<< Objectives >>•TO LEARN MORE ABOUT THE SOCIAL AND EDUCATIONAL VALUE OF EUROPEAN CULTURAL HERITAGE•TO ENHANCE YOUNG GENERATIONS’ INTERACTION WITH CREATIVITY, ARTS AND CULTURE•TO DEVELOP DIGITAL CONTENT, TECHNOLOGIES AND PRACTICES TO USE IN PROMOTING CULTURAL HERITAGEInnovative,digital enrichment will be applied from a pedagogical and educational point of view with the emphasis on a constructivist social-cultural approach which helps students to become active citizens who are more aware of their cultures<< Implementation >>Research&Matching of target group needs and contentDevelopment of the didactical designProduction of CCH-HUBS titles, content, pedagogic approach and trainer manual content and Open source educational kit for schools with lesson plans and Digital APP descriptions, sample lessons and workshop design.Transnational Project Meetings and student workshopsMultiplier events(workshops,seminars,exhibitions,digital catalogue,field trips,student's culture stories after mobilities)<< Results >>•CODES OF CULTURAL HERITAGE-CCH HUBS expects to create a joint, interconnected schedule and framework to cooperate the Project in a SMART way, thus making the connotation of Project objectives and WP activities complementary, specific,measurable,achievable,relevant and time-bound.•Research results, high-quality didactic preparation for the Project outputs and training design.•Impact plans and supporting documents.•Transfers of best practices from partners to the output and lesson design.

"The MFR of Saulxures-sur-Moselotte, located in the mountainous area of the Vosges, is 60 years' old. Our pedagogy of alternation has always accustomed students to have different work placements in various professional backgrounds. It is therefore quite natural that we decided to set up internships for European mobility. Our training centre has organized European mobility programmes since 2008. Two kinds of public are primarily concerned: students in second year of Bac Pro SAPAT (services to people and territories) for a 3-week placement, and students in 2nd year of CAP ""cooking and waitressing"" (with the apprentice status) for an internship of two weeks negotiated with their tutors when they signed their apprenticeship contract (one week taken on the company time and one week on the training centre time).The idea today is rooted in the minds and represents a real motivation for the majority of learners although some families still need to be convincing. In mountain areas, mobility needs to be developed indeed...We stayed on the idea of a much anticipated preparation.(pj 2) When our students join the class of ""Seconde"", we talk to the families and to the students. Students meet young people who have already benefited from this program. We begin to raise funds to complete the exchange. When they are in 2nd year , a cultural preparation work begins with dedicated time. (See work schedule). Families are associated to the process ( pj 10)From 2008 to 2013, we set up a support by a trainer throughout the stay. Since 2014, we have tested the organization of mobility without the presence of a trainer but with a ""referent"" person in the host country. This system works fairly well even though our work placement mentors expressed frustration not to meet with us for intermediate and final assessments. We have thus decided to develop the following plan for the majority of our next mobility programmes: a trainer from our centre will handle the first days of the stay and so a first contact with the work placement mentors will be done.Then our referent contact in the corrersponding country will take care of the rest of the stay. This principle explains the number of professional mobilities requested in this application. During their free-time, our students will also be supervised by that referent person (living near) who can act in case of troubles.The number of scholarships requested is down compared to 2014, being in an area in demographic decline, our class numbers are down.Each mobility is therefore subject to a review to re-examine our practices and enable us to progress in the Erasmus+ program management in the future.Mobility in Ireland is a new thing. A trainer colleague will spend 5 days at the Dublin Institute of Technology (from February 1st to 5th, 2016) as part of the European mobility programme for professionnals and he will try to make new contacts for both the food sector and personal services.As the history of our project shows, in 2012, we established groups of mobility for professional tutors, first trainer of the ""food"" sector in 2012 to discover the professional training and work organization in Swedish restaurants. This experience was renewed for 10 tutors and trainer of the ""early childhood"" sector in January 2015 to explore early childhood care in the Swedish system. (pj 3) Given the value of these experiences for adults and actual professional repercussions, it is expected in the next application (2017) to set up a stay for cooks in Ireland and to involve our Swedish partners in that project. A committee of our Board of Directors will start thinking about that project next March so as to be able to apply for 2017..2 other trainer colleagues have recently expressed a desire to experience an individual professional mobility (Elise CAILLIAU in 2016/2017 and in 2017/2018 Jerome MONTAVON) one in Ireland and one in Scotland. Their goals are professional immersions in high schools to exchange with colleagues. After these two stays are completed, this will be 100% of the members of the teaching team which will have benefited from European professional mobility. ( pj 7) The idea is now carried by the whole institution.Our internationalization strategy program is on a roll. (pj 4)Our work on impact measurement is in progress through the returned investigations with a works MFR regional group (pj 5&6).A1 is for 2016.2017A2 is professionnal programm for teacher and accompagnant . one special needs for an apprentice who'll need special organization before his departure."