The project aims at the planning, realizing, evaluating and dissemination of learning periods abroad. Trainees of initial vocational training of the dual system (according to BBiG and HwO) conduct a four-week internship at company partners in Malaga (IT specialists), Langreo (supply technicians), Oviedo (electronics technicians), Kouvola (IT specialists and electronics technicians) and St. Brieuc (electronics technicians and construction technicians). Trainees of college based initial vocational training (education programmes of technical assistants according to state law) conduct an eight-week internship at our partners in Tenerife (information technology assistants and design technology assistants) and in Lisbon (design technology assistants).This application targets at trainees of initial vocational training of the dual system:- electronics technicians (energy and building technology);- electronics technicians (for industrial engineering);- IT system electronics technicians;- IT specialist (in system integration);- plant mechanics for sanitary, heating and air conditioning.This application targets at trainees of college based initial vocational training taking part in three-years full-time education programmes at our college:- design technology assistants (with general university entrance qualification and/or with university for applied sciences entrance qualification)- information technology assistants (with general university entrance qualification and/or with university for applied sciences entrance qualification).For the participants the following goals are intended: - encouraging the willingness to take actively part in vocational mobilities all over Europe;- encouraging the ability to use the European labour market;- promoting foreign language competences;- encouraging the ability and willingness to integrate in multinational project teams;- strengthening of the self-confidence by successful work in international project teams;- intensive experience of different cultural work and living circumstances. 24 learning periods will be conducted (16 trainees of the dual system and 8 trainees of college based vocational training). In the dual system the internships usually take part after interim examination. In college based vocational training an eight-week internship is obligatory after the second year of training. This internship can be conducted abroad. Thus the participants inherit profound vocational competences and experiences that can be used and broadened during the learning period abroad.The results of the learning periods are described in a learning-outcome oriented way and validated and acknowledged by assessment procedures.All mobilities are ECVET-mobilities.Through mobilities in the field of initial vocational training a general acceptance of the necessity to include European contents in the education programmes of vocational training has been gained. To permanently support this aim we have installed a comprehensive organisation structure for our European department consisting of three branches: Erasmus +, partnerships and internal measures. Head of the Erasmus + branch are the EU-coordinator for European activities. Next to them there are coordinators for each educational programme and department. Together with the heads of department and the headmaster, tasks and responsibilities have been allocated that describe and document the mobility process in its particular steps (application, travel preparation, departure, conduction, return).Each year we send trainees for training periods abroad and host foreign trainees of our partner schools. The partnerships with our partner schools exist for over 10 years and are therefore long-term and permanent partnerships.

"Context of projectThe EuroSTEAM project is an Erasmus+ funded project that aims to increase basic maths, literacy and Science skills of students throughout Europe by introducing STEAM teaching methodologies to teachers. Low attainment levels in these subjects is a common problem throughout Europe with a varying underperformance throughout different regions. This is highlighted in various Euopean poilicy documents which claim that approximately 20% of young learners throughout Europe are not adequately equipped with relevant STEM based skills.The EuroSTEAM project has a key aim to tackle this problem and identify a new approach to nurturing these skills within students.The Eurosteam project had a duration of 36 months beginning in September 2016 and concluding on the 31st of August 2019.Project objectivesBy taking into account our key aim of boosting skills of young learners, the EuroSTEAM project had these objectives:1.Formulate a research study identifying underachievement in maths, science and literacy skills of learners aged 11–14 throughout Europe and identify how problem based STEAM methodologies can address these shortcomings.2.Develop a range of STEAM resources which are accessible for teachers to deliver in their classrooms to boost the required skills set and to provide teacher training handbooks in 5 European Languages.3.Develop an Online Toolkit which acts as a hub for downloading resources and also allow users to contribute their own resources to ensure the continuity of the toolkit.Participating organisationsThe project consisted of:- South West College (United Kingdom) – SWC is a vocational and technical college located in Northern Ireland. SWC is the lead partner on the EuroSTEAM project. - Thomas More Kempen (Beglium) – TM is the largest University college in Flanders with Aproximately 14,000 learners participating in a multitude of programmes. - Childrens museum Rome (Italy) – Il Museo Dei Bambini is a non-profit museum for children, schools and families where the exhibits can be observed, touched and interacted with in order to support learning.- ETIC (Portugal) – ETIC is an educational institution in the fields of creative industry and has a focus on promoting innovation, technology and creativity within education.- TKNIKA (Spain) – TKNIKA is the Institute for the Innovation of the Vocational and Educational Training System which promotes innovation, creativity and entrepreneurship in schools and VET centres of the Basque Country.- Heilig Graf (Belgium) –HG is a school organisation and one of the first secondary schools in Belgium to start with a specific programme called STEM.- Via Mar dei Caraibi (Italy) – VMDC is a school situated in a heterogeneous district of Rome. Main activities undertakenThe project has had 7 transnational partner meetings. With the inclusion of face to face meetings, partners have also gained the opportunity to collectively test and consult with each other on project outputs.Intellectual outputsThroughout the project, partners have produced the following 3 outputs. 1.Comparative analysis report which identifies the underachievement of Maths, Literacy and Science skills within young learners throughout Europe and the need for a ""problem based"" STEAM approach to teaching.2.The development of 3 creative and educational camps which use STEAM based teaching methods to educate students in a variety of subject areas, piloted to 730 students.3.The development of an online toolkit which provides an online area where educators can learn about the project and access the outputs of the project. Multiplier eventsThroughout the project there has been 3 Multiplier events participated by 167 stakeholders . The events were:1.A workshop seminar hosted by Thomas More in Belgium which disseminated the results of the comparative analysis report.2.A demonstrative launch of the STEAM camps which was hosted in the Children’s Museum Rome.3.The final event was a showcase for the entire project results and was held at South West College in Northern Ireland.Results and impactEach organisation trialled the STEAM camps to a minimum of 100 students carrying out baseline surveys and following up with evaluations to understand each students experience. Results proved that there was a boost in skills in the key areas of Science, Literacy and Maths. The number of students carrying out the pilots was 730. The online toolkit hosting all of the outputs has had a total of 753 unique users at time of writing which will reach over 1000 within a year.Long term benefitsThe dissemination of the project will continue and results are expected to take a noticable leap when the new School year begins in September with the amount of users and feedback continuing to grow between September – December 2019. We foresee the online toolkit continuing to grow and evolve with continued contribution from teachers and educators to produce a growing library of resources."

SDE College wants to develop its existing efforts in international mobility and put forth an extensive and thorough framework for international mobility and international cooperation.Europe will in the coming years face challenges like demographic change, higher unemployment, skill gaps, a need for a higher skill level, less and less traditional training, problems with retention of students, youth unemployment and a lack of apprenticeships. Therefore SDE College wants to build for the future and ensure that we will continue to offer vocational education and training of the highest quality. SDE College consider international mobility and international cooperation as a critical element in the solutions to these challenges of the future. Objectives of the project:* Students acquire international experience and related skills for working internationally* Students acquire new knowledge in form of new practices* Students develop linguistic and intercultural competences* Students increase their self-esteem and confidence in own capabilities* Provide students with a framework for successful internships abroad* Improve student's chances of future employment* Improve students' opportunities to travel and work within the European labor market* Develop teachers and other employees’ international expertise* Provide teachers with international teaching possibilities and improve their qualifications* Strengthen the school's international profile* Improve the overall quality of VET* Implementation of the European Credit System for VET (ECVET) in the context of mobility as part of the student's education.The number of student mobilities applied for in the project are 100 and the number of accompanying teachers are 12. Students from the basic courses is typically aged 16-20 years, and students from the main courses is typically in the group of 18-25 years. The project involves partners from Germany, United Kingdom, Portugal, Spain, Lithuania, Finland, Sweden, Estonia, Slovenia, Malta, the Netherlands and Italy. The partners are vocational schools, vocational training centers, interest groups and SME’s,The school's initiative International Class starts every year in January and August. International Class is designed to prepare each student for the challenges and cultural differences they will experience during their internship abroad.The project is managed by the International Department of SDE College consisting of a project manager, a mobility coordinator and a PIU-coordinator. The staff of the International Department has vast international experience and excellent language skills. Contact with foreign partners and the placements abroad is carried out by the Project Manager, the Mobility Coordinator and the PIU coordinator as well as a relevant number of contact teachers and students themselves.SDE College will use the attained results to promote and to anchor the initiative further in dissemination efforts using local media, social media and the school’s media outlets. The results of the project will also be evaluated regularly by the participants, by SDE College and by the partners during and after the internship using mobility tools and diaries. One of the great benefits for the participants in the mobility project, is expected to be an enhancement of their future job prospects with improved language abilities, cultural understanding and personal development.SDE College strive to build and maintain a vast international network to provide the best foundation and mobility programme that will enable our students and our staff to have the best experience possible when going abroad. SDE College expects that the strong ties to its international network will create an outlooking perspective towards the world and a strong international profile. We believe that international cooperation and international mobility are some of the crucial factors in developing vocational education schools for the future and embrace the demands of the constantly evolving labourmarket.NOTICE: Due to limited attachment space only one letter of intent is attached. SDE has Letter of Intent with all partners involved in this application including Memorandum of Understanding with several partners as well.

Our school is a new school which gives importance to institutional development. We feel the passion about being over the social economic crisis in our area, supporting the development and employment and supporting the social equality. That's why, we would like be in this project to tell about the importance of vocational high schools to our area and improve their interests to our kinds of schools. Many young people quit their school so early and taking the risk about being an unemployed. Fighting against this situation and risk with a high quality education that we would like to give to these students is our main duty. We want to make students to know themselves, to discover their talents and to use their talents in the right and useful way in their lives.In this moment, all we need is raising the self confidence of our students who got their theoretical education in our institute to the highest level with providing them a chance of having their internship in a EU country. Ages of our students change between 14 and 19. They have their education under the department of Intelligence Technologies in our school in their 11th and 12th degrees.Students who will participate to the project will be able to work at so many professional kinds of works with the certificate that they will get after the project which allows them to open their own company.Some of the professions that they will be having the knowledge of and working at are; - Webmaster- Web Designing Expert- Web Programming Expert- Animation Designer- Internet Marketing Expert- AdvisorForeign language skills to be improved and job opportunities to be made use of will be provided with this project. We expect a decrease on continuing problems of our students with the positive effect of this project.Students' and their family's prejudices about the EU process of Turkey will decrease.Vocational foreign language skills of our students will be developed.Our school will introduce our culture to another country and give a help to culture sharing.Our female students will use their potential and aging self confidence about socially and economically.Qualified employees will be raised with increasing the professional capacities of students.Our students to be a good part of their social area and be people who are good at awareness to be provided.

"Graphic Lyceum Rotterdam (GLR) is a vocational school for a specific branch. In contrast to the ROC, we can focus on the trainings for graphics, media and communications industry. In practice this means that of our approximately 4,000 students, 60 % follows one of the courses in Media Design. The other students take courses in audio-visual techniques, graphic techniques and management and IT focused on media and communication branch.This concentration on a specific industry ensures that we are recognized as The school for the industry within Europe.In particular, the products that is made by media designers, lend themselves to an international exchange. After all, you don’t need anything else than the Internet.International ambition and position of the GLR, combined with international trade and employment in this sector, is a logical consequence to an international internship.Through an international work placement students are reaching for an international career in the media industry. The international position of the GLR makes an international internship easier. In addition, we hardly use the partner schools because we ourselves have enough contacts to mediate in those places that we think may be useful. The number of partner schools gives an idea of our international position and ambition.This application relates to 122 international interns and 22 teachers internships that we expect in the next two years.The relevance of our international internship:- The students in the position where they learn :o working with people in a different language and a different culture together .o be able to operate in an international environment flexibly.o to develop in an international environment personally.o develop himself and prepare for an international career.- GLR international internship gives an impression of our international position and goals end helps the GLR with our international awareness internally within the organization.The GLR has several facets that guarantee the quality of the international stage in the past and in the future, namely:- Organizational :o The GLR has a full-time Senior International Officer employed whose job it is to monitor the international position of the GLR and strengthen internal internationalization further development.o The GLR has a full-time international internship coordinator whose job it is to place international trainees and guide them during their internship. On average, there are always 40 students on an international internship. About 50% has their internship within the European boarders.o The GLR has built up years of experience in organizing and supervising international internships . This has become a stable factor in the organization of international internships.- Education Contents:o Stage is an integral part of the training of the GLR. International internships are identical to the internships that take place in the Netherlands.o The completion of the internship takes place within the GLR. The GLR is responsible for the organizing of this part of the final exams. GLR itself can guarantee the quality. o Specialist teachers are always available by email so any questions can be answered.- Preparation, selection and supervision:o All students are eligible for an internship abroad. The mentor and department director may object on the basis of the possible delays in the duration of the study and/or stability of the student.o All students are at the end of training rural examined to include the quality of English. In the future we will be the students who go to non-English speaking regions prepare better.o Through individual interviews and group discussions , students are prepared to work within a different culture.o The training coordinator who is responsible for the international internship is accessible daily for both parents and students with questions or problems during the internship. In the absence of the coordinator, this task is taken over.o The training coordinator has every two weeks, consult the trainee on the various facets of the internship.o The internship coordinator organizes each internship period, a ""Social Community"" with the help of ""social media"" so that international interns can support each other.o In preparation for international internships the GLR is organizing an international internship market where companies, agencies and other interested parties are represented.The impact of international placements for the GLR is considerable. It strengthens the international awareness of teachers and students. Media students create media products, also about their international internships. These samples are collected on our Youtube channel and GLR used in providing information on international internships."