OBJECTIVES: Build on multi-discipline research (e.g., human-centred methodology integrates cognitive models, ergonomics, understanding of worker’s well being) to accelerate how we identify, acquire and exploit skills valued by industry. Get high take-up by early adopters (e.g., in manufacturing). Augment training in situ with live expert guidance, a tacit learning experience and a re-enactment of the expert, in knowledge-intensive environments where effective decision making, often in new situations, has high impact on effectiveness in production. Bring learning content and technical documentation to life via task-sensitive Augmented Reality (AR). Make final products flexible for workplace integration via industry-standard repositories and toolkits. HOW: Wearable TEL platform enhances human abilities to acquire procedural knowledge by providing a smart system that directs attention to where it is most needed. An extensive audit of industry procedures, policies and participatory design methods will define the main facets of the platform. User test cycles will refine prototypes and deliverables. Existing wearable smart devices and sensors will be tailored to provide an innovative solution for content delivery and measurement of user performance. Comparative tests, stakeholders’ review and leading the IEEE AR group will secure high-standard academic and industrial outputs. RELEVANCE to work programme: WEKIT is strongly aligned with EU job/training policies (e.g., Grand Coalition for Digital Jobs). It enhances the industrial value chain, reduces fragmentation/cost and improves efficiencies with impact regarding speed and scale in production. Looking ahead: roadmap shows safe skill pathways for use of TEL in changing industrial landscapes (e.g. smart machine-to-machine (M2M) knowledge-sharing). Smarter products and services will improve workflows, enhancing (re)training of workers whose skill sets need upgrading after ‘Industry 4.0’.

Our school mainly welcomes, in its vocational section, former 5th-year students. Often, their choice of vocational courses was made by default and we are frequently faced with the problem of their lack of motivation and involvement. The possibility of moving to another European country provides them with a real prospect of personal development and professional success and offers them a real window on Europe. The aim of our project was to organize mobilities for Btech National in Retail students, through a 4-week in-company training during the 2018/2019 and 2019/2020 academic years, initially in England since we have been working for several years with an intermediary partner who gives us complete satisfaction. Participants must complete internships in points of sale allowing them to implement professional skills in the field of retail (such as, for example, receiving goods, organizing the stock and reserve, keeping the shop floor tidy, arranging the shop-window, restocking shelves, greeting and advising customers) gained during their 3-year training in high school by adapting and transposing them to the Anglo-Saxon context. Given the particular situation in the United Kingdom due to Brexit, we have decided to maintain the first training period in 2018/19 in England and to take the necessary steps to set up mobilities in Ireland for the 2nd period in 2019/20.In January 2019, 8 students therefore had a work experience in Peterborough in England in the following stores : BOOTS (UK's leading pharmacy-led health and beauty retailer), Entertainer (UK's largest independent toy retailer ), SENSE, AGE UK, SCOPE, OXFAM, SUE RYDER (charity shops selling second-hand clothes, decorative accessories, CDs, DVDs and books obtained through donations) and DSL (independent specialist in premium, designer -Armani, Valentino, Timberland, Nike, Fendi, Puma- and affordable apparel for men, women and kids. In January 2020, 11 students completed their training period in Cork, Ireland in the following stores: Centra (mini-market), Pro Musica (sale of musical instruments), Saville and Gentleman's quarters (men ready-to-wear shop : multi-brand and designer brands like Tommy Hilfiger, Boss or Gant). , Primetime (clothing, accessories and shoes for men and women), Oasis ( clothing, accessories and shoes for women), Unbound (gift shop, stationery, accessories, interior decoration), Flying Tiger (gifts, gadgets, stationery retailer), OXFAM and Gorta (non-profit charities selling clothes, decorative accessories, toys, CDs, DVDs and second-hand books obtained through donations).The teachers accompanied the participants to England and Ireland, supervised them at the beginning of the stay: discovery of the city, introduction to the workplaces, checking their compliance with working conditions and professional expectations, validation of accommodation in host families, coordination with our local partner to ensure the follow-up of students. We then returned to France and checked and monitored the smooth running of the mobility thanks to regular exchanges with students and our partner organization through text messages (creation of a Whatsapp group), emails and phone calls. During their stay the 1st group students had the opportunity to go to London and Cambridge and the 2nd group was able to visit the Titanic experience in Cobh and to spend a day in Dublin.At the end of the mobility, the teachers returned to England and Ireland for the assessment of the work placements, which is carried out in the same way as in France: interview with the tutor of each student and validation of the assessment grids. The store managers were satisfied with the work, the dedication and the responsability of our students and the evaluations were very positive.When we returned to France we were able to see what their mobility had brought them: a more mature and more autonomous behavior, real linguistic progress and above all an openmindedness, a desire to discover other cultures and a wish to go abroad again.

"Henri Poincaré Vocational high-school for Trade and Social Care careers, located in Palaiseau, Essonne (91), is a public educational institution attended by students who mainly come from junior high school. For some, the option of a vocational career is imposed because of the difficulties they face in general education subjects including foreign languages. Teachers are often faced with the problem of motivation, Through the mobility abroad, this European curriculum is a means of involving these students in a mobilizing project which enables them to acquire skills and autonomy that are necessary for their success. Our project We are applying for 20 grants for National BTECH in Retail Management for students who will have internal work experience abroad during the academic years of 2017/2018 and 2018/2019 (10 students in 2017/2018 and 10 students in 2018/2019) Lycée Poincaré has been organizing mobilities abroad for the European section ‘Secrétariat’ for several years. Given the positive feedback of this section, we have set up mobility projects in the Retail Management department for the years 2011/2012, 2013/2014, 2014/2015, 2015/2016 and 2016/2017. These projects having been accepted, similarly to our application for the European section, we are applying for a new project for the 2017/2018 and 2018/2019 academic years. Project Description The mobility will take place in Peterborough, England and will be organized in 4 or 5 preparatory days and a 4-week internship. The first days are devoted to a progressive discovery of the environment before joining the host company, in which a tutor will be responsible for the participants. We will travel on the Eurostar and students will stay with their host families. The allocation of families and businesses is organized by a local provider who also closely supervises the trainees with the educational team and in accordance to the previously approved specifications. This project involves the various members of staff of our school: the head teacher, the accountant, and the educational teams of the relevant classes. Objectives The objectives notably involve the professional aspect as the project is primarily a linguistic enhancement in connection with the vocational training, but they also go beyond this aim. They bring a cultural aspect through the discovery of a way of life and a different environment. And finally, building up personal confidence in our students is the underlying objective of our project as it allows them to develop self-confidence, autonomy and thus helps them to mature. Our requirements Our students belong to families who mainly come from disadvantaged or underprivileged backgrounds. The financial aspect of the mobility is therefore important, hence the need to obtain funding from Erasmus+ in correspondence with that of the High School and of the Ile-de-France Region. Predicted Outcome The internal training period done as part of the mobility will be taken into account for the Baccalauréat degree. It is therefore assessed by teachers at the place of mobility. Regarding the foreign language assessment in the exam, the evaluation methods which are now being oriented towards oral practice and the skills acquired through the mobility will provide a concrete basis for the preparation of this exam. Because our students are enrolled in the European section, they will take a specific oral exam (which lasts 20 minutes, preceded by a 20-minute preparation time). According to their results, they can obtain a special European grade in the Baccalauréat. In addition, each participant will receive a personalized Europass mobility at the end of their training period. In the perspective of professional integration, the skills acquired by students reflect the European dimension in their training. Finally, the European aspect of the project is an undeniable added value for the participants: our students will be able to ""experience Europe"" explicitly."

This 8th mobility project concerns 10 pupils, representing diversity, in their final year of a BTEC National diploma in Management & Administrative Duties, in the vocational department of the Lycée Vincent Van Gogh located in Aubergenville. As an addition and asset to the diploma, our pupils are taking the European English option. Created in 2006, the European section is included in the part of our school project referring to ‘Personal culture and international opening’. We are the only school in the area to offer this qualification with this option. Vincent Van Gogh secondary-school, inaugurated in 1991, welcomes 1105 students who come from 5 local areas and from the working class localities - Mantes, Les Mureaux and Aubergenville.Our applicants have carried out a four weeks’ work placement in a UK company, which was preceded by a cultural, linguistic and professional period.The work placement took place in PETERBOROUGH (CAMBRIDGESHIRE) from November 23rd to December 18th 2015. We have cooperated with several types of receiving organizations (printer, schools, administrative structures, charities, hotel …), most of them having welcomed our French trainees in previous mobility projects. Our pupils were entrusted administrative tasks, adapted to their professional and language skills and levels.Unfortunately, the immersion period took place from 20th to 21st November only, with EUROSTAFF - our local intermediary organization partner for seven years, which offices are in Peterborough city centre. The initial cultural, linguistic, professional planned week was reduced owing to our departure being delayed from 14th to 19th November 2015 because of the terrorist attacks happening on the 13th November night in Paris.Our pupils are preparing a tertiary vocational baccalaureate in three years. This work placement is an integral part of the curriculum and it is compulsory for the validation of the diploma. Moreover, they will later have to work on a market in constant evolution, with foreign suppliers and customers, where a poor knowledge of the English language is a real handicap.This mobility project has helped our pupils to improve their professional and language skills, but it has also helped them to discover the European dimension of the business world, while developing their professionalism and reinforcing their employability. With this mobility, they have better opportunities to integrate the world of work. They will have access to quality courses during their higher and further studies (BTS diploma).The international dimension of their experience will compensate for the possible academic gaps they might have in relation to pupils coming from a general or technological baccalaureate.At the end of the mobility project, the following results have been achieved for our applicants:- improved professional skills (discovery of other working methods), English language skills (better knowledge of the general and professional language, some oral fluency, development of more complex sentences, fewer errors), behaviour skills (more maturity, a step towards independence, less dependence on their families),- cultural opening and European citizenship awareness thanks to the discovery of a different lifestyle and a different way of thinking in another European Union country,- the obtention of the Europass Mobility which adds an important personal value and is a real asset as it is an uncommon experience offered in the vocational curriculum.Thanks to this project, our school has seen:- an enhancement of the vocational section (attractiveness, more higher education opportunities, employability) and of the school curriculum,- an impact on the exam results of the mobility project participants: * From 2009 to 2015 (7 groups): 61 candidates = 60 passed their BTEC National (most with a good grade), * From 2009 to 2015 (7 groups): 61 candidates = 48 passed the European option = 78.69%,- the mobilization of skills for the success of our students,- the development of interdisciplinarity and of European cooperation,- the expertise and new skills acquired by the team which work is highly enhanced by the project.Our overall results are consequently positive. The dedication of the teachers, the pupils, our intermediate partner and our receiving organizations represents a key element in our project. We have achieved our main goals which were for our pupils to do professional tasks in English, to improve their English skills. They are now able to understand their interlocutors at work and in everyday life situations and they are more open-minded. All our pupils have the satisfaction to have achieved these goals, having all improved in English, both oral and written. They have also gone a step further towards maturity, autonomy, personal knowledge and the awareness of others.