the partners agree that students and will stay at host families when visiting each other. This will result in a more intensive immersion in the national and regional culture. General studies: The two Norwegian schools both have Erasmus + projects for students attending a vocational study program through VET-projects. However, a considerable part of the student body of both schools attend general study courses and are not eligible for the VET programmes. Skjetlein and Melhus Upper Secondary Schools were approached by the French partner and had an immediate interest in starting a cooperation.Ferdinand Buisson created a European section of engineering science course in 2017. And a new one in history and geography in 2019.International trips were already organized but we wanted a deeper exchange. In May 2019, we created a profile on e-twinning and contacted the French embassy in Norway, Sweden, Finland and Denmark, because of the historical links between Normandy and these countries and the quality of their English. The contact with the two schools lead to a first meeting in France in January 2020 during four days. The meeting confirmed our first positive impression so we decided to apply for KA229. Ferdinand Buisson opened an European section in September 2019 and mobility is compulsory. The European section welcomes students from different social backgrounds and this project must contribute to the equality of opportunities by offering the possibility to young people.This full integration will add value to the school experience and will encourage students to pursue studies in foreign countries and more.Objectives of the projectThe objectives of the project are diverse, but a main goal is social and educational value. The students will have hands on experiences across culture and heritage. The students will get an insight in a different culture and way of living, as they will not only visit schools in a different country, but they will also live with a host family. This could be a personal achievement for some, and also a “lesson” they will remember for life, a lesson you’ll never be able to give in a class room. The students will have to adjust to their new “family” and get a better understanding of difficulties related to integration and language barriers.The students will get to teach and learn a foreign language, or some phrases of a foreign language. Students from both countries will be foreigners at some point of the project, in that way they will experience both being an expert and being a novise. The main language for communication in this project will however be English. One of the objects of this project will accordingly be to use English as a communication tool in a non-English speaking country. International collaboration is very important in the 21st century. The students will increase their knowledge when communicating English with their foreign colleagues during the project. It will hopefully lead to a deeper understanding of what links Europeans together.During the exchange the students will participate in the everyday life at their host school. They will get an insight in how their hosts work in class, how the school is organized and how the local school culture is. As the schools in both countries have a focus on sustainability, the students will get to see how this important issue is integrated in the curriculum, both theoretical and in activities.Both countries participating in this project have experienced early school leaving. We believe that this project will be a positive motivation for our students. They will get to share experiences and use what they’ve learned in school, both language skills and general knowledge of their cultural heritage. The students will discover differences and similarities, leading to interesting discussions, conversations and hopefully humour. They will have the opportunity to be experts of their own school, language and heritage! This will be of great motivation for many students and for some this could even lead to start studying or working abroad. Long term benefits:For Norwegian schools: The French language as a subject in school is about to disappear. This school exchange might increase the interest in the French language. For all partners: the project will help improving our school reputation, diversifying our programs.Number and profile of participants3 Schools, 60 students, up to 12 staff members

This project addresses four agricultural schools with very similar curriculum and activities. The cooperation among these institutions will enable them to exchange new know hows, experience, to get new skills and training. Students and teachers can familiarize with practical lessons and fieldwork, school curriculums and different study branches in similar schools abroad. The school farms, which are parts of all these instituions, breed horses and domestic animals, they deal with food production (especially diary and meat products). The project activities should explore production technologies of regional food and find new ways which could be used by other schools or be included into school curriculums. For example dairy processing (cheese, jogurt, butter), bakery and meat products , fruit and vegetable products (herbs, wine, jams, sirups) etc. Important part of the project is also animal welfare so that domestic animals were raised in good conditions and in accord with the rules of European Union. All experience can be used by other schools, students and teachers can learn new methods and approaches from the others. Before the study visits there will be a preparation for these activities when students and teachers will be in touch via electronic communication. Several videoconferences are going to be held to enable to plan each study visit including the preparation of the final products - technical notes, their design and form, the neccessary information and methods.One of the other motive is to know, compare and exhibit the different approaches of different European agricultural institutions. Therefore, we want to expand the field of food processing and animal welfare by exchanging the diverse technologies, experiences, methodologies and work produced within the partnership. Conducting joint work, both of documentation and practical activities, expands horizons in working area, while establishing an exchange of information and ways to approach agriculture from different perspectives, to exhibit and evaluate the results together , which will certainly be useful, innovative and varied. All partner institutions include new gain technologies and knowledge among the subjects they teach. During the study visits students and teachers will work on the technological notes, they will try to prepare the regional food products and food tasting for the others. Important part of the project activites is field work and practical lessons when students learn new ways how the animals are treated in other countries, they will get information about growing plants, product technologies of food etc.This project will also help to improve ICT and language skills as the project products - technological notes - will be in electronical form and compiled into five languages (Czech, Norwegian, Portuguese, French and English).

Our project on Renewable Sources of Energy began in September 2018. The partnership consisted of five schools - from Poland, Italy, Spain, Turkey and Norway. As we are all concerned about the climate changes and air pollution, we decided to conduct a project aiming at making alternative sources of energy more popular and better-known among local people, making our students more ecologically aware and contributing to the fight against the air pollution and climate changes in Europe. So, the idea emerged that schools from across Europe, from the North to the South and from the East to the West should create a partnership to exchange good practices. Our school - Zespół Szkół Budowlano-Drzewnych in Żywiec, Poland - looked for similar schools in other EU countries teaching subjects connected with environment protection and RES application. We found schools in Italy, Turkey, Spain and Norway willing to cooperate internationally in order to achieve the assumed goals. About 100 students, aged 14-19, were involved in the project as well as many teachers and experts. We planned and carried out international meetings in every partner school involving different activities, like trainings, classes, lectures, multimedia presentations and workshops connected with presenting, spreading knowledge and popularising the benefits of using the renewable sources of energy.Each partner school organised an international LTT meeting for students and teachers, during which many activities were carried out – visits to companies producing elements of RES and institutions responsible for constructing, implementing and installing them. Not only schools but also many local authorities were involved in actions connected with the project, for example politicians, ecological activists, experts and university scientists. We were guests at Town Halls or Regional and National Members of Parliament were our guest during international LLT meetings. We visited power plants, university departments and natural reserves where we could observe and discuss the benefits of using RES. We took part in many ecological events, for example planting trees or bicycle ride through the city centre showing alternatives to using cars. The first international meeting we organised was the staff training meeting in the Beneficiary's school. All the coordinators and teachers had a chance to discuss different issues regarding the project subject, learn about legal solutions and regulations connected with the topic. We started using social media (Facebook, Instagram, schools' websites) for the purpose of the project results dissemination by creating fan pages and we also started working on eTwinning platform project. Before and after every international LTT meeting, students and teachers worked together on preparations of all the activities, learning about RES advantages and benefits for the environment and also about the culture of the countries involved. Every partner school organised an eco-picnic for parents, students and school employees after the meeting to summarise it and discuss the results as well as to present them to the local society. Students were preparing multimedia presentations, school gazettes and other educational materials for their peers, parents, other school teachers and guests invited to school. They were working on the eTwinning project and published posts on Facebook and Instagram fanpages. Information on the project activities was published on each partner school's webpage and on webpages of local authorities and self-government offices. We gave interviews for local radios and newspapers. Teachers prepared plans of lessons to be used in classes long after the project is finished together with gathered presentations which can also be used in different awareness campaigns in the future. We created a leaflet which can be printed and handed in. At the stage of the project application, we planned that we would exchange our experiences and gain knowledge first and after that we would disseminate the results of our activities. Unfortunately, due to the force majeure – the outbreak of COVID-19 pandemia and, in the result of it, lockdowns and closing of all schools and other institutions, we were not able to perform certain activities, fulfil the plans and reach some of the goals. We were forced to cancel the last summary meeting in Poland, where we planned a huge gathering and presentation of the results to the citizens of our town at a main market square during an eco-picnic for local people and there were supposed to be meetings with local authorities including discussions on the topic of air pollution in our area, visits to hydropower plant, RES department of AGH Kraków University as well as workshops, classes and lectures on heat pumps and geothermal energy among others. After the meeting cancellation, all we could do in this situation was the online cooperation of partners and organising a virtual summary and farewell meeting on the Internet.

Access for young VET students to teaching and training methods and work experiences in other countries helps to improve their employability in a global economy: work-based learning is critical for employability at all education levels, particularly in the current context of extremely high youth unemployment. However, Agriculture is not a popular vocational area in Europe; student numbers have dropped dramatically in the last 10 years and therefore there is a clearly defined need to increase the quality and attractiveness of this sector in many European countries. Opportunities for physical mobility in agricultural VET traineeships is high but the exchange of ECVET-units between European schools is low. Professionalisation of staff is essential to make internationalisation in education a success as they play a crucial role in learning international competences. The Amoove21 (Agricultural Move 21st Century skills) project addresses these challenges by:1) Creating a sustainable network in which annually accredited learning mobility opportunities are offered to VET Agricultural students. The Amoove21 project specifically focuses on agricultural education programmes on livestock/dairy farming, horse farming/equine and animal care. There are no international education opportunities for these programmes yet. In the project the partner network creates nine enriching ECVET units of two weeks in which both theory and practice is offered in English to a mixed group of national and Amoove21 partner students. The ultimate goal of the project is to make sure that the ECVET units are sustainable and will be used also after completion of the project.2) Increasing teachers’ international experience and professionalism. The ECVET units will be developed by teachers that are teaching at the six partner institutions. The teachers develop the ECVET units with their national colleagues and with teachers from the partner institutions. By doing so the teachers become more internationally competent and their professional orientation, knowledge and skills will grow. 3) Increasing students’ accredited 21st century skills to become competitive in a growing international labour market. Through virtual international orientation at home and by physically participating in the ECVET units offered abroad, youngsters will be equipped with digital, theoretical, practical, social and cultural skills which will enhance their chances to be competitive on an international labour market. The transnational nature of the Amoove21 project enables the involved schools to jointly develop nine ECVET units. To realize accreditation of the units’ contents, the units will be embedded in the curricula and the EU ECVET Toolkit will be used. Next to the ECVET units, the Amoove21 project results in virtual assignments. A large group of students works together on virtual assignments that have two aims: to increase the 21st century skills of the students and to increase their knowledge of each other’s cultures. The ECVET units and the assignments will be developed by teachers and the students will carry them out during a pilot phase. Teachers join the students during the last days of a pilot in order to evaluate the pilot and to further improve the unit based on the outcomes of the evaluation. Participation of the teachers in these activities increases their skills and international competence. Furthermore the teachers participate in teacher training sessions on subjects as ECVET and eTwinning. A virtual calendar on the Amoove21 website will be used to annually offer opportunities to students to gain learning and work experience abroad. This platform is sustainable as it will stay online after completion of the project. The fundamental change that the Amoove21 project is aiming for is better employability of European agricultural VET students, more professional European teachers, higher quality of European agricultural VET education programmes, growing understanding and cooperation between VET systems and companies in different European countries and that companies may open up faster to mobility requests. The ultimate goal of the project is to make sure that the ECVET units are sustainable and will be used also after completion of the project.The Amoove21 project is a collaboration of Clusius College (NL), Nordwin College (NL), Skjetlein Videregaende Skole (NO) and Axxell (FI). Every project partner brings its own expertise and will use this expertise in the development of the ECVET units. All partners cooperate actively with local and regional agricultural businesses and thus relationships between education and enterprises have been firmly forged. Each Amoove21 vocational team will involve at least 1 business partner who will A) have an important role in deciding the contents of a unit and B) offer students opportunities at their company to see how theory learnt at the college is translated into practical applications in industry.