"The project ICT Challenges in Learning Mobility wants to realize 83 learning mobilities addressed to professionals in Vocational Education and Training in 6 EU countries: UK, Spain, France, Germany, Finland and Ireland. The staff training mobilities have had a strong common denominator consisting in the acquisition of innovative methods and effective use of technologies for teaching, for an innovative implementation of the processes of teaching / learning, able to contrast phenomena still very frequent in Italy as early school leaving and cyber-bullying in favor of a conscious use of technological tools and the integration of young students in the contexts of education and employment (according to the objectives of the Europe 2020 Strategy).The mobility of the training packages have been of short duration (3 days excluding travel) for the thematic areas: multimedia technologies, mobile technologies, video technologies. These mobilities include the creation of 70% of training activities (training of trainers) and the remaining 30% of job shadowing (direct observation). Short mobilities have been 71 and have been implemented in 5 countries. The project also have provided training packages of longer duration, two weeks, for the staff who have acquired language skills and in particular the use of technology in teaching of foreign languages and skills and knowledge of the CLIL method for teachers NOT of foreign language. These 12 mobilities have been realized in Spain, in Ireland and in France, with host partners specialized in the provision of foreign language courses and CLIL method. Even in this second case the mobilities have been constituted by a part of training of trainers (about 70% of the duration of mobility) and a part of job shadowing (the remaining 30% of the duration). The mobilities provided in both cases, a survey of the knowledge and skills acquired in the course of mobility by the participant; more realistically participants have realized the acquisition of small parts of very specific learning outcomes, that the beneficiaries may transfer in their job context to address concrete problems of their daily work, and that will allow them to contribute to the methodological changes within their organizations. The detection have been done through specific monitoring tool (Diary of Mobility) aimed to the external evaluation and to self-assessment of learning outcomes. The use of certification Europass Mobility regards the 12 mobilities of 2 weeks. The project ICT Challenges answered not only to the training needs of the participants (direct beneficiaries) but also to the emergencies in teaching about the motivation and integration of students of Vocational Education and Training (indirect beneficiaries). The project has been characterized by the creation of a sending consortium, capable of representing 17 regions from north to south of Italy. The geographical scope of the Consortium has realized a significant impact on the results of the project at the national level; The project also has an ""integrated"" character in relationship with the initiatives already undertaken by the promoter and by the Consortium in terms of technology investments, of actions aimed at limiting early school leaving and attitudes of bullying, including the sensitization of teachers to the promotion of intercultural education aimed at integrating young foreigners. The project has lasted two years, and has seen the realization of a medium-term event organized by SCF in the cycle ""DoYourMOB"" , that was held in November 2016 in Milan, aimed to return part of the results. The project finally has a core of partnership constituted by the hosting educational agencies that have implemented or are implementing practices of excellence within the themes promoted by the proposal, and with which SCF and the Consortium have already consolidated or are consolidating a relationship of ""mutual trust “ which can ensure sustainability policies and reciprocity of learning mobility."

The consortium between the City Council and the Vocational Training Schools of Granada aims to create synergies at a local and international level which improve the vocational education received by young people and facilitate their access to the labour market. This project derives from the global need to become part of the process of internationalisation and modernisation of education. The sending organisations include IES Cartuja, CE Ave Maria San Cristobal, IES Politécnico Hermenegildo Lanz, IES Francisco Ayala, IES Aynadamar, IES Zaidin Vergeles, CDP Atlántida and IES Virgen de las Nieves. This VET schools have experience in the management of European projects. With this new initiative, we intend to join efforts to contribute to the improvement of educational quality and to increase job opportunities. To achieve this, we propose activities for students, who will do internships in companies, and activities for teaching staff, who will carry out a job-shadowing activity in VET schools. Regarding the students, the project includes 58 mobilities: 54 students of Initial Vocational Training (FPGM) will do their internship in companies for 87 days, hosting countries include the Netherlands, Italy, Germany, Ireland, United Kingdom and France; 4 students of Basic Vocational Training (FPB) will do their internships in Italy for 3 weeks. For Initial Vocational Training students, the project includes 13 accompanying teachers during the first week of stay. For Basic Vocational Training students, there are 2 accompanying teachers during the 3 weeks to reinforce the monitoring. The internships will be recognised by the official module of Company Placements (FCT), which is common to all students. However, this experience will entail an added value for the participants at a personal and professional level. In addition to acquiring knowledge and skills in their field of speciality, they can benefit from a linguistic and cultural immersion, expanding their linguistic and personal skills. This will foster their autonomy and they will acquire a more versatile profile, which will facilitate their access to the labour market. It will also encourage motivation to continue with their education. As for the teaching staff, the project includes 9 mobilities for a week in Finland, the Netherlands and the United Kingdom. Teachers can learn about other educational systems and observe the work carried out by other professionals. Thus, they can enrich their professional and methodological knowledge. They can learn about different resources, ICT, training programmes, etc. All this will have a very positive impact on the quality of the education provided, adapted to the needs of today's society. For the proper management of the project, communication channels will be established between all the parties involved throughout the entire project. There will be a continuous contact between the City Council, school mobility coordinators, teaching tutors, participants, host and intermediary organisations and company tutors. The City Council will be part of the Association of European Cities XARXA FP. This supposes an improvement in the quality of vocational education in Granada, promoting the mobility of students and teachers. In addition, we have the cooperation of different companies, including intermediary and host organisations with great experience in European projects, which will allow us to achieve the expected results. Regarding the selection process, it will be carried out in a fair and transparent manner, publishing the established selection criteria. Then, we will organise practical issues (travel, accommodation, insurance, etc.) and quality issues (training programmes, agreements between different parties, etc.). Pedagogical, linguistic and cultural preparation will also be provided before the mobility. Monitoring will take place during mobility period. Participants will have a teaching tutor and a company tutor, and communications will be established among all the parties to ensure compliance with the training programme and the adaptation and satisfaction of participants. At the end of the mobilities, participants will obtain a certificate and the Europass Mobility document. Each member will hold a meeting with the participants for the final evaluation of the project. All results will be shared between the coordinator and the members of the consortium to maximise the results. The results will be disseminated through different means: meetings, press and local TV, web pages, European platform, social networks ... In conclusion, we intend to promote the internationalisation of education through innovative training programmes for students and lifelong training of teachers. In addition, we establish a European cooperation network for future projects, creating a greater sense of European citizenship and promoting Unity in Diversity.

"IESPHL is located in an urban population of medium / low socioeconomic status. The main objective of IESPHL has always been to provide its students with skills that bring them closer to the labor market. That is why it is necessary that both the IESPHL and its teaching staff be updated regarding the cultural and social situation. Therefore, the most important objectives are: to improve the competences of students to increase their employability, to guarantee equal opportunities between our students and those of families with a better socioeconomic status, to promote the professional development of teachers to improve the quality of teaching , promote multilingualism and multiculturalism, enhance the internationalisation of IESPHL and promote cooperation between the training world and the labour world. For all this the IESPHL wanted to participate again in a European project.The project granted the mobility of vocational students to carry out internships in companies: 12 students of Initial Vocational Training (FPGM) and 6 of Basic Vocational Training (FPB), divided into two academic years. For FPGM students 6 mobilities were granted to Italy and another 6 to Ireland, all for 79 days. For this activity, an accompanying teacher would go during the first and last week in each year of the project in order to accompany the students during the travel, guarantee the quality of the services and the fulfillment of the training programme, and help in any difficulty that could arise. Those from FPB were all in Italy for 23 days, and were accompanied throughout the stay by two accompanying teachers, one each year.Finally, the mobilities that have been made have not adjusted to what was granted, but have varied with respect to the original project. The mobilities used have all been FPGM, varying the days of mobility between 64 and 79, depending on the availability and flight price. No FPB students have been sent and consequently, no accompanying teacher with them. This is because we have used the remaining mobilities of the KA102-2016 project for the FPB mobilities, and therefore, in this project we have used only the mobility grants for FPGM.On the other hand, the planned destinations were Italy and Ireland. However, it has been extended to Germany for four of the students. That is, 4 students have finally gone to Italy, 4 to Ireland and 4 to Germany. This decision was taken at the IESPHL boosted by the interest of the participants in this country as they study the specialty ""Microinformatics Systems and Networks"" and Germany is a very advanced country in terms of new technologies.As there were under-age students in the FPGM mobilities, one in Italy and one in Ireland, it was decided that a teacher would be in monitoring in each of the destinations to ensure the quality of services and the fulfillment of the training programme. Therefore, the two mobilities of accompanying teachers have been spent for one week each.In both years the mobilities began in the month of March. Regarding the profile of the participants: 2 students belong to the specialty of ""Conduction of Physical Activities in the Natural Environment"", 5 are of ""Microcomputer Systems and Networks"", 1 of ""Electrical and Automatic Installations"", 3 of ""Bodywork"" and 1 of ""Heat production installations"".These students had already completed the theoretical training so they went abroad to do internships that would be recognised by the module of Training at work centres (FCT). This has given students the possibility of knowing a different professional, linguistic and cultural context.On the other hand, the project granted, and 3 mobilities have been used for teachers in job-shadowing activities in Finland, all of them lasting 7 days. The experience has allowed our center to exchange experiences with this country, which is an example of good practices at the educational level. Teachers have learned about the vocational training system in Finland: characteristics, organisation, training programmes, methodology, use of ICTs, business relationships, evaluation systems, etc. and they have been able to deepen their knowledge and professional skills, in addition to improving their language skills."

This project is another component of our internal training program AUSBILDUNG PLUS. We intend to strengthen our trainees in methodical, social and professional competences by sending them abroad for internships. Especially learning new technologies, communicating and working in an intercultural environment is very challenging and helps to form an open personality. We also expect to extend the trainees language skills in particular technical idioms and vocabulary. Likewise the focus is on acquisition of international expertise and professional skills. As an internationally operating, medium sized family owned company it is a major component of our corporate philosophy and long term strategy to strengthen and secure well educated employees. We will send a total of eight trainees to spend four weeks of work placements in 2018,2019 and 2020. The trainees will have a commercial and / or technical background. Before the participants will complete a three-week internship, they will participate in a week-long language course to improve their existing linguistic knowledge or to acquire new language skills. To ensure the learning experiences during the internship, we will provide preparatory units and seminars as well as an evaluation unit afterwards. Expected results are, that the trainees gain new experiences, get to now other operational processes, improve their intercultural competence and in turn bring the newly acquired skills and techniques into our company. After the students have completed their internship they will receive the euro pass mobility. The project is conducted in cooperation with our partner organization European career evolution (ECE) in Ireland. In addition to the personal and professional development of the participants, we expect an increase in our general employer attractiveness in all our different facilities in Germany.

78 trainees have been granted through the Pool-project. The average age of the participants is 23 years old. Professional categories promoted: - Marketing and communication / media: 7 - Commercial (business administration) with foreign languages as the main emphasis: 17- Children’s education and social work: 6 - office work / management: 13- nursing professions / naturopaths: 10- Transport / logistics 15- Tourism and event management: 3- Other: 7 The project has been co-ordinated by BIP gGmbH in cooperation with the following vocational schools and apprenticeships: - Berufsfachschule für Sozialwesen Pankow and Märkisches Berufskolleg Unna - EURO Fremdsprachenschule Ingolstadt e. V. and Fremdsprachenschule Regensburg - EWS Europäische Wirtschafts-und Sprachenakademie GmbH Aachen- Berufsbildende Schulen der Stadt Osnabrück am Pottgraben and b.i.b. Hannover- DACHSER GmbH & Co. KG - IHK and HWK nationwide- Vocational school for Hotel- und tourism management and Public vocational school MindelheimThe project has been aimed at individuals in occupations who primarily need to develop / optimize their experience: - In an international context - In dealing with people from different environments / backgrounds / cultures / and languages - To strengthen the relationship between Europe settled partner companies, and therefore presuppose the international experience The objectives of the project were the following:- Guaranteeing and expanding the knowledge of the trainee - Obtaining additional know-how (new methods, approaches, proceedings in their respective professional fields) - Strengthening foreign language skills (in general and specific) and using them in a professional environment (work placement) - Gaining confidence with people from different cultures as well as improving the participant´s intercultural competences Project dates and duration as well as destinations have been discussed with the educational institutions in advance. These are adjusted to the above mentioned objectives, training needs of the trainees and guidelines of their respective educational institutions. Distribution of target states: UK- 22 participants; Ireland- 14; Spain- 20; France-3; Sweden - 5, Slovakia - 2; Denmark - 2, Italy – 3, other countries- 7 participants. The duration of the individual stays varied between 2 and 26 weeks with an average duration of 7 weeks.The choice of the countries was in part specified by the training companies, more specifically directed according to the interests and the learning needs of the participants. The trainees were supported from the second year of training so that they have a deep knowledge or rather they were able to assume their first professional experiences as a solid basis for a rewarding traineeship abroad. Each educational institution was established the practical training contents in writing. These were arranged to suit the curriculum and the schedule of the training course and to build a basis of the planned work placement abroad. This ensures the quality of the project is guaranteed. The work placement coordinators abroad were asked to check on the professional context and to thereby secure the development of the respective vocational skills of the participant. The work placements were arranged individually and took place in the respective professional fields of the trainees for example in transport and logistics companies, Event companies, schools and kindergartens, companies from the field fashion design, in offices of profit and non-profit organisations. This was to guarantee the qualitative implementation of the projects. In order to secure the administrative course of action of the work placement abroad and to make it transparent for the participants, all trainees were prepared with a Skype conference or by personal meeting. During this conference or meetings, the project dates were discussed, the focal points of the context were fixed, the administrative course of the project was clarified and the project quality controls and validation requirements of the work placement were discussed. The linguistic preparation of the participants was undertaken trought the Online Linguistic Support (OLS), at language schools in Germany or abroad. The participants were provided with suggestions on how and where abroad they can educate themselves linguistically. The goals of the mobility initiative are the following: - Gaining professional competence through practical implementation of knowledge - Increase of skills of the participants (getting to know new procedures, methods and approaches in the respective professional area of their work placement) - Reduction of language barriers by using a foreign language (in written as well as orally)/ increasing confidence in using a foreign language The project was implemented between August 2017 and end of Mai 2017.