Expectations towards (vocational) education and training are growing in nowadays world. It is not enough if VET schools have modern equipment and workshops, high level of teachers, curriculum and study material, effective partnership with other educational institutions and labor market are crucial as well as relevant and continuous planning of future. To achieve this goal it is equally important to develop teachers, whose main task is teaching and school leaders, whose main task is to assure relevance and quality of VET and lead the development of schools to consistent organization. Making lifelong learning and mobility a reality is one of the challenges of EU's; strategic framework Education and Training 2020 addresses that mobility of students and teachers has to become regular integral part of VET, which helps people to develop their professional and intercultural skills and get over the language barriers.Aim of the project is to increase the quality of training and develop Rakvere Vocational School as consistent organization.For that purpose Rakvere Vocational School organized 22 staff mobilities to different EU countries to:- give possibilities for staff members to learn from experiences of other schools and colleagues-develop pedagogical and professional competences of teachers-develop leadership competences of school management members-use the results of project to plan changes in 1) study process 2) supporting processes of study process 3) school management-use the results of project as input for school's development plans.In addition mobility had influence on language and intercultural skills of participants, it supported making contacts with colleagues from other countries and schools.New contacts and networks created during mobility projects help participating organizations to develop their international cooperation, support exchanging of best practices, creates understanding and mutual trust between partners. Learning from experiences of partners helps to promote quality of education and in long perspective meet the needs of labor market and society in regional, national and international level and increase the attractivnsess of VET.In longer perspective mobility projects have impact on local and international levels as it has influence communities, regions, states not only participants or organizations taking part of mobility directly.

"With the help of project ""Erasmus+LdV=Mobility Into Reality"" Rakvere Vocational School gave opportunity to 90 students and recent graduates from different specialities (welder, baker and pastry cook, rural tourism service, hotel service, car-technician, car-painter, car-plumber, computers and networks, finishing worker on constructions, carpenter, mason) attend 3- to 6-week work-placements and 7 teachers (constructions, ICT, catering, automotive) professional development training in different European countries (Finland, Denmark, Lithuania, Germany, Great-Britain, France, Italy, Spain, Slovenia, Netherlands).Project activities supported participating students/recent graduates to gain and develop professional, language and social skills and competences in countries where culture and working-culture are different from Estonia. Work-placements abroad help to increase their self-esteem and help to enhance employability. Teachers mobility improved their professional competences, language skills and understanding about international work, they have better understanding of different educational systems, their organization, methods and traditions in Europe, which helps them to enrich and improve their work in favor of students and support the development of school and VET system in general.Taking part in and carrying out mobility projects gives VET organizations great opportunity to develop cooperation with schools and companies in Europe, to learn from best practices in favor to increase the quality of training and improve cooperation with national and international partners, enhance quality and attractiveness of VET."

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.Mobility consortium descriptionPromoting transnational mobility in higher education for construction trades and functionsProject led by the CCCA-BTP - a national organisation that coordinates training policies and educational innovation in the construction sector (www.ccca-btp.fr).The continuation of training or higher education in another country, fully integrated into the course followed in France, is a lever that increases employability and facilitates sustainable socio-professional integration, as demonstrated by the analyses carried out by the CCCA-BTP over the last 5 years. It is an added value, particularly sought after on the labour market, as construction companies that hire collaborators are increasingly sensitive to it.On the strength of its experience in European mobility ─ with the ambition of reaching 1,200 beneficiaries in 2026, all levels of training included ─ the CCCA-BTP is planning to steer and coordinate mobility in BTP higher education, with a target of 200 beneficiaries per year from 2026. This is the main objective of this BTP Mobility + ENSUP consortium.The consortium brings together 6 large regional training organisations with a long experience of apprenticeship in the sector. These organisations have already acquired expertise in setting up international mobility, particularly under the previous Erasmus+ programme. Each of these structures has one or more European mobility referents, responsible for steering and organising activities in the regions concerned, in consultation with the CCCA-BTP. It is planned that this consortium will evolve over time, to welcome other members.The activities will be organised in several fields:• Pedagogical coordination of the project, carried out by the CCCA-BTP: positioning of transnational mobility in the higher education pathways, ensuring good complementarity between national and transnational parts, and the process of validating the learning outcomes of the training in Europe or elsewhere.• Operational implementation of mobility actions for apprentices and pooling of resources, with the support of the CCCA-BTP: including exchanges of good practices, research and verification of the reliability of foreign partners, coordination of administrative and financial procedures, contacts with the Erasmus+ France Agency.• Operational implementation of the mobilities for the staff of the training organisations participating in the project. • Follow-up of the commitments made by the participating organisations in obtaining the ECHE charter and the national requirements in terms of quality, objectives, contents and procedures.• Quality check, based on measurable and regularly monitored indicators, coordinated by the CCCA-BTP and relayed by the territorial partners (mobility referents and management of the training organisations concerned).• Implementation of strategies for information, promotion and dissemination of results, designed nationally and steered by the CCCA-BTP, then adapted to the specific objectives of each territory concerned, under the responsibility of the participating organisations.All activities will be carried out in collaboration between the participating organisations. They will form a learning community, coordinated by the CCCA-BTP, which will be alive and evolving thanks to thematic seminars in France and abroad, joint productions, consultation meetings and ad hoc working groups. The productions of the consortium will be accessible to all training organisations belonging to the CCCA-BTP network.In terms of results, the consortium will create an additional value aiming at reinforcing the attractiveness of training in the construction sector, by proving the relevance of transnational mobility for long-term integration into professional life. This will be measured by the rate of professional integration at 6 months and 1 year, thanks to the apprentice/company life barometer set up by the CCCA-BTP studies department.The consortium will also constitute a quality showcase to attract, within 2 to 3 years, other training organisations to transnational mobility for higher education apprentices. It will also enable the relationships with training companies (French and international) to be reviewed to reinforce the value of on-the-job training. The consortium will also demonstrate the benefits of transnational training and life experiences for various beneficiaries (apprentices and staff), and will share, analyse and promote them at national level and beyond.

In the project Rakvere Vocational School carried out mobility activities for students and staff members.All together Rakvere Vocational School carried out 94 mobilities for students and 2 mobilities for recent school graduates studying on following curriculum groups ICT; building and civil engineering; tourism, catering and accommodation services; food processing; materials (wood); mechanics and metal processing. To reach the aims of the project Rakvere Vocational School involved partners in following countries: Finland, Lithuania, Norway, Denmark, Germany, UK, France, Spain, Italy, Slovenia. With many of the partners school has long-term and mutual cooperation, but project involved also new partners interested in developing cooperation on students’ exchange. The aim of the project was to enhance the employability of the students in Rakvere Vocational School by supporting the development of professional and social skills and competences (like teamwork, adaptability, independence, problem-solving) by through organizing mobilities to other EU countries which have different (working)culture compared to Estonia, which in addition supports the development of foreign language skills and intercultural competencies in multicultural Europe. The project has supported reaching the set aim of the project as participants feedback is positive, students bring out that they have not only improved their professional and technical skills (including learning about new technologies, methods, materials, tools), they have also improved their foreign language and communication skills abroad when they had to communicate with their contact-persons, supervisors, colleagues, other students and new friends they found in other countries they still keep contact with, teamwork-ability, adaptability, decision-making and problem solving skills, they have better understanding of cultural differences and they are more opened to new challenges. Students participating in the project were 17-25 years old and for many of them it was also opportunity to acquire and develop essential skills needed in independent life like planning and managing their budget, basic household skills like cooking, doing laundry and cleaning their accommodation by themselves, many of them got the first time independent travelling or at all travelling abroad experience. All of it has also influenced positively students’ self-confidence and esteem. Mobility project activities and results support achieving the mission of Rakvere Vocational School to offer opportunities for students’ personal development as well as for managing their professional lives with the help of an up-to-date learning environment and friendly, motivated and qualified staff. Project involved also 6 mobilities of teachers with the aim to improve their professional and pedagogical skills by offering opportunities for practical training and/or job-shadowing at hosting partners, also to support their foreign language skills and give opportunity to expand their professional network. One of the teachers worked at smithy in Finland to learn work-technologies to use at home-school; one teacher worked in study restaurant in France learning not only about French cuisine, used ingredients and methods, but also organization of practical training for cook students in French school; 2 construction department teachers had programme combining taking part of practical activities in school workshops and job-shadowing in school of construction-sepcialities in France where one of them was focusing more on finishing and surveying studies and other one on woodworking studies. Project also involved two teachers for mobility activities for the first time: an IT-teacher had a job-shadowing in VET-school in Kaunas and a young teacher of automotive department in Spain, these two teachers observed theoretical and practical lessons, learned about study materials and –methods used, discussed the organization of study process and evaluation of students, visited the practical training companies. All teacher gave very positiive feedback to mobilities, which also helps to rise their work-motivation. Teachers use the knowledge and skills acquired in their lessons and based on their experiences give their contribution to develop the study materials, -methods and –proccess in school, they also contribute to school development plans. By carrying out the mobility project Rakvere Vocational school has also supported aim of EU's strategic framework Education and Training 2020 which states that the mobility of students and teachers has to become regular and integral part of VET, which helps people to develop their professional and intercultural skills and get over the language barriers, supports the employment and free movement of labour on EU career-market and in long perspective has influence on the development of VET, international cooperation, development of professional sectors and regions.

The project's overall objective is to ensure that students, teachers and education managers achieve subject-related and intercultural competence through an individually planned and qualitative cooperation with the international partners.With this project we aim to help strengthen our VET-students' progress from being a student to enter the labour market by giving them access to practice-oriented education and training in an intercultural context . We focus on the student's individual education plan, when we plan and implement the study and/or work placement abroad.Furthermore, we want to give teachers and educational managers the opportunity of going through a study and/or work placement at one of the partner institutions and/or their local partners. This project´s partner institutions would like to learn from each other in relation to individual study plans, the academic and theoretical content of the VET educations and general exchange experiences on the dual education system.It is important that the students experience coherence in their education and that they learn units of their educational program during their stay abroad. We will therefore make use of Units of Learning Outcome within ECVET in order to qualify the academic content.The students will spent 3 weeks abroad going through a work placement or a combined study and work placement at one of the partners. The teachers and educational managers will spent 4 days at one of the partner institutions and/or their local partners. We will make use of Europass Mobility Certificate. We are applying for a total of 95 mobilities; 14 placements, 64 combined study and work placements and 17 staff mobilities.The participants will acquire intercultural skills and improve their language skills.