The teaching of global competencies is increasingly an important criterion for the quality and attractiveness of vocational education. In our company it is important to consider community-based content in initial vocational training even more , especially in the trained with us professions as Technical product designer , industrial mechanic , machinist and electronics , which are increasingly affected by the changes of the common market . The teaching of world - oriented skills, language skills , knowledge of the different political and economic systems in the world, the knowledge of the legal and social regulations in the various States , and the understanding of the living conditions of neighbors , with the staff and "colleagues " the Durham training Centres are particularly needed by an international orientation within the dual system , through the integration of exchange and training periods abroad in companies involved in the exchange , absolutely.As a result of the globalization of the world of work , here: Siemens AG , Power Generation Group , which has manufacturing and engineering sites in Germany , Great Britain, Hungary, USA, India and Indonesia, is reinforced with new, very different forms of labor mobility between locations be expected . There will be employment , education and training of staff and trainees at all levels.Global Mobility, and the personal willingness to make active use of the new opportunities , educational and professional opportunities are to be found beyond borders the requirements for education and training in our home.Vocational training must not merely " make them fit for the job" be , but should aim to teach skills and to promote in addition to professional and comprehensive personal and social competence.

Since 2012, the French Government has focused on developing apprenticeship in France and has an ambitious recovery plan aimed at offering quality training to young people. The Prime Minister relied on the Secretary of State in charge of European Affairs to make large companies aware of the importance of European mobility in the context of apprenticeship and wished that a pilot project be initiated to boost European mobility among apprentices, sources of skills development facilitating professional integration in the world of work, in close relation with the Ministries concerned. Twelve large companies responded favorably to this solicitation and met several times before the application was submitted. During these meetings, representatives of major French groups, institutional partners, Franco-German cooperation partners and social partners developed a GERMAN FRANCO PILOT PROJECT FOR AN ERASMUS APPRENTICESHIP. During these various meetings, several obstacles to the development of European mobility for apprentices were identified and it was decided, before generalizing European mobility, to experiment in a first phase a small number of mobilities to Germany, on a large scale. spectrum of trades and levels. This project is planned to take place over 24 months and it concerns mobilities towards Germany for 54 apprentices. The Franco-German dimension of European mobility has been chosen in this pilot project because it will be able to rely on the know-how of two countries in terms of cooperation, on existing resources and complementary to Erasmus + funding.In addition, the pilot project will benefit from Germany's widely recognized experience in the field of apprenticeship. Reciprocity will be implemented through a mirror project submitted by German companies to the Erasmus Germany Agency. in 2017. This reciprocity will reinforce the pooling of experiences with a view to the generalization of the pilot project. The organization in project management, the appropriate tools, the quality approach, the valorisation of the results, used daily by the big companies involved, will be put in place. implemented in this pilot project to ensure the achievement of objectives: - to give apprentices every opportunity to enter the labor market by increasing their technical, linguistic and personal skills. - To include mobility as a tool facilitating the adaptation of training courses on socio-economic issues for companies.- Promote the international mobility of Apprentices to promote their professional integration.- Contribute to the attractiveness of apprenticeship - Valorize apprentices by offering them opportunities to assert themselves and evolve in another cultural and professional context, thus contributing to their personal growth. - Promote personal development through work and life experiences in another country, to gain autonomy, curiosity, tolerance, open-mindedness and European citizenship. The success of apprentices at all levels (level IV at level I) in achieving their European mobility and the impacts of these mobilities will be analyzed by a monitoring committee. The information issued by this monitoring committee will be validated and relayed by a steering committee. Among its members, institutional partners will have a very important role in exploring how to ease complex regulation in order to foster the development of apprenticeship and European mobility for apprentices in France.The dissemination of the results will mobilize all the project partners, including the social partners, in particular the MEDEF, and the public authorities, foremost among which is the State Secretariat for European Affairs. The findings made during the project and the improvements made to the project management system. This will lead to a generalization phase in other European countries. The impacts are expected on the better perception of the ERASMUS + program by large companies and on their greater involvement in the European mobility of their apprentices.

"Context: We think that the field of Industrial automation is without any doubt a future bet, so we consider that the continuous training in the systems of Automation and Industrial Robotics of Siemens Simatic is indispensable for the professors of FP. Goals: The main objective of the project is that part of the teaching staff of IES Albal who teaches in FP in the modules of Automation and Industrial Robotics, receive training and acquire new skills in: - Programming and installation of automation systems for industrial assembly lines. - Programming and installation of automation systems for the manufacture of machinery. - Programming and installation of the new PLCs of the Simatic family of Siemens. - Programming and installation of energy saving systems. - Programming and installation of energy systems (cells and transformers). Number and profile of participants: 2 Spanish teachers moved to Siemens Nuremberg (Germany). Teachers involved must have knowledge of Siemens Simatic Industrial Automation and Robotics Description of activities: Day 1: In the morning welcome the participants in the development and training center of Siemens Amberg. Afternoon training in the same center. New automata and its new technologies. Meeting with the product representatives of the Simatic S7 automaton line. Day 2: Training day. Sample of the manufacture of the new Simatic 1500 automatons. Visit the most important logistic center (automated warehouse) in the world of Siemens. Day 3: In the morning welcome the participants in the development and training center of the Siemens Nuremberg automaton. In the afternoon training day in the same center of energy products, especially cells and transformers. Methodology carried out for the realization of the project: Firstly, meetings in the Department of Electricity to achieve objectives. Secondly transmission of this information to the management of IES Albal. Next, the Department of Electricity together with the European project coordination department will specify all documents, activities, expenses, and everything that is part of the project. Upon the return of the training, the participants will provide all the necessary information. Finally, the Electricity department, together with the European project coordination department, will carry out all the activities and tasks necessary for the completion of the project. Results and expected impact: All the knowledge acquired in these activities will be implemented in teaching as of the next academic year 2018-2019. The modules in which the new knowledge will be taught will be ""Industrial automation"" of the first grade of secondary course, ""Domotics Facilities"", ""Distribution Facilities"" and ""Photovoltaic Installations"" of the second year of secondary school. It is considered that there will be a strong impact on the participating teachers. A smaller impact but also important in the students of the following years, and of course in the companies in which they work. Long-term benefits: To avoid that students and teachers are obsolete in their knowledge of the field of Automation and Industrial Robotics of Siemens Simatic."

"The teaching of global competencies is increasingly an important criterion for the quality and attractiveness of vocational education. In our company it is important to consider community-based content in initial vocational training even more , especially in the trained with us professions as Technical product designer , industrial mechanic , machinist and electronics , which are increasingly affected by the changes of the common market . The teaching of world - oriented skills, language skills , knowledge of the different political and economic systems in the world, the knowledge of the legal and social regulations in the various States , and the understanding of the living conditions of neighbors , with the staff and ""colleagues "" the Durham training Centres are particularly needed by an international orientation within the dual system , through the integration of exchange and training periods abroad in companies involved in the exchange , absolutely.As a result of the globalization of the world of work , here: Siemens AG , which has manufacturing and engineering sites in Germany , Great Britain, Hungary, USA, India and Indonesia, is reinforced with new, very different forms of labor mobility between locations be expected . There will be employment , education and training of staff and trainees at all levels.Global Mobility, and the personal willingness to make active use of the new opportunities , educational and professional opportunities are to be found beyond borders the requirements for education and training in our home.Vocational training must not merely "" make them fit for the job"" be , but should aim to teach skills and to promote in addition to professional and comprehensive personal and social competence."