<< Background >>This project is a continuation of mobility development in the various professional training institutions of the Bourgogne-Franche-Comté region. We have been leading mobility since 2010, and we aim to pursue our efforts in order to allow a maximum number of young people in the region to benefit from mobility during or after their training. With the 2 projects of 2020 (KA102 and KA116), we intend to financially manage the project for one school year in order to prepare the new program. We have some new members in the consortium that required us to submit a KA102 project in order to complete the mobility offer for the member institutions.<< Objectives >>Our objectives are specific and were developed during the application process: 1st focus : for learners: -Improving foreign language skills-Opening up to others and the world -Acquiring new professional skills -Gaining maturity and autonomy 2nd focus: For adults -Better understanding the difficulties and the added value of transnational mobility, and the opportunities of the Erasmus+ program. -Developing professional or pedagogical skills. -Conducting high-quality European projects, within a framework of innovation and digital innovation to implement quality in the management of Erasmus projects. -Promoting the incoming mobility of European professionals in our institutions -Developing new partnerships allowing the implementation of KA2<< Implementation >>-Several activities were implemented: -Meeting with the governing bodies of each institution and the consortium-Meeting with all the institutions to discuss the submission of the application -Writing and submitting the application -Participation in Erasmus Days -Setting up of a communication plan -Setting up meetings to introduce the new program and the accreditation process -Explanation meeting for the management of emergency cases-Setting up meetings with the pedagogical team, the mobility organization committees, parents for selection and travelling preparation... -Training of mobility referents on Argo platform -Implementing mobilities in the schools -Implementing valorization actions and building on acquired skills (Europass, optional tests) -Preparing audits and forwarding all supporting documents to the consortium -Setting up follow-up audits with all the sending institutions -Final report drafting<< Results >>The goals were reached for all the mobilities carried out and not shortened by the health crisis with repatriations. For the learners: -An impact could be assessed on the linguistic improvement and particularly on English-Meaningful exchanges with European professionals and the discovery of other types of professional practices -The discovery of other cultures, other countries, other ways of life -The gain of autonomy and responsibility For the staff : -Better identification of the barriers to mobility by the teams -Discovery of new pedagogical and educational approaches -Better management of the different stages of mobility -We have carried out several impact studies using tools developed on the basis of evaluation surveys which demonstrate that our targets have been met. -Another indirect result: the number of applications to join the consortium for the new accreditation has increased with more than 10 new institutions (for the 2021 accreditation project), which proves the quality of our support to the sending institutions that secures the work of the pedagogical teams, the mobility referents in the institutions, the headmasters and the managers and accountants.

The MFR (associations) has two unique features: a training system based on reality and experience through an alternation between company and MFR, allowing families to take their place in the education of their children. This organization promotes the mobilization of parents, tutors and learning, former students, elected from the territory, employees to work together on the development and success of young people and all the members of this association. This is why we do the integration of the European dimension in training and multidisciplinary projects. In 2008, the Regional Federation of MFR Champagne Ardenne Lorraine placed this desire by creating a working group with mobility referents in each MFR. On the 18 MFR in the network, 13 are engaged in European mobility. Some MFR since 2002, other more recently. Two of them are certified. Students or professionals, incoming mobility: mobility for all. After appropriate porting project individually, a first consortium was founded in 2013 based on the mobility of young people, a second introducing professional mobility and more. As in the previous program the number of mobility requested then realized in full and beyond matching the expectations of engaged MFR, more than 250 mobilities. 3 weeks for the mobility of learners enrolled in the training plan; 4 to 5 days including travel for professionals. The network has 2,200 students including 150 young apprentices, a potential of 400 young people per year, 15- 20 years CAPA or BAC PRO on agricultural apprenticeship, equine, vineyard or wine, management of natural environments and wildlife, on sale technical advisor, agricultural machinery, personal services and hotels and restaurants.These young people are often minor in their mobility and some are from disadvantaged socio-economic background; a geographic area that displays a youth unemployment rate of 25% to 11% for Champagne and Lorraine; NETTS (no job, no education, no training) 26% of young people in France. It is essential to avoid degradation of professionalization, the conditions for entry into employment should not be a burden for life. It is in this sense that European mobility will help them gain openness, autonomy, openness to the outside world, to share professional expertise, adapt and understand another culture, find interest in learning a foreign language. If this is to encourage mobility, intercultural learning and solidarity between young people across Europe and even beyond, the ultimate goal will be to present them with the opportunities to integrate into company. In the context of renewal of diplomas and if we want to meet the objective of equal opportunity and educational success of this dynamic educational innovation is needed.For the other actors of this project, the objectives are to actively participate in engineering and monitoring methodology mobility projects of the MFR to be ambassador, discover educational practices, educational, professional and European re-examine his own, strengthen personal skills to facilitate european mobility of the youth, strengthen partnerships.All those eligible actors participating at their level to the implementation of logistics and practical methods of cooperation with European partners, preparation of educational, linguistic, cultural and intercultural. Then they realize activities during European courses to acquire skills that are valued among other via the Europass mobility.In return, communication and enhancement of mobility actions through the media, social networking, meetings and meetings (testimonies) and dissemination of the contributions of mobility for all participants, impacts on them, the MFR and territories at events involving all actors of the territory who participated in the various stages of the project and the general public.The expected impacts are reinforcing transversal and personal skills, commitment to an open Europe with dynamic multiplier effect, a reverse grip on its business practices, strengthening employability opportunities for young people and professionalization for adults. And, to partner organizations, improved federation of various actors around European mobility projects, enhancing their quality, sustainability of partnerships, improvement of existing practices and implementation of an innovative alternately. A territorial roots of each LIM, and recognition of the network of the fields of action of MFR Ard Lor sectoral, local, national, international.

The MFR (school) have two peculiarities: a training system based on actual experience and by alternating (business / MFR) and associative structures that allow families to take up all the space in the education of their children.This membership organization promotes the mobilization of all energies (parents, tutors, old students, elected officials and employees) to work together in the same direction, to promote the development and success of young people but more generally the development of all members.The European opening is a vector of influence of France, leader of agroecology. Better integration of the European dimension in training and multidisciplinary projects is needed to promote the mobility of learners and professionals and their openness. In 2008, the regional federation of MFR placed this desire by creating a working group and in each MFR mobility referents were identified. There are 18 MFR, and today 13 are engaged in European mobility (Bras Sur Meuse, Damvillers, Doulaincourt, Gugnécourt, Gionges, Stenay, Vertus, Vigneulles, Saint-Dié, Saulxures Ramonchamp, Lucquy et Hadol). Some MFR since 2002 other more recently. Two of them are certified for their program (Ramonchamp and Saulxures). Learners or professional mobility is for all. Incoming mobility is also introduced. A first project together was born in 2013 with the mobility of 260 students. Learning mobility has been proposed in 2012 (10 tutor kitchen in Sweden with MRF Saulxures, teachers with the National Union of MFR), extended in this new program opening on all professionals. To date, the network has 2,276 including 169 young apprentices, there is a potential of 400 young people from 15 to 20 years CAPA or BAC PRO FPI or agricultural training, equine, vineyard or wine, management of natural habitats and wildlife technician for sale quality food products, agricultural machinery, personal services and hospitality industry) per year to the European Council and mobility thirty professionals.A large majority of our students are not major during European mobility which is organized throughout the year constraints of the profession. Partner countries are: Germany, Belgium, Croatia, Spain, Italy, Ireland, Malta, Netherlands, Poland, Portugal, Czech Republic, United Kingdom, Sweden and Finland. These are projects of establishment, preparation is integrated into the training plan key to success of a public good mobility for people with fewer opportunities (socio- economic origin, parental unemployment , dropout ) , family ( family breakdown, under supervision , in the home or family Home , ) The average holding period is 3 weeks for learners , linked to the issue of the training plan (exam dates and examinations, availability of apprentices). Professionals for five days including travel. students who have limited the habit of using everyday language. accompanying planned will ensure that European mobility is no longer an obstacle. certainly, and this was amply demonstrated in previous projects that young people are aware of their membership European citizenship, the importance of foreign languages and the value of their professional skills , their benefits are valued in a country other than their own and that this calls for mobility. This experience will help them in the future best use of the opportunities offered by the European labor market, knowing that they come from a geographical area that displays a youth unemployment rate of 25 % in Champagne and 11 % unemployment for Lorraine . That NETTS (no job, no education, no training) 26% of young people in France, it is essential to avoid the degradation of professionalization, the conditions for entry into employment should not be a burden while the life. It is in this sense that the European mobility will help them develop an open mind, to make him aware of the importance of going to see what happens elsewhere. If it is encouraging mobility, intercultural learning and solidarity between young people across the European continent and even beyond, the final objective is to present them with all the opportunities to integrate society. If travel broadens the mind , youth must form Europe and the world of tomorrow. In the context of renewal of diplomas and if you want to meet the objective of equal opportunities and educational success of this dynamic educational innovation is needed.

THE PROGRAM "ONE MORE STEP FOR EUROPE" of the IES MEDITERRÁNEO in CARTAGENA, emerges as a continuation of the previous experiences KA102 (2014, 2015 and 2017) and it is aimed at students in the 2nd year of the Formative Cycle of Medium Degree of Attention to People in Situation of Dependence, newly graduates and teachers teaching in it.The objectives of the program have been based on the "2020 Objectives", prioritizing the labor insertion of our students and the internationalization of vocational studies in our high school among which I highlight "Provide students with the necessary tools to be competent in 21stcentury Europe.For that reason, the following mobilities have been carried out:- 1 student of more than 55 years recently graduated, who performs extracurricular practices for 6 months, in Italy.- 3 students who carry out the Training in Work Centers (FCT) module with the partner (one of them in social disadvantage), in Italy. These students develop training activities framed in the development of the FCT training program of the Degree in Technical Degree of Care for Peoplein Dependency Situation.- 5 teachers from the Department of Sociocultural and Community Services that carry out training activities in 2 countries: 2 of them in Belgium and 3 in Italy.Following the training project presented by the different teachers, the big work blocks have been: The improvement of professional competence, acquiring new techniques and tools. The exchange of experiences with other professionals in the same field in other countries and the knowledge of other companies and associations related to the professional field of the technical involved.The most significant results of this program are:- The increase in more than 200% of requests for the 1st year of CFGM Attention to People in Situation of Dependence.- The creation by the regional administration of a second group of the aforementioned cycle, with which to respond to the mentioned increase.- Increase in requests for new mobility for the 2019/2020 academic year, both for teachers and students (more than 60 applications)- Increased interest in improving language proficiency on the part of students: incorporation into regulated language training (EOI)- Increased interest of teachers in training and innovation activities in the classroom: requests for participation in Innovation Projects (2 in our professional family) as well as requests in the High School for participation in 6 international projects, from which four of them have beengranted for this academic year (2019 - 2020).- Exchange of experiences between teachers and local FCT collaborating companies. 100% of the student beneficiaries of the scholarship request continuation of their studies in higher grades.As for the long-term benefits, we must point out: The increase in public places of the professional profile that concerns us. The fact that the beneficiary students, in their totality, have not only improved their linguistic competence and improved their training, but that among their main objectives, now, they are to continue with their higher studies in the upper cycles and later at the university. This has meant an increase in their expectations and thoseof their families regarding the formation of their daughters .The increase in partners is another aspect to take into account in relation to the results obtained in the long term, since it allows the creation of a network of stable professional exchanges, between teachers and students of the different countries involved, since, despite that it has not been possible to maintain the mobility with the French partner, due to the communication and coordination difficulties encountered since the beginning of the projectmanagement, there has been the incorporation of a new Belgian partner, which has shown great interest in maintain this collaboration and expand it to other types of European projects, such as the KA 103.

The project Sportello Europa 2 aims to pursue the objectives listed in the Internationalization strategy of Scuola Centrale Formazione through the realization, in 2017 – 2019, of 300 transnational mobilities (250 for VET learners and 50 for VET staff), continuing what has been already started with the previous Sportello Europa. On the basis on different indicators, it is confirmed that in Italy there is a very difficult condition for what concerns the youth unemployment rate (aged between 15-24) at 36,4% (Istat data october 2016), this date is above the european average, despite it is the lowest since 2012; the italian labour market, on the basis on Istat data, seems infact more favourable for the over 50 (+0,9%). The NEET (aged between 15 – 29) are 2,5 millions (26,9%), is constantly growing from 19,5% in 2007, and even more alarming is that the 32% of them is going through this situation for over a year (OCSE data 20015). Consequently, the project aims to favour and promote: - Transition processes for young people into the labour market; - Reintegration processes of young people into education paths; - Continous staff training to favour “changing” processes; - Intercultural approaches. The 250 VET learners involved in the project are: - included in IVET training paths (2,3 e 4 annuality); - qualified young people, since no more than one year, in the following sectors: heating and plumbing, mechanic, electric, restaurant (cookery, bar), food processing (bakery), wellness (hairstyle and beauty), graphics and multimedia, administrative, tailoring and fashion. VET learners mobilities will have a length of 2,3 and 4 weeks in Spain, Ireland, UK, German, Austria and France. The length of the mobiliy and the choise of the destination country will be closely linked to the tipology of Learning Outcomes identified in each youngster's mobility programme. The realization of the mobilities will refer to “the guide to transnational mobility services” (http://www.scformazione.org/wp-content/uploads/2014/04/guida-servizi-GORES-sett2016-IT-5.pdf) pubblished by SCF to facilitate and to promote awareness among the operators of the sending and the hosting organizations in terms of: - selection of the destination country on the base on the companies/sectors excellences to guarantee padagogical quality; - choise of the mobility lenght in line with the training project of the beneficiaries (training as: strengthening of the acquired competences, intercultural experience; training embedded with the formal path; work experience in addition to the learning path); - selection of the learning outcomes to be acquired during the mobility through valorization formulas (reuse of the knowledges and of the skills acquired abroad, transfer peer to peer) or utilization of “recognition” procedures through collecting, evaluation and validation tools foreseen by GORES. In particular it will be used in an experimental way the web platform that SCF, presented to the DoYourMob event 2016. The 50 VET Staff mobilities are addressed to different professional figures (Trainers, coordinators, tutor, educator) involved in training activities (both professionalised and cultural), tutoring, training on the job, orientation, supporting on the job, etc. The main proposed topic is the didactic innovation, observed from different perspectives and in particular: - work-based learning, digital teaching or in general learning through technologies; - internationalization of competences. For these mobilities we distinguish between to 2 competence areas, in accordance with both Young People and Adult “Target” - in the first one: IVET learners, including young people at despersion risk, with a physical and mental disadvantage, immigrants and unaccompanied migrant children; - in the second one: people over 18 (vulnerable persons in generale, e.g. unemployed, immigrants, people with disabilities), with a particular attention to NEET The VET staff mobilities will last 3-5 days (included travel days)in Spain, France, UK, Finland, Austria and Ireland. The project foresees, also, 10 training paths of 12 days in Uk and in Ireland for the English language training. For the VET staff mobility, SCF wants to invest on methodologies: * WBL in accordance with: - the coordination of its own network concerning the Dual System experimentation, in collaboration with CONFAP and FORMA (www.lanostraviaduale.it); - The promotion of the didactic enterprise in terms of pedagogical innovation. *Media Education in accordance with the investement started in 2013 with the Project INN.