<< Background >>This project was initiated following the commitment of 3 of the 4 partners to the European Apprenticeship Ambassador pilot project initiated by Mr. Jean Arthuis, MEP. The tremendous momentum to promote the possibility of long-term mobility in the apprenticeship training curriculum was to continue. MFR Saint Michel Mont Mercure, AFOL Como and Krudy Vocational High School in Hungary, long-standing partners, wish together to promote their vocational training schools and, more specifically, their European initiatives by extending their training programmes with an international focus. To do this, partner Jelgavas Amatu Vidusskola from Latvia, a historic partner of AFOL Como, joined this small group. The Covid-19 pandemic has significantly disrupted existing patterns, particularly in terms of training, employment, and has had a significant impact on the mobility supported by the Erasmus+ program. Hotels and restaurants, bakeries and pastry shops, sectors shared by all participants in the project, are really suffering, and even more today, from a lack of trained, competent, adaptable and multilingual staff. Lockdowns, successive restaurant closures, isolation, have accentuated the negative image of this sector of activity and employees have left their posts for fear of the job insecurity experienced this past year. It seems to us that it is essential today to move forward and to revitalize and upgrade the jobs and vocational trainings related to these sectors. For example, in France, more than 90,000 jobs are to be filled in the catering industry for the summer of 2021. At the same time, the numerous reforms of the professional path in Europe are challenging current systems and schemes. The reform of apprenticeship in France and Hungary, the Italian and Latvian desire to increase the number of apprentices, This led us to reflect on a European partnership project which would meet the expectations and guidelines of the different national contexts and which would also meet the needs of these companies. The modularisation of pathways and the validation of formal, informal and non-formal skills are at the heart of our project. The European mobility of apprentices or alternance students consolidates, supports our common desire to learn differently. The mobility of young people brings not only professional skills but also skills of openness, culture, languages and respect, essential skills to create a strong and shared European identity and support an active and effective Europe of Education. In this sense, we are convinced that offering mobility training within Vocational Training Centres can only add to the attractiveness of integrating such training and thus enable professionals to employ adaptable and competent employees.<< Objectives >>Following a finding shared by the members of the partnership, the vocational training system in Europe needs to improve its image and above all to offer attractive and quality training. The educational system of alternance and the internationalisation of its training offers appear as strategic levers of development. The project will concern the catering and bakery-pastry sectors, common sectors to the members of the partnership, which, by its intrinsic characteristics, have a strong predisposition to staff mobility in international contexts but are currently suffering from successive lockdowns and repeated closures. Hiring professionals alongside us will enable us to support the strong need to involve all actors in the training of young people.<< Implementation >>With this application, we want to design and develop a modular international training course around oeno-gastronomy. This school/company training will take place in the different partners countries : Italy, Hungary, Latvia and France. The participants will have the opportunity to discover and understand 4 different oeno-gastronomies and learning English will be another objective. The first expected result will therefore be the development of the training plan itself. The second expected outcome is the development of competency grids and certification tools. It seems to us necessary, in a third stage, to train professionals in the pedagogy that we wish to develop so that they better understand the expectations and the role they have to play in the transmission of know-hows and knowledge , so that they understand more concretely the role of pedagogue that they have to hold. Alternance is built up through a close and trusting relationship between training centres and professional circles. Finally, our greatest wish would be for this training to be recognized by the certifying bodies of the four partners countries. We aim at the recognition of this new training and wish to raise awareness among funders, professionals or academics to participate in the cost for training centres.<< Results >>The expected results of this project primarily concern the 4 vocational training centres. At a time when the professional path is changing and profoundly disrupted by the pandemic, this strong and shared willingness to build together an adapted and European training, will show the dynamism, the optimism and strength of proposals from professional institutions. Highly open to others and the world, the system of alternance training offers a new and relevant face that meets the expectations of the world of work. This partnership project will highlight the willingness of European training centres to meet the training needs of the local, national and European territory. This project aims above all to enhance the professional path system and will demonstrate that it is a path of excellence leading to employment! Fully involving professional actors in this project will also make it possible to create this fundamental link between schools, training centres and the world of work. Aware that the professional path cannot evolve without putting these two actors in direct relation, French, Hungarian, Italian and Latvian professionals will then be able to better consider and consider the essential role they have in the training of future generations.

"<< Background >>After analysing the usual methods and tools available, we could observe that very often the mobility referents, teachers and VET learners are confronted to a certain number of challenges in their international mobility project implementation, such as:- Administrative management requires a lot of time for the mobility referents and often takes precedence over pedagogical support, which is essential to ensure quality mobility projects for VET.- A multitude of relevant tools have been created by different European organisations on the subject of European mobility for VET participants, but it is very often too complicated for mobility referent and their VET learners wishing to realise a mobility experience to find the relevant resources for a perfect support.- Regular face-to-face support for European mobility project management can sometimes be complicated due the availability and the geographical area of the people concerned but also due to the possible health restrictions.Regarding these challenges, several needs have been identified to ensure a high-quality mobility implementation and management in VET sector:- To structure a clear support at the pedagogical and administrative levels to ensure high quality mobility projects for the VET learners and staff or our organisations.- To get complementary user friendly and relevant online tools and resources to reinforce the support at the international mobility preparation and evaluation stages, also by distance.- To ensure a high-quality level in the international mobility pedagogical preparation and evaluation and valorisation of international mobility of the VET learners.- To ensure a good continuity in the international mobility project implementation, follow up and evaluation even if the mobility referent change.- To learn and exchange good practices in terms of international mobility projects administrative and pedagogical management.<< Objectives >>The objectives of Mobilitimeline project are the following:- To support strongly and efficiently at the pedagogical and administrative levels more than 1000 VET learners and 30 Mobility referents in Europe per year before, during and after their mobility projects.- To contribute to the simplification of the administrative management of European mobility projects by developing 5 tools which will help 30 Mobility referents and 1000 VET learners per year to implement correctly all the requested administrative processes step by step before, during and after the project.- To structure the pedagogical support of 1000 VET learners from European vocational training before, during and on return from European mobility projects by developing 5 clear and concrete tools.- Clarify, valorise and make available the relevant pedagogical tools developed elsewhere (by Erasmus + agencies, other mobility organisations...) for 1000 learners and 30 referents of vocational training in European mobility projects.- To improve the VET learners international mobility preparation, evaluation and valorisation to ensure the success of such opportunities by developing 2 online training sessions for VET learners (for the preparation and for the evaluation/valorisation of international mobility projects).<< Implementation >>All along this project, many activities will be implemented to reach our objectives.Indeed, the participating organisations from France, Germany, Italy, Netherlands and Spain will work together during 30 months on the construction and the finalization of 5 project results / tools (online interactive timeline, guideline of good practices and resources, 2 online training sessions, 1 tutorial video) and share good practices to ensure the high quality of international mobility project pedagogical and administrative management and implementation. The participating organisations will contact, exchange with European VET organisations to research and list in the online timeline and the guideline the relevant resources that have been developed for the different steps before, during and after international mobility. The involved partners will also work on the conception of 1 online training session for the mobility preparation and 1 online training for the evaluation & valorisation of international mobility.The involved partners will organize and participate to several transnational meetings during which they will work together on the development of these tools and share their good practices in international mobility management in VET sector. Such transnational meetings will be completed by follow Up online meetings to coordinate and regularly monitor the good advancement of the project.Once the mobility innovative tools will be pre-finalized, testing activities will be organized with VET learners, mobility referents and teachers actively involved in international mobility projects implementation to get feedbacks and adjust the tools if needed. At the end of the project, in addition to all the communication activities that will be done all along the project, local multipliers events will be organized in each participating country and one online transnational multiplier event will be organized to share largely these tools at the local, national, European and international levels.<< Results >>Within this Mobilitimeline project, we plan to create, test, and share 5 mobility projects pedagogical and administrative tools that will be relevant and useful for the Mobility referents and the VET learners to promote, prepare, follow up and evaluate/valorise the international mobility project:- The international Mobility online timeline which will contain different parts including relevant advice, processes, existing resources following the steps for promotion, preparation, follow up and evaluation of an international mobility project.- Online mobility timeline tutorial video which will present clearly how to use the online mobility timeline step by step to get the best of it.- Guideline ""Good resources and practices to realise an international mobility project"" which will be created in parallel of the online timeline and contain the list of relevant European existing resources, processes and advice to ensure a high-quality international mobility pedagogical and administrative management.- International mobility preparation online training session which will allow the VET learners to get advice, to know the important elements before going abroad for an international mobility project.- International mobility evaluation and valorisation online training session which will allow the VET learners to get advice, to know the important elements after their international mobility projects."

The target group of the project is 14 pedagogues and 56 pupils from Jelgava Crafts Secondary School catering and restaurant services, production of flour products, hairdressers, costume design specialists, make-up artists, commercial sciences, metal working specialists. The project involves student mobility and the mobility of vocational education professionals. The first project activity is student mobility, in which students will practice for 14 days in partner organizations in France, UK, Germany and Malta, 28 days in Italy and Spain, using OLS online language support. The second project activity is the observation and exchange of experience of vocational education specialists: In September 2018 and April 2019 PARAGON LIMITED; In March 2019 TRIBEKA TRAINING; In April 2019 IBD Solutions Limited Intermediary United Kingdom; In May 2019 the Nanterre Institute of Hairdressing and Aesthetics, Marie Laurencin Secondary School, BTP CFA ILE DE FRANCE, In May 2019 the vocational training center Agenzia per la Formazione in Italy, at the Fondazione Gabriele Castellini School in Italy. In May 2019 Vitalis GmbH, Germany, acquires new teaching methods, practical skills, organization of an educational process based on the work environment, in order to ensure a qualitative learning process. The objectives of the project are: 1. To promote vocational education and the attractiveness of vocational education. 2. Improvement of the professional knowledge of Jelgava Crafts Secondary School Practicum Heads and Professional Teachers, improvement of pedagogical skills and professional competence in the form of work monitoring that would promote improvement of professional education quality at Jelgava Crafts Secondary School (increased level of knowledge and skills and quality of study process, skills of new educational programs development). 3. Jelgava Craft Secondary School teachers' introduction to student placements in Spain, France, Italy, Germany, Great Britain and Malta. 4. A broader understanding of teachers about the use of various and innovative teaching methods, the organization of practical classes, the development of vocational education programs, catering and restaurant services, hairdressing services, beauty care services, tailor-made and metal-working training. 5. Teachers get an understanding of the organization of a work-based educational process. 6. To support and increase the ability of learners of chefs, waiters, confectioners, bakers and confectionery, costume designers, hairdressers, business people, metalworking specialists to acquire skills, skills and competences that will promote their personal growth, employment and opportunities to integrate into the work of Latvia and Europe. in the context of increased competition. 7. Catering and restaurant services in Spain, Italy, France, Germany, Great Britain and Malta. Commerce in Italy, acquisition of hairdressing services in France, Germany and Malta. Learn how to make sewing products in France, metalworking - in France, Germany and Malta. 8. Improved professional English, Italian and French proficiency for teachers and students and enhanced intercultural competences. 9. To improve the level of education of Jelgava Crafts Secondary School catering and restaurant services, production of flour products, hairdressing, costume designers, make-up artists, commercials, metalworking specialist pedagogues and students. 10. Encourage mobility of students and teachers. 11. Establishment and improvement of contact with municipalities, catering services of Spain, France, Italy, Germany, Great Britain and Malta, flour mills, hairdressing salons, sewing, marketing, metal processing companies. The aim of student mobility is to help vocational education students learn their profession better by developing their professional skills, knowledge, skills and abilities, giving them access to new working methods in Spain, France, Italy, Germany, the UK and Malta. It will raise the level of students' knowledge and skills, will give students a better understanding of their profession. The acquired work experience will provide students with an important contribution to their personal growth. Vocational education specialists and practitioners will improve their methodological knowledge in developing educational programs, conducting practical classes, organizing study work, and gaining an understanding of the organization of the educational process based on the work environment and on the educational system in Europe.

"Our Training center of Apprentices, situated in Saint Michel Mont Mercure, a small village in Vendée, welcomes girls and boys from 15 to 24 years old under a contract of apprenticeship or professionalization. Belonging to the “Maisons Familiales Rurales” movement, it works on an associative mode, law 1901. The administration board, composed of parents and professionals, commits in the management of the school and defines the big educational and formative orientations. Our project integrates an evolution of our center towards an European space, a support of an employment and training platform. Persuaded that the European mobility brings strong professional and personal skills, we wish to assert and to value Europe toward members of staff, professionals, essential actors of the apprenticeship and toward young people and their family. The European experiences enrich the experiences of learning by bringing an objective view on the working realities in an European context. Real period of acquisition of formal, non formal or informal skills, the experience in Europe is a real time of formation. The diversity of European professional learning systems establishes an asset for mutual learnings. We wish to favor the recognition of qualifications and skills between these systems. This will reach the objectives of the community action plans to support the professional mobility, to contribute to the acquisition of the qualifications to strengthen employment. The gathering of the actors of the training systems and professionals is necessary to improve the systems of initial and continuous vocational training systems. We propose to all the apprentices in CAP (Vocational training qualification) and in Bac Pro (Vocational high school diploma) specialized in restaurant businesses: cook, pastry cook in restaurant, waiter, or in food supply businesses: baker, pastry cook, chocolate maker, to live an European experience. There is no selection. The young people committed in this course left ""school "" at the end of secondary cycle. Their orientation answers strong inclinations towards a job, a need for activities and for recognition. The vocational training systems by the way of apprenticeship, centered on a traditional culture of the job, entail the reproduction of the functioning of organizations in a very similar way, totally ignoring the instability of the socioeconomic environment and leaving little space to opening. For that reason, the European mobility particularly has its place in these training systems. The apprentices realize, in a rigorous frame, an European experience of 3 weeks, 2 days of journey and 19 days of internship in a total professional and cultural dumping. The professionals of the Vocational Educational Training system are strongly mobilized to take part in the exchanges during 5 days, 2 days of journey and 3 days in mission of formation and teaching or in internship or period of training in a company or in a partner school. This investment with the professionals values the mutual actions committed on both sides and contributes to considerably modify our educational practices to participate in the implementation of new training strategies in a lifelong learning system. According to the process of Lisbon, it is important to intensify the change of our perception of knowledges and skills so as to innovate our educational practices in centers and in companies in order to, in the long term, build an European pole of vocational training. Our proposal, of a duration of 24 months, concerned 157 apprentices in CAP (Vocational training certificate) and in Bac Pro (vocational high school diploma) and 12 professionals of the vocational training of our center. The training courses tooke place in February Mars 2016 and 2017 for CAP (Vocational training certificate) and from July till November 2016 for the apprentices in Bac Pro (vocational high school diploma). The professionals of the Vocational Educational training system chose the most adapted week during the two years of the application. 100 companies and 18 European schools within 26 European partner countries were informed on the periods and on the internships aims. Those multiple experiences were promoted and valued thanks to participants’ testimonies during two official evening where the Europass was officially given. One happened on June 2016 the other one on June 2017. These events were co-organised with the Chamber of commerce from Vendée and gathered local representatives, socioeconomic partners, professional representatives; parents, masters of apprenticeship. More than 150 persons attended each meetings."

The project is targeted at the group of Jelgava Craft secondary school cook, waiters, hairdressing, confectioner and bakery specialties group 6 teachers.The main project activity is the monitoring and exchanges of experience in vocational education centre Agenzia per la Formazione, I Orientamento e il Lavro della provincia di Como in Italy and in Santos Dumont waiters industry and economic management of high school restaurant industry department in France. As a result, new training methods, practical skills and interpretation of different working techniques will be acquired to ensure qualitative learning process, as well as teachers’ acquaintance with students’ practice sites in France and Italy.The aim of the project is:1. The improvement of professional skills, the refinement of pedagogical mastery and professional competence of Jelgava Craft secondary school programs managers and professional subjects teachers.2. The increased level of knowledge and skills and training process quality level of Jelgava Craft secondary school teachers.3. Jelgava Craft secondary school teachers’ acquaintance with students’ practice sites in France and Italy.4. The teachers’ more understanding and use in their teaching of different and innovative training techniques in catering, restaurant, confectionery, bakery and hairdressing services.5. Catering service learning in France, restaurant service learning in France and Italy, hairdressing service, confectionery and bakery learning in Italy.6.The development of contacts with the vocational training centers in Agenzia per la Formazione, I Orientamento e il Lavro della provincia di Como (Italy) and other catering establishments in Italy, where students will practice, and the formation of further cooperation projects in Italy.7. The development of contacts with Santos Dumont waiters industry and economic management of high school restaurant industry department and other catering establishments in France, where students will practice, the formation of further cooperation in France.8. The teachers’ improved knowledge of English, Italian and French. The project will provide Jelgava Craft secondary school teachers’ professional development, acquisition of new teaching methods in the form of monitoring in France and Italy.Project expected results:• Jelgava Craft secondary school teachers’ professional knowledge and skills enhancement.• Teachers’ acquaintance with practice sites of waiter, cook ,hairdressing, confectioner and bakery specialties groups students in France and Italy.•To contribute to the attractiveness of vocational education and lifelong learning at European level for vocational education students.• Contacts formation with the city authorities, the French and the Italian catering services, restaurant services and confectionery, bakery establishments and barber shops.