The EUROWORKERS project was born with the aim of sharing the good practices of the four schools in the fields of teaching innovation, language learning, social inclusion, the development of entrepreneurship and the prevention of early school leaving . This is why it seeks to develop through active methodologies such as Project Learning (PBL) the key competences of students while providing them with tools for the continuation of their studies and their future incorporation into the labor market. Among these key competences, one of the most fundamental is the learning of the languages. We also understand that a practical and real approach to the labor and business market will help the development of their entrepreneurial spirit. Finally, in a context such as the current one, we consider it crucial to develop policies and processes of social inclusion, especially with refugees. The objectives of the project are to improve the development of the basic skills of students, especially foreign language fluency, digital competence and entrepreneurship. We also hope that the project will help prevent early school leaving and facilitate the inclusion and integration of pupils with special educational needs and refugee pupils. The project is aimed at secondary and high school students from the Salesian schoolss el Pilar, Helene-Lange_Schule, Savio College and Lycee Don Bosco. In total, 240 students and 40 teachers from different areas will participate in the project's development. A part of the project includes short periods of exchange in which 18 students from each center will participate. The project consists of planning, setting up and maintaining a Virtual Human Resource Business by the students of each country involved. Starting with the first ideas until the complete development of the business, the project will be divided as such. The project is made up of four phases, which correspond to each of the countries involved. Each of these phases delves into work methods, knowledge of cultures and in the study of the business fabric in each country. Since this is such a multidisciplinary project, it will deal with different subjects, while using and working in English or Spanish (these languages are studied in all schools) and in some cases, French and German. Each phase is divided into four areas: • Entrepreneurship: construction and management of the Human Resource Business. • ICT: web development and video blog • Labour market: approach to the business world and preparation for work experience • Language and culture: knowledge of culture of each country and practise of the language with native colleagues Throughout the project, a website, video blog, and a TwinSpace on the eTwinning platform will be maintained. Each country will have someone responsible for ICT and a group of students in charge of these tasks. We will use Project Based Learning (PBL) and Content and Language Integrated Learning (CLIL) methodologies throughout the project development. Furthermore, the project is focused in key competences development into the EU framework (Recommendation 2006/962/EC on key competences for lifelong learning). However, one of the pillars of the project is the work-based learning, this is the reason why we have included a short exchange and training period in each country for some students participating in the project. The results expected for students is an improvement in their key competences (specially language skills, management of ICT and entrepreneurial spirit). On the the School and the teachers an improvement in teaching skills and in new methodologies implementation is expected. Finally, for the educational community, at the end and during the process are expected to have developed educational materials to be made available through the eTwinning platform and the nets every school belongs to. Finally there is an expected impact in the different local areas through the partners enterprises. The experience will benefit them as they will strength the relationship with Training providers. A sustainable relationship betwen the schools and a reinforcement of the languages, ICT and entrepreneurship teaching is desiderable as a long term benefit of the project.
The most relevant priority addressed by our project has been the "Achievement in relevant and high quality skills and competencies". We believe that the project has allowed students to improve and develop at least these key competences: the ability to speak foreign languages; ICT skills; social and civic competences; the sense of initiative and entrepreneurship and the ability to learn to learn. The way in which the project has been able to help them achieve these objectives is both in the preparation of the activities and in the implementation. Students have communicated with other students, both in their mother tongue and in a foreign language; They have used ICT; They have been in contact with the business market; They have developed their entrepreneurial spirit and skills, and have learned independently about the labor market. In addition, the methodology has been based on project-based learning and CLIL to help these skills and skills development. The sectoral priority has been to promote the "acquisition of skills and competencies" and combat "early school leaving." The project has been developed under a practical approach to the education and motivation of students in the ages of 14 to 17 years. It directly involves 72 students (18 per country). We believe that it has been very satisfactory, since at this stage, students need motivation and clarify their vocation. This research on the labor market has helped them clarify what to continue studying. In addition, the project has helped students learn more about the demands of the labor market. The activities carried out during the project have been related to the simulation of entrepreneurship of a human resources company (name, logo, slogan, cover letters, business documentation management, promotion and marketing, etc.). In addition, tasks have been shared between the different countries through the twinspace platform and they have worked together in person during the different mobilities. In these mobilities (in which students have made educational stays in companies) and in transnational meetings, teachers have been able to share different good practices detailed during other points of the report. Regarding the results, the established learning objectives have been achieved and the mobility has been carried out satisfactorily, giving our students the opportunity to share their experiences and knowledge, carry out "business practices", approach to work reality and European business, practice of the English language and knowledge of different European cultural realities.