IES XABIER ZUBIRI-MANTEO BHI provides secondary and vocational education in different areas (business, computing, tourism, commerce and marketing). Internationalization is an axis of the College’s Strategic Plan, with an ultimate goal of increasing the employability of our students following the lifelong learning and mobility objectives defined in the Copenhagen process (Copenhagen Process, Bruges 2010) and in the strategy Europe 2020 (ET 2020).Within the Erasmus + program, 8 VET students went on job training, students job placements are meant to obtain a comprehensive education for these students so that they will be able to respond to the market requirements but also to improve the understanding in the following areas: human capital for cohesion and competitiveness, training throughout life and quality assurance in VET Europass, and a transparent framework for qualifications and competences.These are the mobilities of this school yearPersonnel:- 4 mobilities for VET teachers to Finland and Wales: jobshadowing to Finland and first collaboration steps to Wales- 2 accompanying teachers to Italy and Poland for minor studentsStudents:- 8 mobilities for VET students’ job placements to Italy and PolandAccording to the Project, Zubiri Manteo performed some activities, previous to the mobility:Pedagogical preparation:Educational Preparation has been made during 5 Wednesdays, in 2.5 hours sessions with young people selected, analyzing the case studies collected in previous experiences, explaining and preparing the documentation necessary.Linguistic preparationZubiri Manteo has provided them, every Tuesdays and Thursdays, an additional English course ( 2 hours a week). In addition, a native student from Poland and a student with good level of Italian have provided 14 hours language course to the participants.Cultural preparation: Working in groups and according to the destination, they did research of the country cultural aspectsStay preparation:The length of stay was 3 months. During the first few weeks they have alternated linguistic, cultural and vocational training. From other year experiences, the first week they accused language barrier, but from the second week on they could run professional tasks without significant problems. We must not forget that participants are required a minimum base of the target language. This facilitates the immediate integration into the assigned company.Project development followed a work plan with distinct phases: needs analysis (department call, participants call,...), project development, beneficiaries selection phase, signing contracts with partners and beneficiaries, beneficiaries preparation phase, sent stage and stay, monitoring and evaluationThis project’s impact can be summarized as follows:StudentsIt has improved their maturity, autonomy, self-esteem and social relationsIt has raised their European awareness and interest in languages, seeing the importance of them. In fact, they are aware that job searching might increase beyond their immediate environment.It has encouraged students to continue studying at higher levels. Some participants in the program have already enrolled in a higher level course.Teachers:They have acquired new knowledgeThey have identified the need for direct contact with companies to improve the quality of relations, which has led to a series of actions with the association of entrepreneurs of Gipuzkoa to continue working on this line.They have analyzed the different curricula in order to be able to launch concrete cooperation in specific modules so that, students from both schools performing can work together.The organizationInternationalization is one of the strategic lines of both the Educational Project and the School Project.Fostering these projects in the school means the implementation of multiple actions such as language courses for teachers, making the Europass CV in all training cycles, as well as target action meetings with the language departments to promote the use of languages portfolio as reference. Dissemination: besides the blog and the web, other communication tools will be promoted. In September an Europass mobility award ceremony will be held.

"ContextThe project responds to shared needs between the partners of a KA1 staff mobility project, coordinated by APCMA since 2017. The meetings and exchanges between teaching teams and experts from different European countries help to improve teaching practices and tools, through the identification, adaptation and transfer of other innovative pedagogical modalities already used in other European countries.ObjectivesThrough the KA2, KA1 partners want to strengthen their capacity to cooperate toGoal 1 To develop knowledge of existing expertise among partnersThis is to deepen our common reflection on notions of pedagogical innovation and excellence in order to achieve a shared notion and deepen the knowledge of existing practices and needs of educational innovation partners.Goal 2 Promote innovation and excellence in VETBased on the shared notion of innovation and the excellence defined by the partners, the aim is to identify, collect and formalise expertise and to present it in a common and attractive form (in the form of a directory / ""catalog"").Goal 3 Develop the quality of programs and the organisation of KA1The directory of good practices will both save time for the organisation but also better match the needs / profiles of participants and thus improve the quality of KA1 training: better target topics to address, better inform, better prepare experts and participants and meet their expectations. It will also help to diversify themes, approaches, methods and organisational formats of the KA1. For example: also offer incoming mobility (invitation to teach locally) or secure individual mobility.Goal 4 Create conditions for mutualisation and transfer of good practicesThe aim is to equip the partnership about the impact of KA1, to enhance the actions set up after participation in KA1 and to lay the foundations for creating ""platforms of excellence"" in vocational training (see also AP CoVE in the sectoral skills alliance).The target audienceThe two main target groups are 1 / KA1 beneficiaries and their sending organisations (consortia members) and 2 / partner organisations and their respective networks.Description of activitiesThe partners will concretely discuss the notions of innovation and excellence before developing a common grid that then identifies, collects and presents expertise and good practices (min 5-10 per partner) in terms of educational innovation. New fields of excellence an be explored. The collection of all the descriptive sheets makes it possible to constitute a ""catalog"" or ""a directory"" of the good practices which will be completed as the project progresses. The partners will also discuss methods for monitoring and evaluating the impact of KA1. Feedback about impact will also feed into the ""catalog"" of good practices. The partnership could explore the possibility of creating a community of practice to share existing innovations and what has been put in place after a KA1 training (for example in the form of a ""Exchange of know-how"" forum on Euro-learning) .Logically the results of the project will support the KA1 projects implemented in 2020-2021 and strengthen the quality, quantity of projects and the reciprocity of sending and hosting. The project also aims to improve the efficiency of the organisation for the partners, especially in view of doubling or tripling the ERASMUS + post 2020 budget.MethodologyThe project will be organised in 3 phases over 24 monthsA PREPARATION phaseA COLLECTING GOOD PRACTICES phaseA phase of CONSOLIDATION AND USE IN THE KA14 transnational meetings will organise the steering committee (all partners) and structure the exchange between partners.The project will be organised in 4 WGWG1: Management and administrative and financial follow-upWG 2: Project evaluation, impact and communication / dissemination of the projectWG3: ""Directory"" of Innovation and Excellence »WG4: ""Creating conditions for mutualisation and transferring good practices"".""Each partner will participate at least in one WG coordination committee. An internal evaluation will track the progress of the project.Impact / results / benefits- Strengthen mutual trust and develop the spirit of exchange and reciprocity;- Improved organisation efficiency and program adequacy of KA1 visits;- Promote innovation and excellence and equip partners to monitor impact;- Develop the KA1 European partnership and study and prepare the possibility of establishing ""platforms of excellence"" in vocational training."

CRAFTMEN EUXPERIENCE - INTERNATIONALIZATION OF BS WMThe CULTURE of the Berufsschule Weilheim (BS WM) is HISTORICALLY DEVELOPED with a REGIONAL orientation. As mobility and, internationalization are of increasing importance in businesses and in vocational education, the culture of the BS WM needs to be adapted to this development. There are some drivers for the BS WM, especially the base vocational education of asylum seekers and refugees as well as the increase of immigrants in the apprenticeships, but also the ongoing globalization and internationalization of professional activities. This requires numerous changes to the school and the development of intercultural and linguistic skills of the teachers.In this context, we aim to DEVELOP an INTERNATIONALIZATION STRATEGY to develop guidelines for related tasks. The following goals in the field of internationalization are already set at present time:- Apprentices should receive additional offers to collect experience abroad.- Teachers are also expected to gain more experience abroad.- Europass documents are to be used more intensively in general subjects (German and social science).- Foreign language competence should be strengthened for our students by the use of international vocabulary in vocational subjects. We plan MOBILITY AND COOPERATION ACTIVITIES FOR TEACHERS AND LEARNERS The objectives of the respective activities are differentiated with regard to the short- and medium-term objectives and focus.For TEACHERS we plan three mobilities, each for 5 persons in a 5-day project:A1. EK / EPAL Kavala (Greece): In terms of fit of vocational focus and logistics, the chosen school proved to be excellent during our first project. This also results in the planned student mobility (see below). However, we intend to enable STUDENT MOBILITY in ADDITIONAL PROFESSIONS. We would like to get in the detail planning on-site with our relevant partners and to enhance the exchange of knowledge among the teaching staff.A2. Luksia (Finland): In Luksia school there is a dedicated internationalization strategy in place. In addition to the fit of vocational focus, Luksia shows a geographic / socioeconomic situation that is similar to the BS WM: here too, the school is located in a rural metropolitan area (here from Helsinki). We would like to learn from the experiences of the Finnish colleagues to detail the internationalization strategy of the BS WM with the gained knowledge in mind. In particular the department of construction / woodworking will benefit from this mobility as Luksia enjoys an excellent reputation, especially in the area of timber construction, and thus offers the opportunity for future mobilities for learners in this area.A3. ROC Mondriaan (Netherlands): This school is characterized by an exceptionally advanced internationalization strategy with the corresponding measures. Here too, we would like to learn from the experiences of our colleagues to allign our internationalization approach. In addition in a preliminary project, specific areas could be identified, which would be ideally suited for future exchange activities: carpenters, painters and automotive mechatronics. These possible mobilities should be planned in detail on-site.B. STUDENTSThe focus of the project is clearly the MOBILITY FOR STUDENTS. We intentionally want to focus on a CRAFTMEN PROFESSION, since the handcraft apprentices have to accept some disadvantages compared to the industrial professions, e.g. the intensity of the exam preparation as well as offers that go beyond professional core activities are rather rare in crafts. Mobility offers are only given to a very small extent in Germany.With this focus 14 PLANT MECHANICS HVAC will spend 10 working days in GREECE every year. In addition to the INTERCULTURAL CONSCIOUSNESS and the PERCEPTION of the EU, the mobility should motivate pupils to improve their learning performance, especially with regard to the final exams. Teachers of the BS WM will support the students in the EXAM PREPARATION. In addition, EK Kavala teachers will instruct the students in VENTILATION AND CLIMATE TECHNOLOGY. In addition, every student should participate in a short term (max. 2 days) INTERNSHIP to get to know the working environment in Greece. Of course, the students are also brought into a situation that requires a stronger self-responsibility. We hope that this will also change the attitude of the pupils and possibly also have positive effects on self-esteem.

The main objective of Prime Vocational and International Skills project is to develop international cooperation, activities and mobility processes in Luksia according to the International Strategy. The project has two target groups: 1. Students in the vocational college and adult education institute, 2. teachers and other staff of Luksia. The project consists of 5 or 10 weeks on-the-job learning periods for students, which will be organized together with the international partners. The length of the staff mobility period is one week and the purpose is to learn, develop and update professional competencies, for example pedagogical skills or information and communication technologies user skills. The mobility periods will be organized mainly in companies, but staff training can be realized also in the partner VET secondary institutions. In that occasion, teachers have possibility to develop their pedagogical skills job shadowing or in dialogue with the European colleagues. In addition, the Prime Vocational and International Skills project aims to strengthen long-lasting and reciprocal cooperation with the named project partners.There are in total 90 student mobility periods and 19 staff mobility periods in the project. The participants for the mobility periods will be selected equally from different professional fields. The partner organizations have been chosen according to the International Strategy from the neighbouring regions, which include Estonia and Sweden, and from other significant European countries such as Germany, Spain and United Kingdom. In addition, there is a partner organization from Slovenia, Vocational College for Catering and Tourism Bled, and a new, multidisciplinary partner from the Netherlands. As a result of the project, students have better qualifications to work in the multicultural and international environment. Students' on-the-job learning periods will be usually in small and medium sized companies, which gives possibility to learn entrepreneurship skills. Prime Vocational and International Skills project is based on Luksia's main development plans and it has impact on staff work motivation and well-being as well as competence and pedagogical skills development. This leads to education quality improvement which eventually improves students’ motivation. The project has positive impact on language skills and confidence to work in new environment both for students and staff members. Every participant has to disseminate experiences at least inside the professional study field so that the knowledge of the international experiences and new competencies can be utilized in future. The longer term benefit is that students with international skills can enhance the competitiveness of the local business. Students with the international mobility experiences have also better employment possibilities. In conclusion, big steps are taken to the international Luksia, where students graduate with Prime Vocational and International Skills.

"The present pool project ""individual scholarships let's go! and lift"" is a nationwide initiative to promote practical trainings abroad for apprentices of skilled trades as well as technical trainees in industry and trade who are taking part in a vocational education and training under the dual system. Its objectives are fixed against the background of a previously relatively low mobility of young people in the dual training system which currently stands at about 4 percent. Additionally, conventional measures of mobility for apprentices are usually carried out in groups and are too inflexible for interested individuals or do not match due to their technical, spatial or temporal orientation. However, this project provides promotion of individual practical trainings abroad, irrespective of time, country of destination and the occupation requiring formal training. But the project determines clearly the funding period which in each case is scheduled to last three weeks. This schedule is based on the experience that this period usually already allows young people to a positive experience mobility with sustainable effect and that on the other hand longer periods of absence of the apprentices is in most cases hardly accepted among their training companies. Moreover, the realisation of practical trainings abroad shall now also be possible for those youngster, who just finished their apprenticeship. The 3-week-training abroad has to be completed within the first 12 months after their successful final examination. The experience showed that some of the apprentices do not have the opportunity to do an intership during their vocational education under dual system due to timely and operational reasons. This project shall enable the mobility consultation services of the Chambers of Skilled Trades and the Chambers of Industry and Commerce to provide a funding offer to apprentices who are interested in individual scholarships. The mobility consultation services of the Chambers are acting as ""regional support partners”. Concerning the hosting institutions the notifier turns to partners abroad that have been established in the course of individual scholarships for apprentices of the skilled trades awarded since 2007 in the pool project line “let’s go!”.The procurement procedures start with the written application of the young person. This application already ensures the prompt provision of information to the training company and the vocational school by obtaining the respective letter of reference from them. The applicant’s formal and personal suitability for an individual training abroad will be tested in a selection and awareness section conducted by the notifier or the regional support partners (mobility coaches of the Chambers). In case of a positive evaluation the preparation of the internship abroad will be planned. As soon as a suitable hosting institution/company is found and a learning agreement regarding the stay has been reached, the applicant will be informed of the authorisation of the funding. During the internship abroad different measures of the sending and hosting institutions will ensure the support for the young person and the documentation will start. After returning home the documentation will be finished and the final evidences will be provided. A certificate will be issued attesting the stay and the individual scholarship is finalised.The project ""individual scholarships to let's go!"" is expected to have the following results: The quantitative participation in individual scholarships of apprentices of the skilled trades and of technical trainees in industry and trade will increase. The individual internship abroad promotes the intercultural and language competences and supports the personal and professional development of the participating apprentices and trainees. The positive impact of the acquired competences will become clear in the domestic apprenticeship. At the same time it is expected that the restraining threshold of the participants for future long-term work in other European countries will be lower.Regarding the quantitative need: The nationwide concept of the project is geared towards the whole group of apprentices of skilled trades and of technical trainees in industry and trade as well as towards young people recently aquired their certificat of vocational education in the mentioned two occupational groups. In view of the above, the notifier and its partner institutions see the need for the 100 scholarships applied for in this project in the two-year period starting 1st June 2016 till 31st May 2018."