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.

Our center already participated in this type of projects for a long time that were called Leonardo and Erasmus later.With the continuation of the projects, the aim is to get more partners, both in Hospitality and Bakery companies, as well as in a greater number of equivalent training centers in Europe, something that we have achieved in these 4 years.The participation of the rest of the majority of the center's staff has also been opened, as well as in the dissemination and publicity of any project activity in department, cloister and school council meetings.Regarding the objectives, we have observed improvements at the individual and collective level of teachers and students in the organization of the center, used methodologies and FCT systems (Internships in companies). We have also been able to publicize our center at a European level, facilitating the teaching community analyze other systems of teaching and operation of European companies.Interest in the knowledge of languages, new technologies as well as interpersonal relationships has increased.Students have seen benefits from joining leading Hospitality and Bakery companies in which their self-esteem has been strengthened, especially in students with specific educational needs.All the participants have acquired a greater European geographic-cultural knowledge, both for the country, for the area or region and for the whole of Europe.In this project we have been able to carry out the following mobilities by country:- Norway: 2 students from the Middle Bachelor's Degree in Cooking and Gastronomy and 2 teachers; one accompanying and the other on a preparatory visit.- Denmark: 5 students of the Middle Bachelor's Degree in Cooking and Gastronomy and 3 teachers; 2 companions and another to support a student with a recognized 33% disability.- Austria: 2 students from the Middle Bachelor's Degree in Cooking and Gastronomy and 2 teachers; one accompanying and the other on a preparatory visit.- Poland: 8 students of the Middle Bachelor's Degree in Cooking and Gastronomy and 2 teachers; one accompanying and the other on a preparatory visit. This mobility had to be canceled by Covid 19.- France: 3 teachers of Cooking and Pastry in training, job shadowing.It has not been possible to cover all the mobilities proposed in large part due to the pandemic that forced us to cancel a mobility to Poland and that those interested were not encouraged again or could not apply again because they were not students of the center.A total of 14 participants were male and 13 femaleMost of our students had no travel experience and some had never left Andalusia.Of the three applicants with disabilities, only one of them was encouraged to participate in a mobility in Denmark.We have carried out long-term mobility, 90 days for students, companions for each mobility, preparatory visits and training stays for teachers.With this project we have managed to attract the interest of students and teachers who have been diminished by the appearance of the pandemic, even so we have managed to increase the number of applications and be able to organize a training stay for teachers.A remarkable fact is the stay of a student with a recognized disability who has made a stay of 90 days in a well-known pastry shop in Copenhagen.At the center we have managed to make the majority of the educational community know about the project and the activities that are organized, Erasmus days, jam contest, exchange of cooking recipes and gastronomic culture.Among the most relevant benefits that we see in the short - medium term is the interest of students in this type of program, with what this entails in personal learning, language, information technology and the ability to become independent. .We hope that this is an incentive so that there are no school dropouts and they continue their training and subsequent incorporation into the labor marketTeachers have also seen how they manage to improve aspects of their teaching-learning and organization of the center.Finally, we would like to highlight the importance of awakening in students the feeling of feeling European. With this project, the fundamental values of the European Union are acquired, in which justice, solidarity and non-discrimination are included and prevail: they are dignity, freedom, democracy, equality, rule of law and human rights.

The projects main objective is enabling young people aged 15-30 mainly from disadvantaged backgrounds and communities to have a reflective learning experience which will further enable them in their vocational, academic and personal lives.The projects main activity will be an exchange program between two partner colleges for 1 week each; 1 week in London, 1 week in Copenhagen to evaluate and engage in different team projects within both cities based around the subject of food sustainability. This will be an enrichment activity not based on the program of study that the students are engaged in within their respective colleges but related in that it is about food. The exchange activities will focus on building teams, working together and developing innovative ideas which are ethical and socially responsible. We are using the subject of sustainability of food resources as it is important to the students and to everyone on the planet. A total of 35 students will be involved in this project. Students will set themselves challenging learning objectives, will design, organise and manage the project and the related activities. They will participate in and contribute to the project from the bottom up and in this way will develop transferable skills in managing projects and evaluating the impact of their own project design.We envisage that students will further develop existing skill-sets and aquire new ones, acquire new knowledge of sustainable food culture and develop their personal and social skills. Impact in the longer term will be around enhanced personal confidence and a heightened inter-cultural and European awareness. Through having these participation opportunities our students will also see the bigger picture perhaps aspire to greater life goals, which may include higher academic achievement and increased mobility in their future careers.

The main objective is to give the participants the opportunity to acquire additional skills (knowledge, skills and attitudes) abroad. This not only encourages the personal development of the learners, but also improves their employment opportunities on the (European) labor market, which counteracts the unemployment of many young people. This allows the Elisabeth-Selbert School to support the professional development of young people and to promote the quality of teaching, training and learning. In the framework of this project the participants will recognize and evaluate the differences in vocational education and training systems, provide practical skills and supplement them, and initiate sensitization to other cultures, flexibility and self-employment. The work in other training enterprises or social institutions creates the possibility for participants to get to know new and / or other working methods, which they can apply and pass on afterwards. This underpins the workspace of the participants, makes the participants safer and more open to new trends and methods. In particular, catering professionals require local flexibility so that the first steps in the project are crucial for their future professional career. The self-understanding of dealing with foreign people, with foreign cultures, which is expected in the services of gastronomy and personal care, can only be promoted by an internship abroad. In the TN of the Healing Disability / Personal Assistance and Care Assistance, an important role is played by the fact that elderly disabled people hardly exist and thus new experiences with these target groups can be mediated. Completing or practicing an internship strengthens self-esteem and gives the participants their own personality. In the home country itself, the knowledge and experience gained and the critical examination of different training procedures are passed on. The intercultural aspect will be the focus of the pupils of the Fachschule Sozialpädagogik, which is very personal. The language of the host country does not understand and does not speak makes sensitive to the emotional condition of people with similar background. With regard to the parents' work in children's day-care centers with families with an immigration background and the educational work with the children, this understanding creates a cultural openness which can only be positively expressed in the corresponding implementation of pedagogical measures, A contact with children with gestures and facial expressions, with pantomimic signs, creates a sensitivity for observations of behaviors of other people, which can only be experienced in such situations and often can not be mediated in this intensity. This experience creates a great empathy for the participants in the field of social pedagogy in professional fields, where people are very linguistically limited and other ways of communication have to be found. In some areas of this project the foreign language skills of the participants can be improved. The criteria of the quality assurance of learning abroad abroad will in future be the orientation to learning outcomes and the understanding of the partner institutions (Memorandum of Understanding). This enables us to ensure the recognition of the acquired learning outcomes and competences. This requires that all stakeholders - including the learners - have a concrete idea of ​​what is learned and how this is to be recorded. Documented in Europass mobility, these learning results can then be validated and calculated in the home country. The use of the standardized ECVET instruments (Memorandum of Understandanding / Learning Standards / Europass) facilitates the implementation of quality-assured mobility. The desire to expand the circle of participants by already educated educators of the district of Hameln-Pyrmont on the Erasmus exchange to Trontheim, Norway, organized by the ESS for years, lies in the widening of the viewpoints by other concepts of the PISA winners with regard to early childhood education and support systems.