"PROJECT (CERES) "" Knowing the Rural Europe with ErasmuS +"" CONTEXT The project CERES, developed under the program ERASMUS + will centre on two activities, on the one hand students' mobility for the accomplishment of practices on companies on France, and on the other hand, mobility of personnel in formation presenting as organizing center and partner of sending, Federation EFA Galicia, placed in Puente de San Lazaro 11A-1ºD, 15703 - on Santiago de Compostela, province of Coruña (Spain). The practices will realize in the regions of Pays De La Loire and Midi-Pyrenees, with the participation with a view as equivalent partner to reception of MFR de Jouviene -Villevallier-Bourgogne-(France-Conté), the MFR Saint Michel Mont Mercure the Vendee (Pays De La Loire) and Mirande Valentées LPA (Midi-Pyrénées). NUMBER AND PROFILE OF THE PARTICIPANTS Activity A1 - Mobility for practices in companies for 25 students (15 boys and 10 girls) - of CFGM of Agricultural Productions (15 students), Panification, Confectionary and Confectionery (7) and Commercial Activities (3). With ages between 16 and 32 years that already have some theoretical - practical knowledge. Most are from of the rural environment which makes the mobility more attractive and necessary. Though none has special needs, it of them will be necessary that three teachers accompany them because there are a high number of minors. Activity A2-In this activity there will take part two teachers related to the formation and mobility of the pupils. People who realize the activity of mobility will realize a stay of 3 days to study the methodologies of work at the center of reception and at the same time to discover the environment at which the above mentioned center is employed. His principal aim is to obtain methodologies and good educational practices to later incorporate them into the curricular project of the center. METHODOLOGY The following steps are followed: - Creation of the Committee of Mobility. - Preparation of the project. - Preparation of the students. - Accomplishment of the selection of the student´s and the teachers. - Preparation of the documentation (agreements, insurances, reports, tasks and cards of evaluation) - Accomplishment of the stay. - Summary of information for the evaluation of the project and of the pupils. - Day of conclusions (in the center of sending). RESULTS AND FORESEEN IMPACT Activity A1-It is expected that the pupils reach a major professional level in his sector. That they are capable of investigating and adopting applicable mechanisms of functioning in his professional future. That they can manage to create his own company or to be employed for foreign account at his sector. That increases the level in a European language and that it increases his professional dimension. It is to be hoped that the educational center strengthens the relation with European centers, to be able to incorporate methodologies into our educational program. Activity A2-It is expected that the mobility of personnel reverberates positively in the organization of the center and of the future activities of mobility. Also it is to be hoped that the people involved in the mobility obtain a few capacities and attitudes for the attainment of the aims marked in the current and future Erasmus + projects, serving as a guide to form other teachers in this type of activities and to increase the participation of other teachers in future projects. POSSIBLE LONG-TERM BENEFITS Activity A1-In the long term it will serve in order that the pupil forms an impression of his project for the future, comparing with other models that he has known in the period in practices. Also it will serve as reference to the beginning of his labor activity and as possible source of inspiration in the accomplishment of his own project in life. Activity A2-In the long term will be useful to improve the formative program of the center of sending and reception, at the same time as a European dimension is acquired in the formation at a teaching level."

"CONTEXTUnder the Europe 2020 Strategy, Growth and employment in rural areas, food security and climate change are the challenges facing the response of the new agricultural reform in the EU. An adequate response to these challenges represents a third revolution in the sector, which is already in progress in agriculture and requires the appropriate means. In Indeed, these are digital media, robotics, that affect remote management and improve surveillance and early warning, also represent an employment opportunity for qualified young people in these subjects.Smart Farming was accepted as a method to improve livelihoods and sustainability, but there is a need for a change in practice and in mindset among farmers to bring this about; requires bringing together advisory services; stimulates Networking and Cooperation. New technologies can be transformative, but there is a need to make these more widely known, including practical examples of their use and application.SFATE partners have decided to work together approximating innovation to rural actors, and especially the youngest who are more familiar with digital and technologies tools.PARTNERSCoordinator: Consellería de Educación, Universidade e Formación ProfesionalFederación EFA Galicia - VETUSC - (Escola Politécnica Superior - Lugo) - UniversityAssociation des Chambres d'Agriculture de l'Arc Atlantique(Francia) - Agricultural ChamberPhilipps Universitaet Marburg (Alemaña)-UniversityBiotehniski center Naklo (Eslovenia) - VET ACTIVITIESThe core of the project consists of 8 activities addressed to get the foreseen results:A1 INVENTORY OF EXISTING PRACTICES. Identify existing practices of smart farming, collecting all the information concernedA2 EXCHANGE OF EXPERIENCES IDENTIFIED. Analysis of technologies, processes, human resourcesA3 ADAPTATION OF CONTENTS to be presented in a virtual source called ""Smart Farming Portal""A4 Study ""New Jobs and Farm Innovation"". Analyze the existing practices on smart farm focused on an employment perspectiveA5 DESIGN THE SMART FARMING PORTALA6 TESTING the functioning of the SFATE PORTALA7 ANALYSIS OF TESTING RESULTS AND FEED-BACKA8 TRAINING for usersOBJECTIVESTo increase knowledge and the acquisition of smart farming skills in VET CentersTo identify new employment opportunities regarding smart farmingTo spread knowledge on smart farming to the general public in order to generate attractiveness to rural areasTARGET GROUP: Teachers, trainers, advisers, entrepreneurship advisors, students, farmers, and young people in general but also those who are not from agricultural areas.RESULTS_Output 11 Smart Farming Portal (web sfate.eu) It is the intellectual product of the SFATE project which is aimed at making a review and inventory of the available intelligent agricultural technologies, the employment opportunities associated with them and the didactic resources available to acquire the necessary skills to access these new employment opportunities. Students in the subject area of agriculture, teachers, advisors, farmers and other agents from all over Europe benefit from the portal. SFATE PORTAL incorporates a USER'S GUIDE for easy browsing.2 Study reportIt aims to analyse the information gathered in the SFATE project in order to provide guidance to farmers, students and teachers in the agricultural or forestry branch, advisors and other relevant actors on the potentialities of intelligent agriculture, the skills needed to incorporate these technologies into current agricultural practices, the employment opportunities offered by intelligent agriculture, and the adaptation of training programmes in agriculture and forestry sciences to facilitate access to these employment opportunities. Intelligent agriculture can respond to the main challenges of European agriculture and forestry that are summarised below: Increasing EU food security, Promoting growth and jobs in rural areas, Addressing environmental and climate change challenges. 3 Didactic GuideIt proposes how the Smart Farming portal can be incorporated as a didactic tool in the basic, intermediate and upper-level vocational training cycles of the agricultural and forestry professional families. The Guide indicates the professional modules, also associated with some unit of competence, in which the SFATE portal can develop new skills in students focused on training specialization and new job opportunities within the primary sector.The guide describes practical cases of implementation IMPACTS AND BENEFITSTo increase skills on smart farming of Teachers, trainers, advisors, students and farmersTo improve the CURRICULA OF THE VET CENTERSTo have a new tool for vocational trainingTo offer a wider VET base on smart farmingTo increase attractivity of rural areas to young people and general publicTo increase the knowledge on new employment opportunities in rural areas base on smart farming"

"This project has been a new step forward in our goal of internationalization of our school. With the experience of previous projects, we want to improve the skills and opportunities offered to our students., The project has been carried out, basically for two reasons:1. On the one hand, the personal, human and linguistic development that an exchange of these characteristics can bring to the participants.2. On the other hand, the project is directly oriented to the opening of job opportunities in rural areas.EFA La Malvesía is a pioneer, for over 49 years in the development and professionalization of workers and entrepreneurs for the agricultural sector, which improve the dignity of the sector and their intervening agents. The school has a lot importance, for the environment where it is located and for the knowledge that teaches, and their involvement in the development of the economy of the agrarian and forestry sector at the local, community and state levels.Thanks to the development and carry out of this project, the quality and efficiency of the competences of the students and teachers involved has been significantly improved, through the source where the professional skills will be developed to their full potential in the workplace.As a result of the labor needs of rural areas, disadvantaged compared to others, the students who have developed more common linguistic and professional skills, this experience has allowed them to increase their skills, competencies and employability significantly, allowing them to be more prepared and trained to avoid or get ahead in a situation of unemployment. At present the labor situation in Spain is particularly tragic in percentages of youth unemployment, therefore, the project faces the basis of what young people and the country need , higher technical, linguistic qualification.Therefore, the objective of the project aims to remedy the work problems of young people and this project would provide that our country needs. Involvement they have had in their jobs in the host country has allowed the participants to develop a greater degree of responsibility, autonomy, initiative, versatility and commitment, as well as the opportunity to carry out part of their training abroad. course for students to increase their entrepreneurial initiative and their linguistic and social competence. In mobility, students have acquired the competencies corresponding to the Training in Work Centers module in addition to all the intangible that it implies. The acquired training is accredited through the ECTS credits, the traineeship certificate and the Europas Mobility Certificate. Taking into account the biannual nature of the project.,the concrete actions of the project were:.- Metings to explain the project to explain the project. Oct-2017 and Oct- 2018- Personal tutorials with the candidates. The objective was to guide the stage. Nov- 2017 to March 2018 and Nov-2018 to March 2019.- Linguistic preparation: All students have received conversation classes. From November 2017 to February 2018 and November 2018 to February 2019. In addition, They also did OLS assessment and course. From January to April 2018 and the same period in 2019.- Cultural training course. They were transmitted from the countries of destination and thef chosen companies. March 2018 and March 2019.Being a two-year project, the mobilities of the participants have been divided. The mobility of a student for two and a half months, from the end of March 2018 in middle of June 2018 to Belgium to a specialist company in the field of gardening and design. The mobility of 5 students for two and a half months, from mid-March 2019 to the end of May 2019: Three were in Poland, in the Farm-School Agroturystyca BRZOZA and two more went to Portugal, one to a phytosanitary company and the other goes to the Recovery Center of the Iberian Wolf, linked to the University of Lisbon.- The mobility of a teacher for ""job shadowing"" to the MFR of the Bretagne, a network of French schools from which the idea of ​​the creation of the Agricultural Family Schools (EFAs) in Spain originated, being the central topic of the observation, the school-company educational alternation.The expected results were the same of the initial goals that when the school was born. It was the development and training for rural people.With the mobility, the participants have developed a significant growth in language skills, personal skills and have acquired a maturity and autonomy that only a stay abroad can provide. The center has had a global impact on the transfer of technical and educational knowledge provided by the project and the organizations acquired experience in the agricultural FP system of the different countries."

This action supports physical and blended mobility of higher education students and staff from/to third countries not associated to Erasmus+. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.