Through this project it has been possible to promote the learning of other European languages, to support the development of communication technology and innovative information, based on the content and practices for lifelong learning. Among the main objectives previously proposed and finally achieved, we highlight the fact that the students have assumed the reality of the European work space to which they belong and have been able to adapt to a different work environment in a foreign country and thus eliminate limits and open new horizons at the cultural, social and professional levels. The mobilities have taken place in different countries (Finland, Germany and Wales).Description of the activities: The selected students registered on the OLS platform and did a foreign language level test on line. They were also offered a language course according to their level and when they returned from their mobility they had to take another level test to check their acquired knowledge. In general, they all managed to improve their language skills in the destination country. On the other hand they also received a cultural, linguistic and pedagogical preparation about the country of destination. All the activities that were carried out by the students in their new training context were adapted to a training program in which the different tasks to be carried out by the students were detailed, trying to involve them in projects of the host organization. Context of the project: Our School has about 30 companies that collaborate welcoming our students for the realization of the FCT module.Participant profile: The GM students from the Professional Families of Administration and Management and Aux Care participated in the Erasmus + program. of nursing.Methodology: Mobility was carried out through the direct contact that the Institute has with its European partners, through mutual collaboration agreements. Previously and following criteria agreed by the educational team of the different CFs, the profile of the students was determined and the participants were selected. The training agreement was made jointly with the host company and a direct follow-up was made of each student who made the mobility.On the other hand Coordinator of the educational center maintained regular contact with the Supervisor of the host company, students and intermediary center, in order to adapt the possible changes and make the corresponding adaptations to carry out the correct training program previously designed. The duration of these was a minimum of 4 weeks in both CFs. The formative periods that the students carry out, formed part of the Training in Work Centers of each CV.Results and impact achieved:- Improve the quality and relevance of our vocational training formative cycles. To this end, our center is carrying out exchange projects and good practices with other vocational training centers in other countries of the European Union and the United States; All this will allow us to adapt our students in the acquisition of new skills required in the labor market.- Strengthen cooperation ties with centers in other countries and disseminate the mobility of our students through the center's website.- Encourage the entrepreneurial spirit of our students putting them in contact with different companies and thus improving their CV.- To make known the reality of our center among the educational community through the internet, web page, etc.- Create new cooperation projects with collaborating countries.- Improve the linguistic, cultural and pedagogical skills of our students.- Participate in the modernization of our center with new technologies at the service of information (use of skype, social networks, etc ...)- Transmit the technical and professional skills required by our students in their mobility experiences.Long-term benefits:- Improvement of the professional preparation of the participants in training and in the acquisition and use of knowledge that facilitates personal development.- Support improvements in quality and innovation within the framework of vocational education systems.- Improve the quality and increase the amount of mobility practices in FP. - Improve quality and increase the volume of cooperation between institutions and bodies that provide learning opportunities, companies, social agents and other bodies in the EU.- Encourage employment in the European labor market.In order to achieve the specific objectives of the Montesión 2016 mobility project and the Mobility Action Plan, an integration of the quantitative increase in rooms and an increase in the quality of mobilities.

„Quality management in the company – an inclusive project with hearing and hearing-impaired trainees“ provided a 5-week learning mobility for 18 trainees of Robert-Schmidt-Berufskolleg (RSIBK) and Rheinisch-Westfälisches Berufskolleg (RWB) in Essen.The participants were trained in the German dual system of vocational education and training. Students of RSIBK trained to work in occupations related to business and administration, RWB students additionally trained in industrial occupations.During the 5 weeks they did a workplacement in companies. They also worked on their learning agreement on QM. They improved their job related knowledge and skills, improved their command of the target language, improved their communicative skills and learned to work in a virtual team using a web-based learning platform.Most of them intensified their insights about Europe, some of them made friends with other Europeans and want to hold on to these friendships. The Brexit vote of June 2016 has led to a different understanding of the EU. They do no longer take the EU for granted, but now see it as an achievement. Some of the participants had a mind-opening experience from discussing the latest developments and worries with their Irish and British colleagues.Planned receiving partners were Etalä Kymenlaaskon ammattiopisto, a college of vocational education in Kotka/Finland, Green Horizons in Cork/Republic of Ireland and the training network of the Carinthian University of Applied Science library in Austria. During the project we came across three new partners which we could integrate into the project: three participants were offered work placements in the UK (WMK UK and Atlas Copco UK), one participant worked in the library of the University of Boras/Sweden.In June 2015 and 2016 workshops were held to prepare the participants (Friday afternoon and Saturday morning). Apart from professional, geographical and intercultural preparation participants also received training in working with the web-based training platform. With the hearing impaired student we discussed what kind of handicap compensation he would need.We could continue our cooperation with „Rheinisch-Westfalisches Berufskolleg for the hearing impaired“, which not only helped us to include hearing impaired participants but also led to more awareness in the hearing participants.As we did not know in advance if there was a hearing impaired participant in each flow, we addressed hearing impairments in the preparatory workshop. In 2015 a hearing impaired student took over this part together with the teaching staff involved in the project. In 2016 we did not have a hearing-impaired participant. However, the hearing participants were very interested in the subject and learned about causes for a hearing impairment, about communication rules, national sign languages and the use of the finger alphabet. They also did some exercises and were informed about the Spreadthesign App which you can download on your mobile (Spreadthesign is a sign translating project sponsored by the EU).According to most participants the project improved their chances on the labour market where they have to compete with university graduates once they have passed their final examsKnowing more about QM increases their professional knowledge. Participants who went to countries where they had to use English increased their command of the language in everyday communication; they also learned special terms needed in their respective occupation.Participants who went to Finland and Sweden learned basic phrases of Finnish and Swedish. All the participants improved their soft skills such as communication skills, intercultural awareness, autonomy, asking for help and providing help.Participants who went to Caranthia in Austria learned that some professional terms used in Austria differ from those used in Germany. Initial problems with regional accents could be overcome very fast.All participants worked with the web-based learning platform to write blog entries and to upload project tasks at the appropriate dates. They improved their ICT competence.Our participants improved their chances on the European labour market.

BACKGROUND :The background for the project is for close local cooperation in international operations with varied project partners. Ekami and other local operatives, development organizations, university of applied sciences and other vocational institutions have realized the need to commit into project cooperation and exchanging experiences by annually participating in Brussels Open Days event, where the representatives of the cooperative institutions will also be invited.The second underlying factor is to develop the procedures for identification and recognition of prior learning. The college’s management has documented the general international exchange principles regarding the implementation of ECVET into the international strategy. There is awareness of ECVET in many of the partner countries, however, putting it into practice has not necessarily started, not even in national level.The third influential aspect is the need for more long-term planning of mobility. As a solution, it has been decided to create an international path for the students. This path will be endorsed by the teacher’s international path.Fourth goal is to gain volume for mobility and participation of new groups. The international exchange volume of the students going abroad is approximately only a half of the national mean value. The objective of the college is to achieve a controlled increase in the exchange volume without harming the quality.THE OBJECTIVES OF THE PROJECT:Objective 1: Local cooperation in order to enhance international operationsObjective 2: To further the implementation of ECVETObjective 3: Developing and implementing a long-term international pathObjective 4: Creating new mobility groups and increasing the exchange volumeTHE AMOUNT AND PROFILE OF THE PARTICIPANTSThe number of student mobility in the project is 97; their backgrounds are:- 60 students of vocational basic education- 5 students of vocational adult education- 16 teachers of vocational basic education- 5 teachers of vocational adult education- 6 instructors of coastal workshops- 5 workplace instructorsDESCRIPTION OF ACTIVITIES/MAIN ACTIVITIES1. Activities for enhancing the local cooperation in international operations2. Activities for implementing ECVET3. Activities for developing and implementing a long-term international path4. Activities for creating new mobility groups and increasing the exchange volumeMEANS AND METHODS USED TO CARRY OUT THE PROJECTThe project detects new possibilities to develop international mobility through participant network. This investigation creates a foundation for a mobility plan, which is tested in practice. The mobilities will be a part of ECVET execution. The gained experiences will help develop the exchange implementation.DESCRIPTION OF RESULTS AND EFFECTSThe effect of international exchange on further education will be detected through local cooperation. This, in turn, may increase the students’ motivation to participate in student exchange, thus improving the results of the exchange.ECVET-based activity will provide a more goal-based execution of exchange and a better utilization of the study period in carrying out the qualification.Long-term international path will provide a vast amount of possibilities for the student to prepare for the exchange and, also, independently study languages, for instance.Activating new groups will increase the mobility by 50 per cent, on average, which will create more equal possibilities for the students and the teachers to participate in exchange.POSSIBLE LONG-TERM BENEFITSThe expanding of cooperation and long-term planning and implementation may open new, unpredicted possibilities in developing the exchange.

This new Erasmus+ KA1 KA102 project, promoted for CIPFP La Costera intend to consolidate and improve the objectives set out in the previous projects carried out since the year 2012. We know from our previous two Leonardo projects that their effectiveness has been high, but the new Erasmus + program has allowed us to address other shortcomings that we do not work in the PAP, such as staff mobility itself.All the mobilities of students are for the accomplishment of practices in companies, in some cases combining the stay of practices also in centers of Vocational Training. In total, 13 mobilities have been carried out, with a duration of 1 mounth, with the exception of those of Aberdare and Blackwood in Wales, which have lasted for 3 weeks.Participants are middle-level VET students from the following training cycles:- Electromechanical of Vehicles: 2 mobilities in Leipzig (Germany)- Body car and painting: 2 mobilities in Slatina (Romania)- Electrical and Automatic Installations: 2 mobilities in Aberdare, Wales (U.K.)- Auxiliary Nursing Care: 2 mobilities in Arbresle (France), 2 mobilities in Blackwood, Wales (U.K.) and 2 in Kotka (Finland)- Commerce: 1 mobility in Cardiff, Wales (U.K.)The methodology that articulates this project is based on the development of practices that allow both the company and the training centers to develop their professional skills and, thanks to the process of immersion in another culture, to improve their professional and linguistic skills, as well as the enhancement of their personal, social and intercultural development.All the participants receive a linguistic and cultural preparation in origin. The center facilitates the organization of the entire stay (travel, transfers, accommodation and maintenance, insurance), covering all expenses and, in coordination with the host partners, the amounts of the different concepts are managed. All stays are certified with a diploma of language preparation, a certificate of completion of the practices in the corresponding company, as well as with the Europass Mobility Document.The obtained results suppose an improvement in the possibilities of professional insertion and in the motivation to continue studying higher education.For staff, 1 shadowing job mobility of 12 days for 2 electricity teachers have been organized wich has focused on the accreditation of competencies to be able to practice the profession of electrician installer. The benefits of this action can be summarized in the improvement of the professional training of the personnel involved and in the improvement of the implementation of the system of dual professional training that is being carried out in our center.As for teachers, the impact obtained at the center has been the increase of the interest of teachers in the mobilization of both teachers and students, as well as helping their professional updating in conceptual, methodological and organizational aspects of the curriculum.As for students, we have noticed the increase in the number of students interested in carrying out European mobilities, which is associated with a greater interest in their technical and linguistic preparation and in the knowledge of the different European cultures.We are aware of the powerful tool European education programs are when awakening European awareness in our center and in the educational community that are part of it, and this encourages us to continue working in this strategic line of internationalization driven from the direction of the CIPFP La Costera.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.