"The Erasmus + KA1 Vocational Education and Training- learner and staff mobility project ""International Experience to reach Quality"" involved 50 Vilnius Tourism and Commerce School IVT students- 39 from restaurant and hotel department and 11 from trade and business department, 7 vocational teachers and 1 administration representative. They improved professional and socio-cultural competences, gained experience working in international team. The restaurant chef from the UK provided practical training for pupils and teachers at the school. Receiving partners contributed to accoomplishment of project objectives by extensive experience in organizing and implementing international activities. Most of them are our long-term mobility project partners: Zealand Business College, Denmark, Berufsbildende Schulen Burgdorf, Germany, Riga Technical School of Tourism and Creative Industry, Latvia, CEFPPA Adrien Zeller, France, New Service, Italy, Meridian Business School Ltd, UK. New partners - MKC City College Larnaca, Cyprus, PAN TAVA LTD, UK and Fundacio Inform, Spain. The restaurant and hotel department students went to one month mobility internships in Italy, the United Kingdom, Denmark, France and Cyprus. During the internship, the participants got new international theoretical knowledge and practical skills in the preparation of products, semi-finished products, thermal processing of products and semi-finished products, dining, serving, quality assessment, learned to work with the latest kitchen, restaurant and bar equipment, inventory, tools, and the latest technology, had the opportunity to work with such products as fish, seafood, chocolate, marzipan, practically familiarized with wine tasting, wine pairing. Students small business organizers and logistics expeditors had one month internship in the United Kingdom and Germany. They practiced in commercial businesses and logistics companies. Students have acquired international practical skills in sales, advertising, customer service, learned to use the latest equipment and logistics IT programs, participated in warehousing operations (documentation, marking, warehousing planning), practically filled international shipping documents, according to EU conventions and law worked in warehouses and offices. Together with the students, during the first week of mobility there was an accompanying person or a vocational teacher who participated in the mobility in the same host partner organizations. They ensured safe access to the internship places, the integration of participants into the new social and professional environment, and ensured better contact with the host organization. The teachers of the restaurant and hotel sector took 12 days of training in foreign companies in France and Latvia, where they improved their international competences by participating in the work process in restaurants. 2 teachers from trade and business department and administration representative had staff training visits in Germany and Spain in order to take good practices from European VET staff in order to properly prepare specialists for the labor market, improve the quality of teaching, organization of practice and the attractiveness of professions. The culinary teacher went to a teaching/ training visit in Latvia, and at our school practical culinary and confectionery sessions were conducted by a restaurant chef from the United Kingdom. All participants acquired and improved socio-cultural and linguistic competences: they gained experience in working in the international team, improved their foreign language skills in professional activities, gained confidence in their professional skills, increased their motivation to seek professional excellence, and improved their social skills, autonomy and responsibility. The acquired international competences will help them to integrate more easily into the EU labor market. All participants received Eropass Mobility Documents, Danish and German participants- also ECVET certificates. The participants shared their experience with other students and teachers during lessons and meetings. At the end of all traineeships, in May we organized a final dissemination event, during which the participants of the project shared their experiences and impressions, invited the guests to taste international dishes learned during the traineeship. The event was attended by the school community, representatives of social partners-businesses, gymnasia, progymnasium, and school alumni."

The Catering Mobility project was founded 14 years ago with the purpose of giving students the possibility to gather experience abroad after they have finished their studies. More precisely, these experiences have always been internships in the food and nutrition sector. Students from the 'kitchen and service' and the bakery and butcher programs are able to apply for these internships. The 'Chase-Network' started 22 years ago with England, France and Sweden. The Network has since expanded to include 16 partners, 13 different countries and our school has been an active member for 13 years.Every exchange runs for a period of 5 months. Students are guided and assisted by one of the partnerschools. Every country selects, sends and receives students (except Iceland, they only receive). During the first month of their stay, students get acquainted with their hosts and the country. A very thorugh language course is combined with cultural excursions, company visits and practical lessons in the hosting school.At all times during their stay, students are assisted and guided by one of the local coordinators or teachers. After the first month follows a 4 month internship in one of the companies, hotels or restaurants selected by the hosting school. During this period the students remain in close contact with their hosts and their own school. For many of them this is their first long stay abroad and the contact with a known partner works both motivating and reassuring. The very important personal contact between the schools is equally important as it allows for quick and easy communication (in case any problems arise).Beside the long term project we will start a short term project. The students themselves are the requesting party . Some of them would like to do their practical work-placement abroad during their last school-year. For this project we work together with our partner of Sweden and we have contact with 2 new partners (Germany and Denmark)The ERASMUS+ programm gives our students the opportunity to experience a working environment abroad, as well on a material, emotional, intellectual as ability level. Most of our students do not possess the financial means for these kind of programs.It is the perfect way to introduce them to an independent life as adult and a unique experience 'European Passport' will complement their diploma when they start looking for work.

<< Objectives >>Main objectives are: 1. A comprehensive understanding of best sustainable practices within culinary and agriculture curriculum to be combiled into a summary report that is used in the development of AgriCulinary training curriculum and supplemental materials. 2. Development of a multidisciplinary Agriculinary training curriculum & materials & to educate teachers for new innovative training unit. 3. Develop and create online publication of the AgriCulinary training and to organize open webinars.<< Implementation >>We implement training & piloting AgriCulinary training program collaboratively at three participating colleges offering local contact lessons, collaborative online lessons, webinars & on-site workshops (sharing & learning local practices). We update AgriCulinary training curriculum, develop training videos & supplemental materials during piloting of training. We develop a summary of best educational practices and produce final version of AgriCulinary training unit to be shared publicly online.<< Results >>Training of teachers, completion of all training materials and disseminate project findings and information via online platforms including; webinars, video and printed content, educational curriculum and training materials for AgriCulinary classes and practical activities. Develop and create www-pages, completion of video summary of the whole project, organize dissemination workshop and final report of the project.

As stated in application our reason for us wanting to carry out this project is to support VET-providers in creating sustainable European partnerships and give an added value to the companies through transnational mobility projects and continue to enhance and implement a coherent quality system. We did not send as many as we aimed to, we did however send one of our apprentices on a longer mobility (5 months) and several that where more than 4 weeks.The main objectives of ICEAPP- EURO II is to;a) enhance and make mobility a real choice for apprenticeship students in the certified trades, b) strengthen the competencies of IÐAN and supporting parties to promote domestic reforms towards transparency and permeability,c) validate credits and develop ECVET knowledge in regards with the recognition of acquired learning outcomes andd) build and organise a network of competent and high quality host providers.e) to encourage young people to test their professional abilities and strengthen their professional network.f) to introduce global and social awareness through sustainability.g) giving an added value to the companies through transnational mobility projectsImpact:a) Never has IÐAN sent as many apprentices in one single project thus underpinning the fact that this is becoming a real choice for apprentices in the certified trades. A total of thirty nine mobility flows there of three, first year graduates. b) IÐAN is has strengthen their competences through reviewing current procedures and ways to give mobility a more transparency profile. A new webpage for IÐAN has been launched where Eramsus+projects will have a special spotlight. According to our strategy plan this will be complete by the 5th of January 2018. This space that Mobility and Erasmus+ is getting on IÐANs Webpage is a result of over 10 years of work that IÐAN has stood for and that has laid the foundation of a growing interest and the understanding of the importance of the mobility program.c) All mobility flows that apprentices take part in are validated by IÐAN as a part of their apprenticeship contract. Newly graduated journeymen receive a certificate that has been registered in Náman (Life long learning data base).d) Never has IÐAN collaborated with as many companies before. This means that we sent apprentices directly to companies, not going through intermediate partners. It should be noted that we ensured the quality of the placement, cooperation through dialogue or email to one of or all of the following: Our Euro apprenticeship partner, the Master craftsman responsible for the apprentice (always) and the responsible person in the hosting company.e) We produced a new brochure for our mobility projects that are disturbed to our member companies during company visits. IÐAN visits VET schools in regards with the apprenticeship contracts, the brochure is disturbed there also. We have a booth during (ICE skills) where we promote the mobility program and for the first time we maid a point of this opportunity at the Journeyman graduation. Where master craftsmen, journeymen and others attend. f) We did not follow through on this point as we wished, except through our before and after the mobility flow meetings with the apprentices. Our chief expert attended a Erasmus+ training course in regards with internationalization strategy making giving the greater importance to sustainability and global/international importance to this work.g) We systematically communicated and collaborated with companies. We have invited representatives to participate in discussions. This work is a result of a KA2 project we participated in called EQAMOB. Putting the company in focus and emphasis on In company mobility learning through a quality mark. EQAMOB&Co and what it stands for http://www.euroapprenticeship.eu/en/about-eqamo-co.html

"The term sustainability has become an integral part of our daily lives and concerns each and every one of us. It's no longer possible to read or watch the news without being confronted by the terms ""Fridays for Future"", ""climate change"", ""globalization"", ""global warming"" and ""consumerism"". These are just a few elect terms from a list that could be continued endlessly and that shows the necessity of getting involved in developing a more sustainable way of living. Our schools think that it is the responsibility of every educational institution to work on that goal which is why we would like to contribute to it by starting this project.The participants of the project ""Creating and Living Sustainability"" are students and teachers from five schools in Spain, Italy, Denmark, Finland and Germany respectively as well as members of the Spanish organization BIOSFERA. There will be a meeting in each country which will be attended by three teachers and six students from each participating school. The participants for those meetings will be selected mainly by their interest in the project and their willingness to work on it. Nevertheless, the coordination team will try to include students of different age groups and types of school as well as teachers from different departments.The activities of this project are designed in a way to reflect a continuous process, i.e. each meeting starts with the reflection upon the previous activities and results and then continues to work and improve them. The first activity consists of the creation of an analysis of the current state in the participating countries. Suitable methods to compile such an analysis will be introduced by the organization BIOSFERA that will also support the participants in this endeavour. In the course of the following meeting, those analyses should provide a base for the needs assessment which the participants will have to compile in small groups. In this phase, each group will focus on one specialized area. As those areas are not yet defined and will be the result of the previous analyses of the current states, the methods to assess those needs cannot be determined at this point in time. After identifying the needs, the third meeting will be about the development of ideas for suitable solutions and the creation of those solutions. Said solutions could be concepts (e.g. guidelines for more sustainability in schools), services (e.g. sustainable services in tourism) or, if possible, products (e.g. products created from metal scraps). During this activity the groups are asked to analyze and evaluate their ideas in order to identify the most suitable solution. After the meeting, the resulting concepts, services or products will be tranferred into a trial period. In the fourth meeting, the results of the trial period will be reflected upon in order to optimize the solutions. Afterwards, those optimized results will then be put through a second trial period in order to determine if they produced the desired effect in terms of sustainability. Apart from determining the suitability of the results, the last meeting will also include their publication through talks, newspaper articles and websites.In the course of their time at school, our students develop a variety of skills relating to school and its subjects. The participation in this project, however, will also facilitate the development of inter-disciplinary skills like project expertise and thereby prepare them ideally for the challenges of the world of work. Sustainability, however, is not only a challenge confined to the world of work and, therefore, our project aims not just at preparing our students of their future working lives but also for the challenges of their future lives in general. For this reason, it is important that they develop a deliberate and economical handling of nature and its resources. The result of such a consciousness can only be an environmentally aware and sustainable behaviour that will be internalized and shared. Furthermore, the European collaboration will strengthen the personal skills of our students (e.g. social and multicultural skills), help to develop a European consciousness and lead to the gain of new European partners for our schools. The work on the project ""Creating and Living Sustainability"" will also lead to the realization that the success of any project depends on the success of working in a team and the willingness to learn with and from each other - in this case on a European scale."