Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

This project involves Nova College students and staff/teachers that will follow their internship abroad. The project involves Senior Secondary Vocational Education students at levels 3 and 4. The experience gained during the international practical vocational training (IPVT) can help students pass this test.The students are supervised by teachers from Nova College who will stay in contact with them about their activities by phone, email, Skype and visits. Abroad an intermediary will often arrange the initial assistance to the students, see to their placement in companies for practical vocational training and to their monitoring. This, of course, in consultation with Nova College (see elsewhere in this application)The intermediary will, in many cases ensure our students’ housing and is the closest contact in case of emergencies. The intermediary will be in close contact with the teachers / unit officers of Nova College.Some objectives of the project are:Increasing understanding of (people in) other cultures and being able to (flexibly) adapt to their attitude. This gives better chances on the labour market and functioning well in a (international or internationally oriented) company.Increasing independence and in particular independent (lifelong) learning. Learning and gaining work experience in a different (company) culture. This is a much more powerful experience than reading about it. It provides the student with the opportunity to translate his/her impressions and questions into personal learning objectives.Many will take (part of) their Aptitude Test in an international company. The basic assumption is that the core tasks and work processes of the Aptitude Test can be performed on the basis of the corresponding qualification file. Following the internship, in general, is a condition to perform the aptitude test.The Engineering Department has translated all the core tasks and work processes and has discussed these in great detail with the international organizations / companies for practical vocational training. In the Department of Economics, all materials and portfolio assignments have also been written in English, in partnership with IVS Alliance and the Stichting Praktijkleren (Foundation for Practical Learning). In some cases Spanish is used in translating the forms where needed.In case of a short IPVT the IPVT should be aligned with the curriculum of the educational programs.With the receiving partner the project is discussed in detail, and the feasibility and guidance are looked into. On return, the skills acquired are checked and placed in the student tracking system. The IPVT plan, the Aptitude Test and the associated IPTV program are discussed with a representative of the host institution. Comments of the IPVT granting company (for example, based on evaluations of previous experiences) are discussed and can lead to adjustments.The total amount of Erasmus+ funded students that participated in this project is 340 where 55 staff members participated. This amount is lower than expected as the budget was not sufficient. The budget for organisational support is almost totally used for mobilities. Nova College has also financially supported the mobilities for over 200.000 euro's.

"The project ""Development of international professional management competency“ through student mobility"" is a further development of successful EU-projects of our school. The following components of international professional management competency concerning preparation of and carrying out exchanges were particularly relevant for us:+ expanding / deepening the knowledge of foreign languages+ applying professional knowledge in a foreign company and learn new working-methods+ acquiring intercultural competenceAs a vocational school we train for various professions of business, technical, socio-educational fields and the field of care as well. For the trainees who gain the additional qualification („European management assistant at least a three-week internship abroad is obligatory.With this project, we carried out a total of 135 mobilities of trainees in their first year of training, 6 assistants supervised the minors. 40 mobilities were for the vocational training staff, including 6 trainees, who have made the additional qualification internationalization at the Stade teacher training seminar. Approximately 30% of apprentices' mobilities were made available to other vocational schools in the school district and for the Chamber of Agriculture in Lower Saxony. This is a consequence of our function as the mobility-center of the region. The apprentices were mostly in the 1st or 2nd year of apprenticeship and, in consultation with NA, also included agricultural, technical product designers and occupations in catering trade and the hotel sector in addition to the professional fields which we offer at our vocational school.During the 2-6-week stays, all trainees made an internship abroad. Some of them were able to make a language training abroad.In terms of content, the trainees informed themselves at their workplace about the safety, health and environmental protection measures in the company and created vocational biographies of the employees in their company.The focus of the mobilities offered to the instructors and the vocational school teachers was on becoming acquainted with the system of vocational training and vocational schools and exchanging teaching methods and contents. In addition, we have worked on the implementation of our internationalization strategy and have improved the job-related competences of foreign language competencies of the teachers through a language study stay in Ireland.As results, we can note that the stay for all apprentices was a great challenge, which has supported them in their personal development and which has expanded their competencies in foreign languages. The apprentices' professional gain was given in all mobilities, but with different depths.With regard to the mobilities of the teachers, we can note that they have strengthened competences that are important in their professional work and which are also important with regard to the internationalization of our school and further student exchanges.Additionally, concerning the impact of the project on future projects we would like to briefly remark the following:1 We will continue to focus on AGU aspects (safety/ health and environmental aspects) in future projects, especially for commercial and technical trainees. The results and observations the students presented were interesting. 2 Professional language training for our teachers has been a great success in improving foreign language competences and expanding the mobility to other vocational fields in our school."

"The original purpose of the project was as such in the summary of the application:- A general description of training courses in relation to two different target groups of vocational and CVT students.- A description of educational needs of teachers (eg, training programs or peer training)- Description of the physical and financial requirements required to perform EV training at the VET centers- The development of curricula, methodology, guidelines and courses will be designedWith the outputs and results that we developed and achieved in the project, we certainly believe that we have achieved the goals that we set ourselves in the 2015 application.The project has developed a training course for the education of electric and hybrid vehicles in the field of vocational training, and in the actual training materials and in the rest of the IOs of the project, the original objectives of the project are found.The consortium consisted of educational institutions from Denmark, Estonia, Germany and Spain, all of which have experience EVarea, all of which have experience in implementing European development projects.In the project we have implemented:- An ongoing project management- The development of four Intellectual Outputs1. We surveyed the status quo and the winding needs of the electric and hybrid car area by conducting a survey among key players in the sector2. We developed a modularized competence matrix with associated learning activities / situations3. We chose a work based learning approach as the teaching method with a mixture of theory and practice, and we based the teaching materials on two different approaches; one for classroom-based teaching which is text-based, and one for workshop training, based on presentations, instructions and video4. We have developed a training course with five learning situations within four learning areas within the field of electric and hybrid vehicles.- A learning activity for 18 apprentices- a multiplier event- Ongoing dissemination activitiesAll in all, we estimate that the project has had a direct impact on approximately 400 people, ranging from participation in specific project activities to being ""exposed"" to dissemination of the project.The project is successful as a training course has been developed that addresses the skill-gap in field of electric and hybrid vehicles. A training course which is possible to implement at most vocational schools without the big issues.The entire training course and all teaching materials are publicly available on the ERASMUS + dissemination platform and on the project website."

Period: 2004 - 2010The Eurolinks programme- covering Leonardo Mobility Exchange and Placements - started in 2004. Since the Call 2005 the programme has been continued by the newly founded ROC van Twente under the supervision of its International Office (IO). The International Mobility flows in IVT and Vetpro grew: uniformity in process and regulations - improved quality - led to an increased impact within the institution. Result: continuously growing numbers of participating ROC-departments and participants - IVT as well as Vetpro - in successive Calls 2005, 2006 , 2007,2008, 2009 and 2010. In the meantime a number of basic improvements was implemented :- improvement of ROC internal procedures: in 2008 the project administration was incorporated in the ROC project office ( back- and front office)- a internal network of coordinators internationalization ( on MBO College and team level) has been installed- supporting procedures and tools were developed and implemented on ROC level: ROC van Twente Guideline for International Mobility, Digital Application Form, Insurance Brochure etc.- a large international network of reliable exchange partners in (almost) all European countries was developedOverall a strong organization, capable of implementing international mobility projects, was created.Since 2011In 2011 board and managementeam ROC van Twente launched a new strategy document on Internationalization in 4 perspectives: Student, Employee, MBO College and ROC van Twente.With regard to student- and staff mobility new policies and objectives were defined, to be implemented in future mobility calls: 2011, 2012, 2013 and current Erasmus Plus Call 2014.Student Mobility Policy:Competence-based learning is in the heart of our VET. We offer an inspiring learning environment in which students can develop professional as well as social competences. Through an international workplacement abroad, participation in study tours, exchanges and international projects students get the opportunity to improve their professional, communication and intercultural skills in an international setting. Objective: strenghtening the employability by developing international competences.Staff Mobility Policy:participation in international mobility and activities reinforces the professional, didactic and pedagogical skills of staff. By participating in international activities (study visits, language trainings or workplacements abroad) teachers will be able to share and enrich their professional expertise and to reflect on their own educational and teaching concepts from different perspectives. It will motivate and revitalize them. Objectives: - professionalizing staff and improving the quality of VET - creating awareness of the international dimension in VET /labour market developments - orientation in the international branch-specific VET- fieldSince then management and staff of ROC van Twente work- with renewed enthusiasm - on the realization of the strategy and the objectives. In the implementation of the Mobility IVT and Vetpro Call 2013 this has now led to an explosion of student and teacher mobility. Mid-term (June 2014) the available budgets allocated for the Call 2013 IVT and VETPRO are already deployed. With the help of this Erasmus Plus Mobility Application Eurolinks X ROC van Twente emphatically wants again to stimulate this growth and expansion: objectives per activity / target group in numbers of participants Activity 1: Staff training abroad 10Activity 2: Training/teaching assignments abroad 40Activity 3: VET learners in companies 150Activity 4: VET learners in vocational institutes 30Total: student mobilities 180 per year, Staff mobilities 50 per 2 year. In the past 10 years a broad international network of education and business partners has been established. Reliable partners who have created an added value in previous mobility Calls (and other international projects). They are quite familiar with ROC van Twente (quality-) requirements concerning international workplacements and staff training/internshipsAttention: meanwhile some 100 partners are participating in the Eurolinks program. In the Mobility Call 2013 the most active (65) were listed ; partners - mostly being companies and institutions – have not yet all applied for a PIC Code( or are still in the process) and could therefore not being included in this application. It is expected that the data will be available at the midterm and final reports.Overall results Eurolinks I – X ( 2004 – 2014): excellent performances in the successive mobility calls and good scores and assessments in the consecutive midterm and final reports.