FOR THE STUDENTS ´ TRAINING PRACTICESThe goal of the project is to bring the professional world closer to vocational students and to enable their integration into the working world in the European Union. Meka Vocational School has sent 9 students to Europe to complete their Training from different vocational programs: Business Administration, Automobile Electromechanics and Welding.The activities that has been acrried out in the host country´s work centers have been determined between the tutor of the educational center and the company instructor. In any case, these activities have corresponded with the professional needs of the program that is being studied. Before beginning these activities, the students will have completed training practices by means of theory classes as well as practical experience in the workshop of the educational center. They will have completed their training with participative methodology and the completion of small projects which aim to include the knowledge imparted through different subjects. These students have also received English classes in the educational center, with the goal of reinforcing their knowledge and thus facilitating their integration into the host country.The expected results can be divided into the following categories:1. - On a professional level, the student has acquired work habits which are different than those adopted in their normal environment.2. - On a personal level, the student has learnt about other cultures, languages, and customs, gaining a rich experience.3. - Meka Vocational School has been able to compare the training that it offers to its students with training offered abroad, and share that training with citizens of Elgoibar.FOR THE STAFF MOBILITY PROJECTThe purpose of this project we have presentied has been to share good practices between different European Vocational Training management teams.Good practices through sessions/workshops that bring together: entrepreneurship, services to companies, teaching methodologies, personal motivation and involvement, management in the organisation and dual system.That is why a host partner has been chosen with significant experience in European projects and which has choosen the centre with the best practices in the aforementioned fields for action.The objectives of this project have been, among others, the following: to understand the successful practices of a German VT centre, to share and obtain value from the workshops, and to make contacts for other possible collaborations. The areas and needs that we wish to cover in this project are SHARING, LEARNING, PUTTING INTO PRACTICE, TRANSFERRING AND DISSEMINATING the topics discussed in the workshops.There have been 13 beneficiaries of this project, six from the management team, five heads of department and two European project managers.The host partner have been responsible for the logistics of the stay, in addition to the organisation of the workshops. The sending partner has been responsible for taking out insurance in addition to actively participating in the work sessions.The working language has been English .Communication between the sending members is simple as they have had weekly scheduled meetings, where, once the project has been approved, project development and preparation shall be a point of order of the day at the meetings. Communication between the host and sending partner have been carried out between managers both by telephone and email.The assessment and identification of improvements for future projects have been carried out by means of a satisfaction survey; this has measured the organisation provided by the host and sending member managers, the workshops and logistics (flights, accommodation, meals, etc.).The approval of this project for the applicant centre, such as the Berlin education centre, has made it possible to initiate good practices discussed in the various workshops, in addition to widening the network of collaborating European bodies.

<< Background >>The aim of the international activities of the Federation of Education in Jokilaaksot is to develop international educational and working life cooperation, to increase knowledge of different cultures, to obtain comparative data through joint projects, and to develop education, networking and educational export. The aim is to provide students with the training they need to be able to work in ever-internationalizing and multicultural work environments. International activities will improve the language skills of staff and students and thus strengthen students' placement in working life.The aim of student mobility is to focus on the development of key competences for lifelong learning, to strengthen professional skills and work experience, to improve language skills and knowledge of cultures and digitalization. International learning experience is one of the best aspects of professional and personal development. The aim of staff mobility is to develop cooperation between education and working life, networking, digitalization, finding new partners, improving language skills and the understanding of different cultures, and increasing work motivation.<< Objectives >>The aim of the project was to implement a mobility period for 50 students and a mobility period for 12 staff between 1 June 2019 and 31 May 2022. The aim was to pilot studied and pedagogically guided group mobility in the fields of technology and services. The purpose of student mobility was to focus on the development of basic and key skills in an international environment. In addition, the purpose was to acquire professional skills, gain work experience, improve language skills and knowledge of cultures, and digital skills. The staff mobility plan was to develop co-operation between education and working life, networking, digital skills, an understanding of language skills and different cultures, and to increase work motivation and co-operation in working life. The goal was also to find new partners and jobs for students. It was specifically designed to increase mobility in technology fields that have previously been under-represented in student numbers.<< Implementation >>The project carried out 12 staff mobility and 37 students mobility. The project progressed according to the set goals for staff mobility. The corona epidemic affected student mobility and nine student mobility periods were canceled in the spring of 2020. The quantified target fell short of 13 mobilities. In the spring of 2022, a study-based and pedagogically guided car and logistics group mobility was implemented in Germany, which was attended by 23 students and six teachers. During the mobility, a pedagogically guided program was implemented at three German partner schools. The program included visits to logistics and automotive co-operation sites as well as production lines at car factories. During the mobility, future student exchanges and project co-operation were agreed with educational institutions.The second guided group mobility took place to a partner school in Poznan, Poland. Seven construction students and one teacher participated in the group mobility in Poland. The JEDU Collaborative School designed a study-based and pedagogical program for mobility.<< Results >>During the mobility periods, students' perceptions of professional competence and the implementation of education in another country improved. Students were really pleased with the opportunity to learn about education and jobs in their field. The mobility period improved the motivation of the students and gave a picture of what the profession in their field is in practice after graduation. The international co-operation network of staff was expanded, and reciprocal student mobility was agreed between the educational institutions. The language skills and knowledge of professional practices of the staff improved. The mobility period improved the ability to work in international companies and in an international work environment. Through the project, students also had the opportunity to broaden their views on the needs of international working life and improve their interaction skills in a foreign language. Based on the feedback provided by the students, the personal and professional growth and development of the students will be strengthened during the international period. Piloted group mobility strengthens students' courage and willingness to apply for work periods at the end of their studies.

The project took place between 1 August 2018 and 31 May 2021, during which time three staff mobility periods and 28 student mobility periods were carried out. The project progressed according to the set goals for staff mobility. The coronavirus epidemic affected student mobility, and consequently seven mobility periods were not implemented.During the mobility periods, students' language skills and knowledge of foreign cultures improved. The mobility periods improved their ability to work in international companies. Students also had the opportunity to broaden their vision of the needs of international working life through the project and to improve their interaction skills in a foreign language. On the basis of free-form feedback provided by students, the personal and professional growth and development of students were strengthened during the international period. Student supervision and study counselling were implemented through the JEDU’s own funding.The project continued JEDU’s existing cooperation relations, for example with Spain, Poland, Germany and Denmark. The aim of the project was to get more on-the-job training places in the field of technology. The cooperation with Poland continued to strengthen, as four interior designers and two construction students took part in an on-the-job learning period in Poznan in the spring of 2018. Reciprocally, students from the Polish partner came to Finland to learn about wood construction at JEDU construction sites in Kalajoki and Nivala in the spring of 2019.For those intending to take part on a student mobility period, a joint orientation day was organized. It targeted e.g. cultural background, more detailed information about the destination, and travelling. Also the project-related obligations were reviewed: contracts, insurances, OLS-language tests, reporting, and the sharing of materials related to the exchange period. Written language learning materials in either English or in the language of the target country were delivered. In addition to written materials, there were also audio exercises on CD or online, with links to the materials. During the orientation day, the students also met students who had already completed their student mobility periods and were able to share their experiences.According to the feedback received from the students, they were satisfied with the joint orientation. International coordinators and teachers functioning as on-the-job learning instructors were responsible for pedagogical and cultural coaching and provided more detailed information about the destination and travel. Participants were also able to avail of an online course that focuses on things such as cultural awareness, stereotypes, dealing with a culture shock and the specialities of different countries.The students received The Europass Mobility certificate for the mobility period and the staff received a certificate of attendance.

<< Background >>The aim of the international activities of the Federation of Education in Jokilaaksot is to develop international educational and working life cooperation, to increase knowledge of different cultures, to obtain comparative data through joint projects, and to develop education, networking and educational export. The aim is to provide students with the training they need to be able to work in ever-internationalizing and multicultural work environments. International activities will improve the language skills of staff and students and thus strengthen students' placement in working life. The aim of student mobility is to focus on the development of key competences for lifelong learning, to strengthen professional skills and work experience, to improve language skills and knowledge of cultures and digitalization. International learning experience is one of the best aspects of professional and personal development. The aim of staff mobility is to develop cooperation between education and working life, networking, digitalization, finding new partners, improving language skills and the understanding of different cultures, and increasing work motivation.<< Objectives >>The aim of the project was to implement a mobility period for 95 students and a mobility period for 20 staff between 1 June 2020 and 31 July 2022. The aim was to pilot studied and pedagogically guided group mobility in the fields of technology and services. The purpose of student mobility was to focus on the development of basic and key skills in an international environment. In addition, the purpose was to acquire professional skills, gain work experience, improve language skills and knowledge of cultures, and digital skills. The staff mobility plan was to develop co-operation between education and working life, networking, digital skills, an understanding of language skills and different cultures, and to increase work motivation and co-operation in working life. The goal was also to find new partnersand jobs for students. It was specifically designed to increase mobility in technology fields that have previously been under-represented in student numbers.<< Implementation >>The project involved the mobility of 18 staff and 5 students. The project was implemented in accordance with the set goals in terms of staff mobility. Only fife student mobilities was implemented. In the spring of 2022, a study-based and pedagogically guided car and logistics group mobility was implemented inGermany, which was attended by six teachers in the fields. During the mobility, an undergraduate program was implemented at three JEDU German partner schools. The program included visits to logistics and automotive co-operation sites as well as production lines at car factories. During the mobility, future student exchanges and project co-operation were agreed with educational institutions. The second guided group mobility took place to a partner school in Poznan, Poland. One teacher participated in the group mobility in Poland. The JEDU Collaborative School designed an undergraduate and pedagogical program for mobility. In addition, 11 teacher mobility was implemented to Spain, five to Germany and one to Ireland.<< Results >>During the mobility periods, students' perceptions of professional competence and the implementation of education in another country improved. Students were really pleased with the opportunity to learn about education and jobs in their field. The mobility period improved the motivation of the students and gave a picture of what the profession in their field is in practice after graduation. The international co-operation network of staff was expanded, and reciprocal student mobility was agreed between the training actors. The language skills and knowledge of professional practices of the staff improved. The mobility period improved the ability to work in international companies and in an international work environment. Through the project, students also had the opportunity to broaden their views on the needs of international working life and improve their interaction skills in a foreign language. Based on the free-form feedback provided by the students, the personal and professional growth and development of the students will be strengthened during the international period. Piloted group mobility strengthens students' courage and willingness to apply for work periods at the end of their studies.

Our school is a traditional vocational training institution located in the town of Varpalota, Hungary. At present, we are training about 500 students at secondary technical and vocational levels. Trade-marketing and mechanics are the most numerous ones among the various professional fields provided. Logistics also need to be mentioned as a dinamically developing branch. In the past few years, we took part in several mobility programmes involving the teachers and students from some of the fields mentioned above. The experiences of these projects, just like our students and colleagues facing the increased requirements, motivate us to take part in it right from the first phase of ERASMUS+ that is initiated in 2014. This year’s tender contains mobility activities of 2017-18. While the project two partners have been chosen, which are familiar with European projects and are also known through common work and programmes. With both partners we have a letter of intent, which proves the cooperation with us in the realization of the tender.The participating partners in the cooperation: Nova Gradiska Vocational School, Croatia; JEDU, Finland;The Croatian school was a partner of our mobility programme in the school year of 2014-15 and 2015-16, too. The relationship with our Finnish partner is also intense, this partner is experienced and its versatile profile makes it capable of guiding our international engagement and reaching our goals of modernisation. Since our Croatian and Finnish partners are also planning to implement mobility projects in our institution, our project is based on the principle of mutuality. Our project includes the following elements:The programme implemented with our Croatian partner: in March 2018 eight students of metalwork and 4 students of trade and business will take part in a 21-day-long practical training in the Croatian Vocational School. According to the work-programme, the training should be accomplished in the school workshop throughout the first two weeks, while the rest of the training will take place in a workshop of a local industrial park provided by the partner institution on the fifth workday of the third week. During the training period, a project work-like mutual activity will take place working together with the students of the partner institution. The most important activities of the training will be metal training, producing metal parts; alternative energy, usage of solar energy, wind energy, gas pipe fitting, installing gas measuring devices, pipe fitting tasks. Students will be helped by a teacher attending the mobility. The programme implemented with the Finnish partner: in February 2018 six students of trade and business/logistics and six students of electrotechnics and electronics will take part in a 28-day-long practical training in the schools of JEDU (Finnish Educational Institution). According to the work-programme, the training should be accomplished in the school workshop in the first and fourth weeks, in the second and third weeks the rest of the training will take place in a workshop of a local industrial park. The travel itself is preceded by a substantial pre-training. After choosing the participants, we have constructed a four-week long syllabus for the students. In case of an active student and teacher participation and a successful tender, exercising mutual influence and synergy should be emphasised as connected to our mobility activities. Getting people acquainted with the expected influence and results of the mobility, a wide-scale popularisation and aiming for the most useful application of them has high priority for us. We expect the programme to reinforce our colleagues and students’ devotion to their fields of profession on the short run. It is also expected that members of both target groups develop themselves and their needs towards more modern methodologies, accept the role of European mutual work on a higher level, our teachers’ knowledge of methodology widens, and our students’ professional knowledge and command of a foreign language should also be developed. On the long run, we expect the newly gained pedagogical knowledge to be implemented in the practical education. The European level of professional knowledge, skills and competences are required to be acquired and used on a high level, while taking them into consideration when changing the vocational syllabus or the structure itself. The attitude of enterprises providing facilities for practical training shall also change on the long run. We would like to develop the attitude of our present-day students, making a better public opinion of the school while increasing the number of enrolling students at the same time, and we also aim to provide a better reputation of the activities available in our institution. We do aim to take part in further projects of ERASMUS+ while making the mobility activities and their consequences key elements of the structural culture of our school.