"By participating in the project we wanted to solve several important issues: increasing the scope and quality of mobility for people involved in vocational education and training, encouraging foreign language learning, monitoring European and world trends in gastronomy - so that our students can pass them on to students in our school as well as facilities where they perform practice in our region.In the area of ​​Dalmatia, there has been a great deal of seasonality in the hospitality industry for some time now, current staff in that sector are used to such long-term work, so we wanted our students to do their mobility in countries where they already have year-round work. In this way, our students had the opportunity to get acquainted with a different approach and view of this profession in a professional sense and also in terms of culture.Through many years of work in education and monitoring of students during compulsory professional practice in facilities, we noticed that by applying the usual method of education and training after graduation and leaving vocational schools, students can not sufficiently meet the needs of modern gastronomic industry. After several completed mobility and work projects and interviews with students, we realized that the students took full advantage of the project to acquire new skills, broaden their horizons and understand their profession.Our biggest problem from the point of view of the students themselves were caused by not understanding the needs of guests and therefore providing quality service. That is slowly changing and students who have returned from mobility are much braver in trying new dishes and changing the offer and composition of our menus so that our indigenous quality recipes are offered in a different modern outfit that retains quality but adapts to the various tastes of a large number of tourists from around the world. The students passed on everything they had learned with great enthusiasm to their colleagues at school. The students reacted in the same way, as waiters who adopted new skills of making cocktails, different ways of serving different dishes and adapting the serving of dishes to different types of tourists. The language competences of three students changed for the better, while one student showed an improvement in the use of a foreign language and increased self-confidence of students who were extremely successful in their profession during school but extremely withdrawn.The first group performed their mobility in November 2018 in Germany, and the second in November 2019 in Italy.During the mobility, the participants had to see where they are with their knowledge working in top catering facilities. They also took the opportunity to show the mentors and staff of the facility where they did their internship, the knowledge already acquired during their schooling and as a result of all these two students received an offer to return after school to work as employees of the facility where they stayed.Students showed and mastered new skills during the preparation and presentation of cold ""buffet"", preparation and presentation of ""gala lunch"", cold appetizers, preparation of risotto, various sauces, preparation and presentation of ""la card"" dishes, vegetable dishes, main dishes of meat and preparation and presentation of desserts.The student waiter / tourist hotel salesman participated in helping to serve a cold ""buffet"", serving a ""gala lunch"", cold appetizers, fish appetizers, serving risottos, serving 'a'la card' dishes, serving wine, serving non-alcoholic drinks, serving main meat dishes and serving desserts.Upon their return, during their compulsory school practice and conversations with teachers of vocational subjects, the students showed a higher quality of work and adaptation of various traditional dishes in modern gastronomy and also in understanding and using a foreign language. This helped them a lot during the completion of their schooling (all students were high school graduates during their mobility).Once again, the quality of the training was shown, in which the students gained first-hand experience both by watching and by working together with top chefs.We realized that the students used all the advantages of international cooperation in overcoming barriers between cultures through the quality exchange of knowledge (with their colleagues in partner schools), acquired during the internship in high-quality catering facilities. Given that all participants are quality and hardworking young people, we are sure that the project will enable them to grow into even better people and workers, responsible people who will ultimately result in raising the level of service in gastronomy and presenting a good tourist product of our region.We hope that the skills acquired through this project will increase the student's employment opportunities and help them discover the importance of European mobility. For all students who attended the mobility, the internship was officially recognized upon return to school, and the entire experience is listed in their Europass CV."

AFORMAC as a lifelong learning education centre located in 4 regions, is specialized in European mobility in the form of internships since 1998. The project is based on a mobility action (public of learners and staff) and a transversal action to ensure the implementation of the ECVET system (funding does not cover this action). The project is structured around 3 actions: 2 mobility actions (according to two distinct audiences) and a transversal action to ensure the implementation of the ECVET system (funding does not relate to this action).FORCE'MOB 4 has proposed learning mobility to 7 trainees in vocational training in the hotel and catering sector at EQP - II level:- 2 learners in reception for a 3-week internship in Greece in April-May 2019;- 2 learners in service for a 3-week internship in Italy in April-May 2019;- 2 learners in reception for a 2-week internship in Italy in June 2019. AFORMAC relied on two intermediate partners: PAP Corp (GR) and FORTES (IT) to organise the mobilities from a pedagogical and logistical point of view, each of them being involved in the ECVET process. Within the framework of these mobilities, AFORMAC and its partners have committed themselves to the implementation of the European ECVET system with the aim of developing the international recognition of learning outcomes and contributing to the transparency of qualifications. AFORMAC Europe thus continues its service of support to European mobility for its learners, taking into account the results of the pilot projects dedicated to this new ECVET system. AFORMAC has also proposed integration staff mobilities of 4 days + 2 travel days in March 2019, to two pedagogical coordinators and a FLE trainer to carry out a study visit to Germany (Leipzig) in order to study the German dual training system and to discuss the hosting of migrants with the aim of improving the insertion of this public into the professional world. AFORMAC relied here on the German intermediary partner WISAMAR. The FORCE'MOB 4 project must allow: - to disseminate the skills acquired in the project in terms of earning mobility management and the ECVET system, - increase the volume of certifying European mobility for target groups with limited access, - improve the quality of vocational training by ensuring a better employability of trainees, - to extend the mobility's offer of AFORMAC to new territories, - create new synergies for new projects.

"The 2018-2020 Erasmus + project of Beauregard vocational School, ""Beauregard un Oeil Nouveau sur l'Europe"" (Beauregard with a New Eye on Europe) was intended to perpetuate a strategy of international opening initiated in 2014 towards Germany, and now included as one of the three major lines of its School Plan.This project is primarily aimed at vocational high school students who are too often undervalued. Its main objective was to enhance this orientation by opening up hitherto unthinkable perspectives. A leading committee was set up to manage the project and ensure its quality. It is composed of experienced teachers (well aware of European programmes), administrative and management staff.While the initial application project consisted in proposing 50 mobilities over 2 years, the budget actually allocated in June 2018 only allowed us to finance 19 mobility projects, but thanks to an additional funding grant in October 2019, we were finally able to carry out 38 mobility projects. As for staff mobility projects, the leading committee had selected the applications of an English teacher and the school Bursar Assistant for mobility projects in Cork, planned with our foreign partners, during the last term of 2020. Unfortunately, the health crisis prevented us from carrying out the mobilities.Beneficiaries were selected according to a procedure defined by the leading committee. Thanks to the 2018-2020 Erasmus+ project, the Beauregard vocational School is proud to have been able to offer all its students the opportunity to apply for an internship abroad whatever the classes they belonged to.The objectives of our European Development Scheme have all been reached and even exceeded. The experience gained will enable the beneficiaries to consider further studies and to enter more easily the professional world. What’s more, the leading committee has been able to offer mobilities to students from new educational profiles. We have strengthened our relationship with our foreign partners and some host organizations in Germany and Ireland.In Poland, on the other hand, the training centre was not able to play its role and did not offer suitable work placements for our ARCU (Reception and Customer Service) students. Yet, the leading committee was able, thanks to its collaborative work with an association in St Etienne, to find a host organisation for the mobility projects planned in January 2019. Thanks to the recent involvement of a Spanish teacher in the project, it was decided to offer our students mobilities in Spain. She had contacts with an intermediary partner in Barcelona which could provide host organisations. Whether they are industrial companies (in Germany), training centres or agencies (in Ireland), small shops or hotels (in Spain), these host organisations were able to adapt and propose varied and well-supervised professional tasks according to the terms and conditions of the leading committee.The regular collaboration upstream and during the mobilities between the different partners ensured an efficient management of the logistical and practical aspects of the project. The leading committee, which was regularly enriched by members with a wide range of skills, guaranteed the quality of the project, combining flexibility, rigour and a permanent control.In those foreign countries, the participants enjoyed a warm welcome, favourable to discoveries and cultural enrichment by living with host families (in Ireland and Spain) or visiting historical sites and by exchanging with the natives. Every weekend, in each of the countries, activities were planned by the leading committee.The impact on the beneficiaries, at a personal level, have been observed as soon as their applying (motivation and healthy emulation), their preparing (regular attendance at meetings, involvement in language courses, curiosity towards the host country) and of course during the stay, they became more autonomous and self-confident.At a pedagogical and cultural level, the students have above all acquired a better oral fluency in French and in a foreign language. They were also enriched with historical and economic knowledge about the host countries.Finally, at a professional level, they have assimilated new working methods measured by indicators established to attest their progress. The impact is also measurable on the quality of the teamwork among the leading committee members and its influence within the school community.Beneficiaries had a formal recognition and assessment of their mobility through the validation of European and national certificates (EuroPass, EuroPro, Mobility Option)We were also able to highlight and valorize our projects through actions such as “The Erasmus Days”, the school open doors day on the premises or during presentations and exhibits outside the school."

"Objectives of the project:1. Contribute to modernization of vocational education and internationality.2. To increase teacher and student mobility in Europe.3. To improve the vocational training and labor market interconnectedness.Target groups of the project:- Students: 9 haircut and hair fashion program students.- Teachers: 4 horse massage, 3 haircut and hair fashion program teachers and 3 small business services provider professional specialty teachers.The project proponent, coordinator and sending institution - Karalius Mindaugas VTC. Foreign partners of the project (the host / intermediate organizations) are Wisamar Bildungsgesellschaft, Germany; Intercultural Associação Amigos da Mobilidade, Portugal and X-PANEL LTD, Cyprus.Project participants teachers, according to a mobility visit program monitored (shadowed) training, which have met the requirements of organization. Four horse massage professional teachers were sent to mobility visit (two week period). Each pair monitored two different teaching methods and teaching aids application processes in different training locations. Three hairdressers professional teacher monitored (two week period) colleagues during the theoretical and practical training process. Three small business entrepreneurship education teachers monitored lessons and participation in the learning process, to help master the innovative teaching methods, ""Lego Serious Play"", ""Business Model Canvas"" teaching strategies and practices in the organization of modern intelligent technologies. Project participants nine hairdresser specialty students have had a chance to practice in hairdressing salons, where applied the acquired knowledge into practice.Pupils practice cutting service enterprises was credited as a teaching practice of vocational training in cutting program. Teacher Knowledge and experience was credited as their professional qualifications. Teachers and students shared their new knowledge with colleagues at seminars, lesson and meetings. Teachers used and applied gained knowledge and information to improve training programs."

MOVINVET is a mobility project for trainers and trainees from the second year of Vocational training centres. The Project has organized 28 mobilities for students and 3 for trainers, and one ECVET expert has come from Italy. Colegio Altair has leaded the consortium, and the rest of the participating centres have been:IES Federico Mayor ZaragozaIES Albert EinsteinEFA ElChatóEnseñantes del ArenalCES María InmaculadaCentro del Profesorado de SevillaThe project has included:- mobility experience for 28 students. 8 weeks work experience in Italy, Poland, Lithuania or UU. The internships after the vocational training studies have been complemented with an intensive intercultural preparation in the pre-departure phase.The Project has increases the possibilities of labour integration, learning languages, intercultural training, and life experience- mobility for trainers. 1 week in Germany to analyse ECVET system and the possibilities for being developed in the centres of the consortium,- mobilities for teaching. 1 week for an ECVET expert, to train about this system.