Internationalisation is an important priority area for Steinkjer Upper Secondary School. We believe that internationalisation will give the participants academic knowledge, but also social and cultural competence as well as language qualifications. This will make them more independent and attractive in the labour market. We have seen that the opportunity to participate in international projects gives higher motivation among the students, and thus the chances for completing upper secondary school with a diploma or a certificate and possibly go on to higher education, will increase. Internationalisation is in this way closely linked to the school’s aim to make more students from vocational programmes complete their study. Further will this give the vocational programmes higher esteem. The participants will acquire a competence which is in demand in local trade and industry. We hereby apply for a mobility stay in Derry, Northern Ireland, for 15 students and 4 teachers/assistants from the programme construction techniques at year 2, and a mobility stay in Sevilla, Spain, for 12 students and 3 teachers/assistants from the programme restaurant and food processing at year 2. Both projects will have a duration of 14 days including days of travel. The students from restaurant and food processing will have one week in a Spanish school, IES Heliopolis, where we attend lessons and present our own traditional food. Despite challenges when it comes to language, the students quickly find ways to communicate and become friends. We go on different excursions: in Jabugo we visit the world’s best producer of ham, in Sanlucar we learn about exotic fish and shellfish not found many places elsewhere, we visit tapas restaurants where we taste and learn about local food – the diversity and the history of this food. All this represent unique knowledge and competence we cannot learn elsewhere. The second week the students are out in work placement in different firms. The firms are chosen by the school staff since they have the best contacts and know what firms will be suitable for our students. We visit the students every day to ensure they are doing well. In this respect it is good to be several teachers/assistants so we can handle unforeseen challenges effectively. We see that this has great impact on our students, and that it is of importance to our recipient. The students start talking about the visit to Spain already the first year at upper secondary school. During the time we have run the project in Spain, none of the participants has dropped out from school, everyone has completed their studies with above average marks. The students from construction techniques will have one week of teaching at Foyle International and one week at NWRC. Foyle will give the students courses in English language and Irish culture. Derry has a special history because of “the Troubles”, and this is something our students will learn about. A mix of lessons in history, social science, language and culture, will give the students knowledge of the city and country and a valuable experience. At NWRC the students will participate in vocational training directly related to construction techniques. The students will take part in ordinary lessons and get practical training in masonry, surface treatment work, and construction. Since the building tradition in Northern Ireland is different from our own, the students are guaranteed to learn a lot. This knowledge is something they can bring back home and compare to our own culture and building traditions. All teaching will naturally be in English. We will plan excursions for the weekend we are visiting in addition to a guided tour of the city, social activities, and a friendly football match with NWRC students. In the organisation of Steinkjer upper secondary school, the interest in Erasmus + projects is increasing, which means that several programmes of study will probably join in and apply for funding next time. The long-term effect of this project is that we build close relations to other countries in Europe. This project alone is like a drop in the ocean, but if more and more participate and work towards a common goal; this will help preventing all types of oppression and extremism. The project will also result in higher tolerance and respect for other cultures, values and religions, which will lead to more equality among people.

The PERCIVAL project is presented by the consortium made of the public tertiary vocational education institutes (ISIS) “Einaudi Ceccherelli” in Piombino, “R. Foresi” in Portoferraio e “B. Lotti” in Massa Marittima (which signed a network agreement called “A.T.L.A.S. - Alberghieri Toscani del Litorale Area sud) and Accademia europea di Firenze. The project aims at valuing and make tangible the European dimension of VET provisions (concerning hotellerie and touristic reception), giving all participants (LEARNERS) the opportunity to go through an international internship. This would allow them to put their skills and competences to the test and to observe the labour market “from within” in an international context. Not only will they be able to further develop their language skills and technical abilities, but they will also acquire competences with respect to intercultural relations, entrepreneurship and communication. At the same time, the project aims at providing the involved TEACHERS and STAFF with an experience to improve their in-service training outcomes, acquiring competences and knowledge about competence-based learning design, CLIL teaching, design of alternate training, which take into account the local resources, curriculum needs and students’ expectations. The project proposes international internships for 76 students enrolled in 3rd and 4th grade in the different sectors/specialties taught in the Institutes members of the project consortium: tourism, hotellerie, reception services, food and wine, and a number of complementary sectors such as social and healthcare in touristic environments, administration, finance and management of reception structures, maintenance and technical assistance in reception structures. For 15 newly graduates the project proposed longer mobilities, called “ErasmusPro mobilities”, with the aim of enriching their employability profile and support their motivation, especially in cases of school failure or other difficulties. These mobility experiences will be real work experiences/placements lasting 150 days, this improving participants’ chances to find a job. The mobility programmes for 9 teachers will last only 7 days, implying job shadowing and observation at VET providers in the UK, Spain and France. They will have an insight into learning design methodologies (e.g. competence-based design and evaluation; CLIL; laboratory-based learning, alternate training, etc.) so to take back to the Institutes a fresh view of how learning methoodlogies can be innovated and improved. The project implementation will positively impact the addressed target groups: LEARNERS (STUDENTS and NEWLY GRADUATES): Development of key competences; personal development, increased awareness and autonomy, critical thinking, ability to take informed decisions, entrepreneurship; improvement of social relationships in the different contexts (school, family, friends) and prevention of bullying. Employment for newly graduates. STAFF / TEACHERS PARTICIPATING IN THE MOBILITY PROGRAMMES: Improvement of their professional competences with respect to: competence-based learning design; co-design of alternate training (with companies and other labour market actors); design and management of transnational projects. STAFF / ACCOMPANYING TEACHERS: Acquisition of new technical/professional skills and competences; increase of their motivation to participate in international mobility programmes; increase of their awareness about job opportunities in the hosting countries. CONSORTIUM (STAFF and ORGANISATIONS): Acquisition of skills to manage transnational projects and mobility programmes; strengthening of the alternate training programmes; improvement in the capacity to contribute with innovative elements to the design of school curricula; improved use of the EUROPASS CV and MOBILITY tools, benefiting young students and graduates.

The EU Strategy Europe 2020 ask European countries to renew their Education and Training systems, to make possible for young people to acquire competences that are necessary for the economy and the European knowledge society. In the light of the expansion of the European market and internationalisation of companies, learning mobility is a key for the improvement of their employability. At the same time, in its strategic framework Education and Training 2020, the EU defines mobility “an essential element of lifelong learning and an important means of enhancing people's employability and adaptability”, stating that “periods of learning abroad — both within Europe and the rest of the world — should be the rule rather than the exception”. In support to this European framework, the consortium of VET providers applying has introduced a coordinated approach regarding European mobility for VET students. The project Co.Pro.Mob 2020 fits with the European strategies by offering the opportunity to live a work experience in a EU company abroad for 5 weeks to 120 VET students. The mobility is part of the courses offered by the schools from the consortium, therefore, competences acquired abroad by participants have been recognised in their curricula through the use of Europass and ECVET.Our participants: 120 young people 17-19 yo, mixity F/M , 44% are from disadvantaged families (scholarships from Education Nationale) Students in mobility have acquired competences in cutting edge sectors of the regional economy in particular: shipbuilding; constructions and hospitality and catering, but also key competences such as learning-to-learn, relational and intercultural skills, language, as well as autonomy, entrepreneurship, problem solving, understanding of the workplace environment, all of them mostly required by companies nowadays. The consortium is composed by four VET schools representing the in the Pyrénées-Orientales province. Alfmed as a local coordinator and UNISER as European coordinator. The partnership includes 6 partner organisations from 5 EU countries (Italy, Spain, Poland; UK and Germany) which have proven their competences and reliability in previous projects. After an informative and selection phase including Cv workshops and candidacy workshop, participants have been offered a pre-departure preparation covering language, practical organisation, culture, safety in the workplace, adaptation to a foreign country and to the work environment. Each participant has signed a Learning Agreement specifying objectives, expected results and organisational details of the work experience. Since the preparation phase, students had access to OLS in order to improve their language skills. During all their stay abroad, students have been followed-up by many people: a national tutor, a tutor in the country of destination, a company mentor who guided them through their learning experience and a mobility coordinator in their school. A follow-up meeting has been arranged after the end of each flow to let participants reflect and share on the experience and make the most out of their Erasmus+ experience for their future. The project has boosted the employability of these 120 young people, we believe it has also impacted the local educational system, local teacher staff team. In fact it has improved competences of staff, in order to make mobility easier and more accessible to all those VET providers which do not have the resources or the competences. Last but not least, the project represents the beginning of a systemic approach toward internationalisation, by involving institutions and local Economy, families and staff in the aim of modernising- internationalization of the educational system. This strategy did not convince yet local authorities to give co financing to disadvantaged families that represent 40% of the total participants. Future CoProMob projects, thanks to the positive impact identified of this first project, should beneficy of co-funding, at least for disadvantaged families (identified by Education Nationale as boursiers).

CONTEXT: In 2016, Italy has the record for number of arrivals in the Mediterranean ,on more than 361 thousand migrants arriving by sea in Europe, half of them landed on the Italian coast. Taking into consideration these data, the partners of the consortium INTEGR8 working in the field of training and third sector has the need to professionalize 60 graduates, providing them professional tools acquired in a European context that must be in line with the GENERAL OBJECTIVES contained in ET2020 strategy for fostering the employability and raise the level of skills in the VET sector. The project aims on the direct beneficiaries (participants in mobility) 1) improve professional skills needed to work with asylum seekers and migrants 2) offer participants the opportunity to test and deepen their curricular competencies 3) provide additional knowledge necessary to the enforceability of the daily work 4) support professional development by improving training at European level in order to iincrease the quality in the services provided by voluntary associations and cooperatives 5) to enhance the language skills needed in the work with the target. At the level of organizations involved, the goal is t:6) have a database with young graduates who have the necessary competences to work in the services for Migrants 7) further implementation of the EU Development Plan. PARTECIPANTS: INTEGR8 is addressed at 60 graduates from the vocational and technicians schools in the social sector and offers the opportunity to have an experience of 3 months interniship in Europe. The program includes placements in enterprises, language study, sectoral and cultural territory and comparison between different professional techniques. The profile of the Cultural Mediator for Immigrants is very requested and the competencies students will acquire are part of the 600-hour VET Qualification Training offered by the Tuscany Region. The competencies gained abroad , during the Mobility experience will be validated on their return in Italy and will be considered credits in case they wish to enroll in the VET course. ACTIVITY 'AND METHODOLOGY: The methodology that the INTEGR8 Consortium toghether with the EU partners will adopt is composed of 3 horizontal activities covering the duration of the project: PROJECT MANAGEMENT, EVALUATION, COMMUNICATION AND DISSEMINATION and 4 vertical activities but consequential to each other: RECRUITMENT, SELECTION, PREPARATION FOR MOBILITY ', MOBILITY, SKILLS CERTIFICATION AND TESTING ECVET. RESULTS: The results will be aim at 1) introducing new training methods to improve practices 2) improving the vocational training offer in the field of reference 3) developing relations between the transnational partners and promote processes of cooperation and exchange of good practice 4) Supporting the construction of a permanent network of trans-national level which can contribute to the European Development Plan of the Organizations and support the creation of a network the projects funded in an European frame 5) promoting the mobility of young people in EU6) contributing to the promotion of ECVET for transparency and recognition of learning and 7) recognizing credits gained during the mobility experience. IMPACT in the next 3 years : The INTEGR8 Consortium comprising organizations working in the field of migration and training are a guarantee of future impact due to their importance at the NA and EU level.The impact on the PARTICIPANTS has the following indicators QUANTITIES 1) 60 direct participants and cascading over 67,500 indirect participants representing workers of the Consortium will benefit of the results QUALITATIVE INDICATORS: an improvement in their Europass CV through the certification and validation of skills acquired during international mobility paths transferable to other educational contexts for the 60 direct participants. 60 ECVET experimentation.Impact on ORGANISATIONS: QUANTITATIVES: the 8 participating organizations belong to a network which involves approximately 1,300 cooperative members of Confcooperative, 3400 voluntary associations and about 350 organizations will benefit from the project results .QUALITATIVE introduction of new training methods EU PARTNERS: The project will impact on partner organizations thanks to the acquisition of skills by the beneficiaries and making them part of the training for professionalizing the participants in the 2500 Mobility.

The project was intended to graduate school to give the opportunity to look abroad if there were employment opportunities. During the project it became clear that the numbers for this group were not met. There were plenty of places and work abroad, but reaching the young people who also have the opportunity to go 2 weeks on labor market survey proved difficult. There are several presentations to classes that were just before graduation, but this saw it as vacation than as an opportunity to go to work. In addition, with the municipality of Leeuwarden and the UWV looked for opportunities to reach young people, this has not led to the desired result.With Boundless Arts, an organization that mediates jobs and internships abroad, worked together to let people go to France to see if there is seasonal work could be found. After a long search, there are ultimately three recent graduates went to Perpignan which one is going to also work in the season. The preparation consisted of hiring and language training site.In November 2015, the target group of the project in consultation with the NA broadened to also graduate students who were in school. Eventually, there have been 10 graduates and 29 graduate officers on labor market exploration.There are some groups went to Malta there to explore the labor market or to work on a project as part of the Capital of Culture in 2018. One of the participants found a job in Malta and has worked there more than one year. The others have been working mainly on improving language, English, and getting to know the culture in Malta.For water sports students from the CIOS there were three possibilities, Mallorca, Pescara and Malta. Mallorca and Pescara have the students experience at a school where the SUP Suppen at sea was a new experience, which increases their chances of employment in the rest of Europe. In addition, various events are supported by the students with whom they have built up an international network for their future career. One of the students has his experience in Mallorca found a job in Tarifa (Spain). In Malta, the focus was on the further development of the English language and the SUP sport.There are also three students went to Berlin after completion of their studies, there have been talks with potential employers and they all have a language course to improve their chances on the labor market there and in the Netherlands.For recent graduates with the opportunity to go abroad on employment exploration is much effort required to disclose the possibility. The relative obscurity leads to many questions. Which only after a lot of calls resulting in a final mobility.