This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

"Le projet 2018-2019 s'inscrit dans la stratégie internationale de l'Institut de Genech et vise à favoriser la mobilité des étudiants et du personnel du département Enseignement Supérieur de l'Institut. Ce dernier a permis à 8 étudiants BTS de faire un stage de 2 mois à l'étranger, d'accueillir par deux fois un professionnel Irlandais dans notre école et d'offrir une mobilité de formation à 5 enseignants.Les étudiants qui ont effectué leur stage à l'étranger, venaient de 3 filières différentes (productions végétales, productions horticoles et Aménagements paysagers) ; ils sont revenus enchantés de cette expérience qui leur a permis d'acquérir de nouvelles connaissances techniques, de découvrir un pays, une culture différente, une autre façon de travailler et de vivre et de rédiger un rapport de stage qu'ils présenteront pour leur examen BTS en juin 2020.Grâce à la venue d'un professionnel irlandais en novembre 2017 et septembre 2018, les étudiants ont pu découvrir l'agriculture irlandaise, ses spécificités et la comparer à l'agriculture Française. Ils ont ainsi pu discuter des matériels et produits chimiques utilisés, comparer les rendements, les coûts de production, les façons de gérer une ferme et étudier la structure des fermes irlandaises. Cet expert les a aussi fortement encouragés à partir à l'étranger. Ceci a contribué au départ d'une soixantaine de jeunes en stage d'un mois à l'étranger.5 professeurs sont partis en formation chez nos partenaires étrangers (Uniwersytet Przyrodniczy, Poznam et Istituto di Istruzione superiore ""Duca Degli Abruzzi). Ils ont pu ainsi parfaire leurs connaissances techniques, découvrir de nouvelles façons de travailler, améliorer leurs connaissances culturelles, géographiques et historiques ; En Italie, Jean Bizimana et Florence Candau ont travaillé avec le responsable de la section ""Aménagements Paysagers et horticulture"" et de la section ""Agriculture"" de l'école (Job shadowing, échanges techniques et culturels, visites de professionnels...) et ont envisagé avec la Directrice des échanges de professeurs et des échanges entre classes. En Pologne, Jean Maciejewski, Jean Bizimana et Florence Candau ont travaillé avec des professeurs de l'université de Poznam qui leur ont présenté l'agriculture polonaise, les systèmes de productions, les circuits de commercialisation et données techniques quant au rendements obtenus. Ils ont aussi visité des fermes d'applications où des étudiants pourraient faire des stages. Un accord de réciprocité au niveau des stages a même été envisagé. Toutes ces expériences à l'international rendent notre département Enseignement Supérieur beaucoup plus ouvert et performant à l' international."

2015 project corresponds to the international strategy of Institut de Genech and aims at facilitating the mobility of the staff and the students from the higher Education Department of our school. Thanks to this program, 4 HND students did a 2 months'placement in Poland, Romania and Ireland, one Irish professional held conferences in our school and 2 teachers attended training courses in Malta. The goals fixed in June 2015 in the 2015/2016 agreement have been reached.The students who did their placements abroad study Horticulture, Plant production and farming and management in our school. They were very pleased of their work experience that enabled them to gain new technical knowledges, to discover a new country, a different culture and another way of working and living.Thanks to the coming of an Irish expert in farming in our school, our students discovered farming in Ireland, its specifities and compared it to the French Agriculture. They also discussed about the chemicals and the machinery used, compared yields, costs of production and talked about Irish farms organisation.This professional encouraged them to do a work placement in Ireland and facilitated our work (At the end of the school year, 69 students had done a placement abroad).2 teachers went to Malta and met our partner, MCAST. They discovered the school, the organisation and their way of teaching. Furthermore, they visited the country and learned a lot about its economy,its history and Maltese culture. This trip enabled them to meet teachers and professionals who could take in a near future our students as trainees.

"<< Background >>The initiative to the project, ""Access To Work Based Learning Abroad-European Apprenticeship RoadMap"" (VET-EAR RoadMap), came from the coordinating VET-provider, YA-Vocational College of Ostrobothnia. Since the extensive national VET-reform in Finland in 2018, the national apprenticeship periods has steadily increased and the procedures and materials has been produced, tested and incorporated in the daily activities at YA. Recently there has been an interest in international apprenticeships, where the documentation and the knowledge still need to be developed, and hence the need of a cross-over partnerships. The apprentice system in Europe has for over 20 years been used as a work-based learning (WBL) method. The economic situation and demand for labour has a major impact on the demand for and provision of apprenticeship training, benefitting both unemployed youths, jobseekers and workers wanting to retraining or up skill. Apprentice systems have been but there are differences in the legislation concerning the apprenticeship training between the European countries. Visions of function and purpose of apprenticeships vary across countries and even in some examples among different stakeholders within the same country. This leads to differing user expectations of apprenticeships and leaves room for competition with other forms of work-based learning or active labour market policies. In some instances the governance prominence over the education sector tend to limit the potential benefits from engaging employers and social partners. Other hindrance may be lack of communication, apprenticeship’s low status and attractiveness; insufficient non-financial incentives (including information), and lack of evidence of the actual benefits of apprenticeship. For others insufficient cooperation between the education and training sector and the world of work in defining, delivering and assessing apprenticeship curricula may lead to either lack of flexibility to accommodate sector needs or, in the absence of reference documents unstructured adaptation to apprenticeship needs.A priority for this project is to strengthen the Access to Work Based Learning Abroad (WBL), in the form of international apprenticeships, both on secondary and tertiary level. All partners participating in this project are from different parts of Europe promoting their apprenticeship systems, and welcoming a more unified European understanding of paid WBL.Needs to be addressed:1.How to increase the knowledge of the different systems in the partner countries contributing to a more transparent and secure mobility period abroad?2.How to increase the transparency and accessibility of information and material?3.How to spread awareness of the possibilities of international apprenticeships?The results will be Apprenticeship mapping, an international Apprenticeship Days, an online European Apprenticeship RoadMap (guide), a VET-EAR Platform, VET-EAR Canvas and Apprenticeship Frames (templates). This project results in a framework of reference for: key elements, regulations and how this works in practice in partner countries, material, templates and for identifying common stakeholder perceptions and ambitions regarding their apprenticeship systems and schemes.<< Objectives >>The most relevant objective and priority in this project is increasing the flexibility of opportunities in vocational education and training and increasing the attractiveness of VET. For employers, apprenticeship should be a cost-effective means of ensuring new recruits have the knowledge and skills they require. Both students and employers win from the arrangement and so does also VET providers and society as a hole. The employers are contributing to the costs of preparing the next generation of workers. Effective apprenticeships must be attractive to students, employers and to society. Adapting VET to labour market needs is also an essential priority in the project. European employers have in many cases experience of national apprenticeship agreements, but faces new challenges when they employ foreign apprenticeship students who provided new formats unknown to them. There may be cases where opportunities are lost because of the differences in legislation and the lack of information of the different procedures.The concrete objectives to be achieved by implementing the activities and results are the following:A.By implementing an online Apprenticeship Roadmap (guide) the partners can increase the knowledge of the different systems in the partner countries contributing to a more transparent and secure mobility period abroad by developing an open and easily accessible framework for European apprenticeships addressing VET provider and companies. An apprenticeship should be a cost-effective means of ensuring new recruits have the knowledge and skills they require. Both learners and employers win from the arrangement and so does also society. By well-functioning apprenticeship routines, methods and information will secure that the skills of the employers will be matched with the competence outcomes for the students/apprentices. For several project partners the VET teachers play an important role in the administrative, informative and monitoring part. In the guide the students can find information about the salaries, insurance etc. B.The VET-EAR Platform offers guidance and tutoring. To increase the transparency and accessibility of information and material the partnership cooperation is developing an open and accessible online platform with links, good practices, canvas, videos for each partner country, templates, apprenticeship agreement, instructional material for workplace instructors)The objective to collect routines, templets, examples and recommendations from all partner countries is achieved through a mapping with regional entrepreneurs and organizations focusing on existing routines for apprenticeships This mapping will highlight the challenges, differences, loop holes and potentials of apprenticeships abroad. C.An outlined structure and concept for an International apprenticeship Day is implemented. The International Apprenticeship Day plays an important role in demonstrating the opportunities and increasing the attractiveness for VET-education. It is important for both employer’s end VET educators to spread awareness of international apprenticeships, the project and its outcomes by arranging an open international Apprenticeship day for staff, students and labour market representatives. During this day there will also be additional information about the possibility to seek support from Erasmus+ mobility projects.Other important priorities in the project are contributing to innovation in VET. By working together in a cross-over partnership the aim is to increase the knowledge of the different systems in the partner countries, procedures and templates, contributing to a more transparent, secure and prepared mobility period abroad. This would also contribute to enhanced cooperation cross-level, strengthening the quality and inclusiveness of apprenticeship and strengthening quality and recognition of learning outcomes.<< Implementation >>A project is sustainable when it continues to deliver benefits to the project beneficiaries and stakeholders for an extended period after the project ending. The activities implemented are in details described in the application that also constitutes the project plan of this partnership cooperation. The implemented activities are divided into project activities and sustainable result activities: - Project activities are activities that takes place during workshops, transnational meetings, and multiplier events with the purpose to jointly develop, test and evaluate results and to share experiences. The tasks between meetings are focusing on preparing and producing results, to disseminate outcomes and to implement the results into their own organization.- Sustainable activities that are implemented during this project are activities that are transferable to all target groups and stakeholders, both on local, regional, national and European levels. These activities are strictly based on the priorities, the objectives and expected results of the project.The partners are divided into 3 teams with the aim that everyone knows their activities and responsibilities. The activities are decided according to the partners previous experiences and skills, but it is also important that all team partners share their experiences and develop new skills.1.VET Team (Finland and Norway)The VET partners are involved in activities connected to VET education (European Apprenticeship Roadmap and templates).2.Further Education Team (France, Spain and Sweden)The FE team will be responsible for the research activities (survey, questionnaires, analysis and mapping as well as an illustrative tool describing apprenticeship training for educators, employers and students)3.Network Team (Italy, North Macedonia and Sweden)The Team will bring the networking experiences and create a VET-EAR Platform with updated and official information concerning Europeans apprenticeship systems, employment regulations, work safety, social and health care and best practices. Agreement templates will also be published on this platform. The Apprenticeship Day concept will strengthen a link to the European labour and employment market.Activities to develop and produce results during the project period is not enough. To ensure the sustainability of results and expected impacts a thorough needs analysis with all partner organizations was done during the application process. Sustainability is also an expected impact and a commitment for each partner organization and participant. This will strengthen the dissemination and implementation activities of the results to all target groups and stakeholders. The content and design are very important for the results to be sustainable. The good practices learnt during the project are sustainable and can be transferred by each partner through their own networks. Four results are developed, tested, and implemented in the daily training activities of the education providers and can be maintained without additional funding:•European Apprenticeship Roadmap Guide•Apprenticeship Frames (templates)•VET-EAR Platform•Apprenticeship Day for staff and studentsThe following results have been developed with the purpose to be implemented by the partner organizations as strategy documents and research reports:•Apprenticeship Mapping•VET-EAR CanvasA sustainability analysis discussion at the end of the project will determine the final project relevance, educational usefulness, practicability, and adaptability of results. VET - EAR Roadmap will highlight apprenticeships as an attractive VET system for both students and employers.<< Results >>The expected project results and outcomes in VET-EAR RoadMap are:1.A European Apprenticeship Roadmap (Guide).This guide is to be used as a guide for schools, employers, organizations to support and facilitate the mobility of international VET Apprenticeships. Teachers will disseminate the guide, implement it into their routines and use it to explain the apprenticeship system to students and local stakeholders, e.g. companies that closely collaborates with the educator and receive students during apprenticeship-periods and that may be a future employer for VET students. Examples of good practices can illustrate and serve as an example to stakeholders. The review will be a governing document where the outcomes are cross-over partnerships, reinforced cooperation with partners from other countries, other fields and levels of education and training and/or other socio-economic sectors. 2.A VET-EAR Platform. This platform is a tangible result with an expected outcome to offer a modern, dynamic and professional European apprenticeship environment ready to integrate good practices and new methods including transparent templates into daily activities. By having a common platform where the project outcomes easily can be accessed will hopefully bridge the gap in knowledge of the apprenticeship systems and ways to compare different system, which can ultimately lead to target groups carrying out their interest for upskilling and reskilling. 3.A VET-EAR Canvas. This result is an illustrated canvas that will visually show content, benefits, activities and possibilities by illustrating the ways of the system, an animated/illustrated template that educators at all levels can use when documenting and marketing existing system in each partner country. A direct outcome for teachers and students is that it will visually show the steps of Apprenticeship from different aspects and practicalities such as financial aspects can be highlighted in a Canvas. As an important outcome this Canvas will be an important strategic document that the partners will add to their organizational strategic documents. 4.Apprenticeship frames (templates). These templates meet the needs and expectations of the target groups (students, teachers and employers). The outcomes of these documents, such as an apprenticeship agreement and learning outcome assessment, will function as engaging examples with information about the documentation in different countries in order to increase the knowledge about WBL and learning outcomes and strengthening the image of VET education. By providing these templates free and easy accessible on the VET-EAR Platform, and also through the VET partners own platforms, the flexibility in VET will increase and it will also strengthen the inclusion.5.Apprenticeship Day. The apprenticeship days in will be organized by the project partners and will showcase examples of how organizations have put Apprenticeships into practice through collaboration, discuss the challenges and how to overcome them. The most sustainable outcomes are expanded networks and collaborations and increased attractiveness of WBL. The event will offer educators, students, employers and relevant stakeholders updated information, and can open up to more opportunities for student Apprenticeships.6.Mapping of Apprenticeships. This mapping in partner countries is a survey with regional entrepreneurs about experience of student apprentices. By investigating the experiences and needs at the labour market in concern to the apprenticeship training the partner organizations will have in-depth discussions, evaluations and reflection on the inputs needed. An outcome is identifying the needs of the labour market, stepping stones and areas for potential development. These surveys are important since they will give indications on outcomes of other results and activities, such as Apprenticeship Day, European Apprenticeship Roadmap and VET-EAR Platform."

This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.