The project EuroSkill-plus is offered as an opportunity for trainees who do a dual vocational training in the field of metal and electrical industry to get international professional skills. Specific aims are the support of intercultural and linguistic skills of trainees, with regard to their employability on the European labour market. Apart from supporting mobility, another aim is further development of innovative processes for an international alignment of the vocational training. Furthermore, the participants should gain international expertise and their lifelong learning should be supported already at the beginning of their vocational development. Intercultural skills have become a key qualification due to the internationalisation of the labour market. At the same time, however, small and medium-sized enterprises rarely have the ability yet, to offer their trainees a learning environment that allows them to gain those skills. Thus, EuroSkill-plus especially focuses on this target group. A four-week visit abroad in September/October 2015, March/April/May 2016 and September/October 2016 and March/April/May 2017, along with a three-week enterprise internship in England, Spain or Italy, forms the central part of this project. To support the language acquisition, the enterprise internship is preceded by a one-week language course in the particular host country. Furthermore, the visit abroad is accompanied by sociocultural offers. The sustainability of the visits abroad is ensured by intense preparation of the participants, as well as postprocessing.All phases of the project are realised in close cooperation with the respective partner organisation. With the continuation of the cooperation with the partner organisation by these mobilities, a steady improvement of the quality and an expansion of the extent of cooperation between the partners can be achieved.As in former IVT-mobilities, the focus on informal and action-oriented/activity-oriented learning patterns is continued.The support of international skills will entail development on a personal, as well as on a functional level. Furthermore, the participants improve their knowledge of foreign languages. The achieved skills are displayed in the Europass-Mobility.With this project, further important impacts on the development of the vocational training on a sectoral, regional and transnational level are expected. The changes on regional level are to be highlighted especially with EuroSkill-plus, since this project again takes place in the context of the project “Go.for.europe”. “Go.for.europe” is a service point for consulting, backing and support of trainees and enterprises. The aim is, to push forward the internationalisation of the vocational training in Baden-Württemberg, and to increase the number of trainees who spend time abroad during their first vocational training. For further information on the collaborative project, supported by the economics ministry Baden- Württemberg, at expense of the European social fund, also see: www.goforeurope.de.

The European Union (EU) has insisted on the need to adapt training systems to the requirements of a constantly changing labour market, in which, as a result of globalisation and technological development, professional skills must be adapted to the new times. The adaptation of qualifications is particularly important in the field of Vocational Education and Training (VET), in which two main lines of action have been identified: 1) Boosting the quality of the dual system 2) Reinforcing collaboration between the actors involved.In this context, the iidVET project has aimed at improving the quality and effectiveness of the systems and institutions involved in the development of dual VET, as well as its implementation mechanisms and tools, through an exchange of knowledge and good practices between European countries with consolidated systems of dual Vocational Education and Training and others in which this type of training is not yet sufficiently well developed. Countries such as Germany and Austria have a long experience in the development of dual VET, based on a fluid relationship with companies, while in other states such as Spain, Italy and Portugal, collaboration between training centres and companies needs of an impulse to facilitate a horizontal adjustment of competences. The iidVET project has been designed to establish a collaborative space for mutual learning, development and innovation in the implementation of dual VET between the five countries mentioned above, which are committed to improving its quality and effectiveness.To this end, throughout iidVET, the main factors featuring consolidated and successful dual VET systems have been identified and analysed through the analysis of the German and Austrian cases through joint reflections, study visits and analysis of good practices, with the aim of applying the main strengths to overcome the weaknesses identified and analysed during the project in the participating countries where dual VET is less developed: Spain, Portugal and Italy.Approximately 300 participants related to the design, implementation and evaluation of dual VET took part in iidVET, including policy makers, administrative technicians, managers and teachers of training centres providing dual VET - including centres for students with special needs -, representatives of the areas of training and/or human resources of companies, universities, chambers of commerce, employers' organisations and trade unions, company tutors and dual VET students, among others.In terms of results and impact obtained, all of them with a long-term perspective of permanence, the objectives related to the transfer of knowledge and experience and the successful factors of the dual VET systems in Austria and Germany to the other countries have been achieved to a large extent. Thus, it is worth highlighting the introduction by the Ministry of Education of Castilla y León, already initiated for the 2019-2020 academic year, of the role of the Prospector of Learning Positions in Companies for the Development of dual VET projects in Castilla y León, releasing at least one teacher from each of the publicly owned centers that have authorized dual FP projects or have requested authorization, in order to foster the search for companies for the development of dual projects.Also, the feasibility analysis that the IFEP of Portugal is currently carrying out on the possibility of modifying the contracting system of its dual VET training model, based until now on an agreement between the centre and the student, to move to one based on the agreement between the company and the student, once they have verified through the project that this is the system that operates in all the countries of the project and that it is more effective than their own. In addition, the objective set for the five participating countries of establishing and strengthening networks of contacts that will remain in the future and that will lead to an increase in the number of mobilities in dual VET between partner countries/regions has been achieved. This has already led, among other things, to the collaboration between partners and their international networks in new Erasmus+ projects to further increase the quality of dual VET and to foster international mobilities in this field, such as the one launched on 1 December 2019 under the name 'doALLVET' (Strategic Alliances for Quality Dual VET and International Mobilities), coordinated by the iidVET Project Leader and again with the Portuguese partner IEFP.In addition, a 'Key Findings, Recommendations and Inspiring Experiences' guide has been produced in the languages of all project partners, which will serve as a basis for further reforms and projects.

"The International Service Office of Oppland and Hedmark (ISK) organised 102 placements for trainees and 25 vocational visits for supervisors during this Erasmus+ Project period, 2016- 2018.The Project gave us the expected results concerning internationalisation, work quality and personal Development for the trainees. Internationalisation in the region was reached due to the fact that the trainees and supervisors obtained Direct experience With working life in Europe. This led to personal experience, but also effects for trainees' and supervisors' peers, and not least for their home Companies. In some cases the placements led to inter-company relationships. Through dissemination ISK spread knowledge about the project in the region.Work quality improvement ws related to how the participants in the Project could use the experience to reflect on strenghts and weaknesses in their own and in the Foreign country's work performance. Personal Development concerning ability to reflect, to be independent, resilient and motivated, is shown and confirmed in the participants' reports. The implementation of the Project was dependent on a good relation and communication between ISK and the cooperating partners abroad. During the Project, ISK organised placements in four periods, With from four to eight travel Groups in each period. We mailed and sent sms to all trainees in Our Region, inviting them to apply for a placement period abroad. After interviews and Reference checks, we could form travel Groups, decided by combination of genders and professions, and Group sizes. Then we received their cv's, and sent ""orders"" to Our partners abroad. Preparation was done during two Meetings prior to departure, both mental preparation concerning expectations and Group discussions, and practical preparation. ISK ordered flight tickets, prepared contracts With the trainees, made Learning and mobility agreements, got hold of insurances and insurance documents, informed the trainees about the destinations, workplaces and accomodations, and kept frequent contact With the partners during the preparation period. During the placement period problems were solved through agreements between the partners and ISK. In minor Cases the partners found solutions independently. The partners also did ordinary follow-up of the trainees, by visiting the workplaces, and/or by arranging regular Meetings With the trainees. After Return to Norway the trainees delivered their online reports, took part in a RoundTable Conference about the placement, and informed their respective home Companies about their experience. ISK implemented the dissemination plan, by spreading Project results in our county council and administration, through social and traditional media, mail, and in vocational Conferences With both trainees, supervisors and.vocational School students present."

The funding received within the framework of the project was used to finance stays abroad for a total of 573 individuals in vocational training, 16 vocational training specialists and 1 accompanying person. 334 apprentices completed a 2 to 11 week internship specifically suited to their profession, individual level of training, knowledge and skills at a company active in their professional field. IFA organized internships in small groups during summer and fall of 2015 and spring and fall of 2016. Participation was open for apprentices from every profession and industry from all over Austria. The applicants were selected based on their technical, linguistic and personal skills. IFA organized the travel, stay abroad, internship, accommodation and insurance for the participants as well as accompanying language courses. IFA prepared the apprentices and companies organizationally, culturally and linguistically for the stays and ensured that the internships were recognized as part of the apprenticeship training in accordance with the Vocational Training Act (BAG). 193 students from vocational schools and colleges also completed an internship relevant to their professional field that was suitable for their training and level of knowledge. The internships were organized in close cooperation with the sending schools in order to ensure they were recognized as part of the compulsory internship. Most student internships took place in the summer of 2016. The duration of the internship ranged between 2 and 13 weeks. The content of the internships were defined in terms of the occupational and training profiles and curricula as well as the individual skills of the participants and were specified before the internship in a learning agreement between IFA, the participants and the sending and receiving institutions together with the learning objectives that were to be achieved during the internship. Given that a majority of the apprentices were minors, the apprentice groups were accompanied by an IFA counsellor during the first week abroad. The counsellors helped the apprentices get settled in the host country and visited all the participating companies to ensure that the content and processes fulfilled the objectives. Contact persons at the receiving institution and IFA were available to support the participants throughout their entire stay abroad. One participant with special needs was assisted by a qualified accompanying person throughout the entire stay in order to secure help with day-to-day activities and with internship-related issues. Furthermore, within the framework of the project, 16 training officers from companies and vocational schools as well as vocational training experts participated in a 1 or 2 week-long workshop to exchange their experiences in order to learn about VET systems in other countries, compare them with the Austrian system and exchange ideas amongst each other and with colleagues from abroad. The goal was to promote the quality, innovation and the European idea in vocational education and training through cross-border exchanges. The participants were multipliers and could share their experiences in companies, schools and throughout Austria and thus contribute to a Europeanisation of the Austrian VET system.While abroad, the participants acquired technical, linguistic, social, intercultural and personal skills and expanded their personal and professional horizons. An internship abroad contributes to the strengthening of important key skills such as teamwork, personal responsibility, flexibility and much more.Experiences abroad promote career opportunities and ensure the future career of the participants and thus the competitiveness of Austrian companies. International exchange increases the overall quality of the Austrian VET.IFA is a non-profit association that has been organizing internships abroad since 1995 for apprentices, professionals and training officers. Since 1995, IFA has helped more than 7000 people take part in an EU-funded stay abroad. As the applicant and co-ordinating institution, IFA was therefore responsible for ensuring the quality and proper organization of the project.IFA works with a network of experienced partners in the target countries with whom partnership agreements (Memoranda of Understanding) defining the conditions and quality criteria already exist. IFA has been successfully working together with most of the partner institutions for many years.Throughout the entire stay abroad, there was always someone from the receiving institution, the host company or IFA at the participants’ side to supervise their progress and ensure the quality of the internship. After completing the internship, all the participants received a “Personal Transcript” outlining the activities completed and knowledge and skills acquired with confirmation from the receiving institution and host company. All internships were recognized as part of the vocational training in Austria.

The project falls within the programming framework outlined in the Erasmus+ VET Mobility Charter 2016-1-IT01-KA109-005615 obtained by the autonomous Province of Trento in 2016, and in the related Internationalisation Strategy. In particular, the project has promoted mobilities in the mechatronics field, which is one of the four SMART SPECIALISATION areas identified by the Province of Trento as meeting the current and future job demand and hence promoted by a specific research and innovation strategy. The project has organised 55 mobilities for VET learners and 6 for VET staff, for a total of 61 mobilities.The project is addressed to learners having obtained a VET school diploma in the field of mechatronics, industrial automation or complementary studies or for no longer than one year and residing in the province of Trento, Italy. The project has fully promoted the on-the-job training model by involving participants into highly innovative workplacements abroad. With a view to improve the whole local system approach towards on-the-job training, 6 members of staff from the Province of Trento being responsible for international mobility abroad have benefited from a tailored training and further development mobility. Four different open calls for selections have been promoted for the learners to apply for the project over the one year of project activation, while staff mobility beneficiaries have been selected from the relevant province offices in charge of mobility programmes design and management. As regards the learners, the project objectives were especially aimed at reinforcing non-formal learning thanks to the opportunity to play an active role in a work context but also at improving their competencies through workexperience abroad. The ultimate objective of favouring a fast-track access to the labour market has been fully met. Data from the survey carried out in April 2018 (4 months after the end of the mobility abroad for 27 participants) report some 74% of employed participants out of the total number of participants and 95% of employed participants out of the job-seeking ones. Mobilities were activated between September 2017 and August 2018, for a duration of 12 weeks with 11 groups. Destinations: Berlin and Augsburg (D), Portsmouth, Bournemouth and Wolverhampton (UK), Sofia (BG) and Valencia (ES). Before each mobility abroad, a linguistic and pedagogical preparation course of 2 weeks was organized in Trento, using provincial resources. The learners have also used the OLS platform, as an extra support to the improvement of language skills. Mobilities abroad started with 3 days of preparation to the internship, aimed at fostering adaptation and coping strategies as regards a different work and cultural context. Upon return from mobility abroad, the learners had a 2-day follow-up in Trento. They were also offered the chance to take an 8-week work experience in Trentino. This opportunity was taken by 24 participants who took an internship in local companies in the field of mechatronics and automation. Any cost connected with this specific project stage was exclusively borne by the Province of Trento The 6 staff members were involved into a 4-day specific programme aimed at reinforcing design, guidance and management skills and the use of specific tools in mobility programmes, implemented in collaboration with a Partner Organisation in Portsmouth (UK). The project has been constantly monitored and evaluated. A Europass Mobility certificate was issued to participants. The learners also received a certification portfolio, including attendance certificates to the mobility programme issued by the Partner Organisation, to the preparation phase issued by schools or other local institutions and to the internship issued by Trentino companies. Altogether, the project has proved to be a very important channel to support the entry of young mechatronics technicians into specialized companies developing innovative projects.