SMART CAREERS PROMOTION is the second year of the charter.The project took place on schedule. The activities were all carried out with the exception of a mobility to France due to the renouncement of a student who fell ill at the last moment. The unrealized mobility will be recovered in the next year.A total of 149 mobilities were carried out, including 7 staff and 130 short term learners with 12 accompanying persons.The target countries were:SHORT TERM Spain (vehicular language Spanish) 10 (8 females 2 males); France (vehicular language French) 9 (7F 2M); Germany (vehicular language German) 13 (10F 3M), United Kingdom (vehicular language English) 43 (10F 33M); Ireland (vehicle language English) 40 (14F 26M); Poland (vehicular language English) 8 (2F 6M), Finland (vehicular language English) 7 (0F 7M) ACCOMPANYING PERSONS 12 STAFF United Kingdom (vehicular language English) 7 (5F 2M).The project originated from the analysis of the training needs expressed by the manufacturing sector in Veneto Regione in relation to the introduction and progressive affirmation in the production processes of changes related to Smart Manfacturing. The Innovation STrategy of the Veneto Region (RIS3) has SMART manufacturing as one of major areas. The project is aimed at developing technical-professional skills of the new professional profiles required in the Smart Specialization sectors and in parallel is aimed at improving the employability of young people through training experiences that develop language skills and interpersonal skills in multicultural contexts.We have cooperated with foreign partners to organize traineeships with tasks consistent with the school curriculum. The first assessment of the proposed pupil-company matchings was the alignment with the school curriculum and with the characteristics and abilities of the individual pupil. Then we tried to find locations that could develop particularly innovative skills related to smart manufacturing. This last point was reached only for a part of the students. Among the obstacles, too low levels of linguistic competence and a short internship which for many companies was considered insufficient for complex tasks. In any case, each internship was organized and designed specifically to facilitate the learning of the individual student and aimed at his specific study direction.Scrolling through the lists of companies involved and the tasks to which the interns have been dedicated, it is possible to see that:AFM, RIM and SIA students have almost always been placed in corporate offices with administrative and marketing functionselectricians often in repair and maintenance companies of electrical appliances and computersdevelopers in software housestourist experts at hotel or travel agency receptionmechanics, mechatronics and electronics students are more difficult: there are many safety requirements (in Ireland they have to apply for a license, in the UK we managed to have a recognition of safety training done at school) PPE that are not always made available by the company (for example safety shoes, are bulky and heavy for travel). In the UK, partners were chosen in industrial cities such as Walsall, Preston and Cardiff because they proved to be the most capable of providing that type of placement.The CAT (geometri and land surveyors) in London have been included in architectural studiesPreparation is a crucial phase during which students are prepared on: security; Internship; comparison with a different culture; language. OLS is a magnificent tool that should be used better. It should be better integrated into the teaching of schools. Students who participate in mobility receive enrollment in the OLS but language teachers are not sufficiently aware of this. If OLS is simply added to the school workload of the departing students without being coordinated with the lessons and integrated (replacing some task or other didactic load) in the teaching, the students will tend to use it very little. A communication action with teachers is needed to make OLS more integrated in the teaching activities with a reflection also in the voting.For the final evaluation, the reports of the companies that show a good satisfaction of the students and of their skills. On the part of the pupils, the reports in the mobility tool show good results.In the next year, a first ErasmusPro group of new graduates is planned which will allow an even closer connection with the companies of the Vicenza area when young people return.Staff mobility in the UK allowed the involvement of teachers of technical subjects for a comparison on innovative didactic approaches and also an evaluation of the coherence of the training courses with the disciplines of orientation.