"The European automation and automotive industry has been able to produce the safest, the most silent, the most efficient and environmentally friendly vehicles and products in the world. Its production accounts for a fifth of the world market and employs more than 12.1 million people. It is obvious that this sector is one of the most important field of investment, with 41.5 billion yearly expense for research and development. Nevertheless, the industry needs to modernize constantly, in order to be always competitive.With this purpose, ICT may play a significant role in maintaining the position of automotive industry in the world market. As a matter of fact, both are characterized by the need of increasing the competences of internal resources - from top Manager to qualified employee - and investing, in a process of continuous update and training of its staff, as regards non only the operational activities, but the development of wide competences as well.In this contest, the project “TECH in VET - Technology in Vocational and Educational Training” aimed at promoting mobility experiences abroad for 100 recent graduates in the field of automotive and ICT industry, which had the opportunity of carrying out a 122 - day internship abroad, more precisely in Belgium, United Kingdom and Ireland. In order to facilitate their entrance in the labour market, the participants had the opportunity to participate in professional experiences in hosting companies abroad, characterized by: - the use of innovative learning methods and tools based on the “learning by doing”; - the cooperation and connection between the School and the labour market, in order to have a real and concrete exchange.""TECH in VET"" has achieved the specific objectives set, producing a positive impact on the participants, measurable both in qualitative and quantitative terms:- 30% of the participants received a job offer/continued professional training in the host company abroad;- 35% found work opportunity in Italy on return, in companies operating in the sector of reference;- 25% opted for the continuation of the higher education (University, advanced training courses) in order to complete the personal job profile;- 10% is made up of those who intended to carry out other professional experiences to enrich the technical and practical skills before finding a job (some participants have, for example, taken part in other Erasmus + mobility projects);- moreover, 85% of the participants declared that they have improved their technical and professional skills through mobility, considering, moreover, increasing the chances of finding work both in Italy and in an international context;- the mobility experience served to clarify future expectations and professional goals for approximately 90% of participants;- 80% of participants said to have improved transversal skills (critical thinking, flexibility, spirit of initiative, problem solving, team working), in addition to communication and expression skills in the foreign language.The achievement of these percentages, together with a medium-high level of satisfaction expressed by the totality of the participants, is indicative of a generally positive impact of ""TECH in VET"". As for participating organizations (Educational Institutions, the Municipality of Bologna, Unindustria Bologna, Formamentis Srl, Confimi and the companies involved), the partnership has obtained an improvement in the ability to cooperate at a European level by strengthening the collaboration with some institutions and establishing new contacts with foreign actors; the acquisition of new working methods to improve the training offer in the field of vocational training and the adoption of an innovative working modus operandi, in line with the European proposals and the international context; the development and implementation of the internationalization strategies of the single entities; the improvement of training evaluation and verification methods together with the collection of inputs for the integration of learning and teaching approaches adapted to the professional needs of the local companies."

60 %of our students come from disadvantaged socio-professional categories and have a grant from the state. Our project aims to restore equality of opportunity ; in that it offers poor families the possibility that their youngster conduct mobility abroad. Our mobility project has several goals : -Citizenship because it allows our young people to develop group cohesion and a sense of belonging (they become ambassadors of France abroad and take the measure of European citizenship).-Professional competence as it consolidates youth skills and expands with new professional practices; -Culture because it opens their horizons and discover a different way of life and thought Personal development because it allows young people to gain autonomy and sense of responsibility.Only voluntary and motivated students (They sign a commitment letter specifying the conditions) , involved in the project, regardless of their previous academic performance. This prerequisite aims to develop students in their choice of direction .Due to the effective engagement resulting in many preparatory activities - additional courses, company visits, involvement in the organization of the exchange with German students, participation in a professional nature cooperation project with the school German - and during training valuation - competition for the best student, testimony at forums and exhibitions, open days, reports -the trainees numbers for Germany are about 20 young up for each mobility.The fields concerned for mobility in Germany are electrical and digital electronic systems for the strong presence of these sectors across the Rhine and their combination in many companies (Mechatronic), the fields for Ireland are office work.At the end of mobility integrated in training, it is expected that students can develop their course (maturity + skills) and thus increase their chances of finding employment or further study. But mobility also makes sense if it can open the professional horizons of young people: Europe as a citizen space in which they live, whether in France, Ireland or in Germany, and as a space for training and work in which they can continue to train and find jobs. It is therefore expected that this first mobility performed in adolescence during the training period, make young people aware that their future is in Europe and it is not isolated, it is a stepping stone to other mobilities longer.

The ERASMUS + programme makes part of the steadily improving training map of Jean Monnet High School in Cognac. It is in compliance with the high school plan which includes :- two types of experimentations : one in English called « Tea Time » and another one in French called « Digital Culture ». They both started in 2018.- the Spanish DNL (National Language Diploma) passed by Mrs Sanchez who is a teacher of Economics and Management at Jean Monnet High School. She also did co-teaching in a club called « Tertulia » with the Spanish teacher on the group of students concerned by the programme. That training was relevant with the academic plan which encourages to help the students to get into the digital age and open to the world.The training period the thirteen students of Business and Management did abroad, benefited them both in their education and in their personal life. Two other students from the FCIL level IV (a training for students who had their A level but who were not accepted in HND yet) also did their training period abroad. Fifteen students in all benefited from that work experience.Such a programme needed human, financial and logistical means as well as a rigorous method both upstream and downstream of its achievement.- upstream : the students benefited from a clearly defined training given by the teachers. Moreover, the families were helped by the teering group throughout the preparatory stage for the administrative and financial aspects of the programme.- during the training period itself, the students were in contact with their teachers and family via digital tools such as Whatsap and emails. Our partner, « Association Destination Mobilité » was on the spot in case of need.The initial education and training plan was updated as the project progressed (see annex 2)The objectives of such a programme were numerous :- clearly of linguistic order : we can easily imagine the benefits of four weeks spent abroad and most of all of a training period there.- for the students’ guidance : after a training period abroad done a few years ago through the former Leonardo programme, we noted the positive effects on their exams and their desire to continue their studies. In fact, those students passed their A level and took an HND afterwards. They told us that the mention « Europass » on their CV helped them find a job. The objective of the Erasmus + programme is also to promote the link between the trainings.- for the professional skills : the different places of training periods given to the students enabled them to develop the professional skills included in the certification referentials.- for the opening to the world and developping of human qualities : these are necessary for the integration of the students in their professional and citizen lives. Adaptability, listening, mutual help, availability, welcoming, dynamism, smiling and taking initiatives are some of the qualities the students (often with academic difficulties) could develop. Leaving for a few weeks for an unfamiliar environment and in autonomy developped their curiosity, their risk taking and openness.- for the attractiveness of the high school : the achievement of that programme encourages the teachers of Jean Monnet High School to offer the best possible conditions for the success of our students and also ensures a positive image of our high school.The results on our Bac Pro students are the obtention of the « Europass » and their O and A levels, the motivation to continue their studies and their confidence in a European professional future. For the students in FCIL, the results are the improvement of their education to get the HND of their choice. The results for the high school is a significant value for its training map and an increased credibility for the local, regional and international economy.

"The 2018-2020 Erasmus + project of Beauregard vocational School, ""Beauregard un Oeil Nouveau sur l'Europe"" (Beauregard with a New Eye on Europe) was intended to perpetuate a strategy of international opening initiated in 2014 towards Germany, and now included as one of the three major lines of its School Plan.This project is primarily aimed at vocational high school students who are too often undervalued. Its main objective was to enhance this orientation by opening up hitherto unthinkable perspectives. A leading committee was set up to manage the project and ensure its quality. It is composed of experienced teachers (well aware of European programmes), administrative and management staff.While the initial application project consisted in proposing 50 mobilities over 2 years, the budget actually allocated in June 2018 only allowed us to finance 19 mobility projects, but thanks to an additional funding grant in October 2019, we were finally able to carry out 38 mobility projects. As for staff mobility projects, the leading committee had selected the applications of an English teacher and the school Bursar Assistant for mobility projects in Cork, planned with our foreign partners, during the last term of 2020. Unfortunately, the health crisis prevented us from carrying out the mobilities.Beneficiaries were selected according to a procedure defined by the leading committee. Thanks to the 2018-2020 Erasmus+ project, the Beauregard vocational School is proud to have been able to offer all its students the opportunity to apply for an internship abroad whatever the classes they belonged to.The objectives of our European Development Scheme have all been reached and even exceeded. The experience gained will enable the beneficiaries to consider further studies and to enter more easily the professional world. What’s more, the leading committee has been able to offer mobilities to students from new educational profiles. We have strengthened our relationship with our foreign partners and some host organizations in Germany and Ireland.In Poland, on the other hand, the training centre was not able to play its role and did not offer suitable work placements for our ARCU (Reception and Customer Service) students. Yet, the leading committee was able, thanks to its collaborative work with an association in St Etienne, to find a host organisation for the mobility projects planned in January 2019. Thanks to the recent involvement of a Spanish teacher in the project, it was decided to offer our students mobilities in Spain. She had contacts with an intermediary partner in Barcelona which could provide host organisations. Whether they are industrial companies (in Germany), training centres or agencies (in Ireland), small shops or hotels (in Spain), these host organisations were able to adapt and propose varied and well-supervised professional tasks according to the terms and conditions of the leading committee.The regular collaboration upstream and during the mobilities between the different partners ensured an efficient management of the logistical and practical aspects of the project. The leading committee, which was regularly enriched by members with a wide range of skills, guaranteed the quality of the project, combining flexibility, rigour and a permanent control.In those foreign countries, the participants enjoyed a warm welcome, favourable to discoveries and cultural enrichment by living with host families (in Ireland and Spain) or visiting historical sites and by exchanging with the natives. Every weekend, in each of the countries, activities were planned by the leading committee.The impact on the beneficiaries, at a personal level, have been observed as soon as their applying (motivation and healthy emulation), their preparing (regular attendance at meetings, involvement in language courses, curiosity towards the host country) and of course during the stay, they became more autonomous and self-confident.At a pedagogical and cultural level, the students have above all acquired a better oral fluency in French and in a foreign language. They were also enriched with historical and economic knowledge about the host countries.Finally, at a professional level, they have assimilated new working methods measured by indicators established to attest their progress. The impact is also measurable on the quality of the teamwork among the leading committee members and its influence within the school community.Beneficiaries had a formal recognition and assessment of their mobility through the validation of European and national certificates (EuroPass, EuroPro, Mobility Option)We were also able to highlight and valorize our projects through actions such as “The Erasmus Days”, the school open doors day on the premises or during presentations and exhibits outside the school."

"Our project ""Innovative Construction Techniques"", involved 06young people from the 1st BAC PRO Travaux Publics et Gros Oeuvres, of the Lycée des Métiers du Bâtiment et Travaux Public. It took place from 4 to 30 June 2018 in Malaga, Spain. This stay was divided into two parts: language and cultural training in a language school and then 3 weeks in a company. The learners integrated companies specialized in the implementation and realization of waxed concrete, deactivated concrete, polished concrete and industrial screed... : Pavitem, Hormisystem, Antonio Marban Vegel. These companies have been selected by the intermediary organisation Destination Mobilité. The objectives of this project were to improve students' knowledge and skills, offer them better job opportunities and international work experience. This international experience was also intended to contribute to a better knowledge of oneself and the globalized environment to which young people must adapt.6 students had the opportunity to complete this internship and improve their employability here and elsewhere by learning new techniques, in demand on the territory, and by improving new languages. STAFF MOBILITYStaff mobility involved 3 teachers and 1 administrative staff. All four of them are involved in language and/or professional training in order to promote international exposure within our institution. Making contact with future partners was also on the agenda.Among the teachers who left, two, one of whom is part of the International Unit of the school, attended a 12-day training course in Cork, Ireland from 30 July to 10 August 2018.The last two have favoured Spain, the teacher, who works in civil engineering, followed the example of all the students who left for vocational and technical training in the field of waxed concrete, polished concrete, etc.... He was welcomed by Hormisystem, a company located in Malaga, from 18 June to 29 June 2018.The administrative staff deepened their Spanish skills in Seville from 06 to 17 August 2018."