"During year 2015 totally 14 students and 9 teachers/staff took part in Erasmus + mobility project for VET learners and staff. The mobility has title ""Personalt development and improvment of employability through mobility"" (PeDe-ImpE).The students are unemployed persons who are studying at labour market training. Four students had a placement at companies in Cork, Ireland, five students practiced at restaurants in Senigallia, Italy, and five students had a pracitce period in Rethymno General Hospital in Creta. The objective with this mobility is to increase the students employability and also intercultural competence.Three staff members studied English in Cork, Ireland, in a language course and language bath with native English speakers in two weeks time. They need to improve especially the spoken English because the amount of students who like to communicate in English is increasing and lot of study materials are today in English.Three teachers at training course for practical nurses studied nursing sectory in Creta for one week. They had also possibility to follow the practice of their students at hospital. The visit was important because the amount of forign students is increasing and the nursing sectory employes more and more staff who are not born in Scandinavia. Three teacher for chef training made a study visit to Italy. They visited restaurants, had meetings with chefs, visited Food Expo, vineyards, cheese and oliv farms and food markets. The Project succeeded very well and developed the whole school.The receiving organisations in the project: Cork Education and Training Board, ECTE and Confartigianato di Ancona."

"Audiovisuals sector has undergone an important process of evolution in the last decades: born with the film industry, the sector has expanded over time, going to first include the television industry and, subsequently, all the services deriving from the deep digital transformation (eg PC, Gaming Console, Smartphone e Tablet) based on non-linear fruition systems (EY, 2016). It is essential therefore to invest in the training of professional figures, able to move in a highly dynamic environment, who can also deal with international scenarios and ""open work"" contexts increasingly structured as co-working platforms on the web. Project specific objectives are: - To encourage WBL of students in audiovisuals companies, in order to develop institutional partnership in support of the definition and implementation of internationalization strategies related to WBL in all its forms; - To transfer learners, through work experience in companies, technical-productive and cross-cutting skills, useful to work in audiovisuals sector; - To preserve the anthropological and cultural heritage of which the audiovisulas are keepers, through the transfer of knowledge, skills and competences characterizing the individual crafts activities; - To promote transparency and recognition of competences and qualifications regarding the transition between world of formal education and world of work, thanks to ECVET methodology, used to implement the project, and to the Libretto del Cittadino, released by the Employment Centres at the end of the experience abroad. Thanks to the project 72 learners with carry on a 3 months WBL in an audiovisuals related company in BE, BG, DE, EL, ES, IE, LT, MT, PT, UK, taking the advantage of a long hands-on training that only an experience Erasmus+Pro can offer. Learning outcomes are developed through the ECVET methodology (knowledge, skills and competences) assuring so their transparency, evaluation, validation and recognition both nationally and Europe wide. At the end of the mobility, VET institutions with release students the work-linked training credits. Moreover, learners will be accompanied to Employment Centres, who will release the Libretto del Cittadino, assuring the regional recognition of competences acquired abroad. Learners will receive the Europass Mobility Certificate. ISCED sector of learners is: 0211 - Audio-visual techniques and media production. European hosting partners assure to transfer learners the competences to successfully reach the envisaged Learning Outcomes. The advance planning visits will allow on-the-spot verification of training quality offered to learners. Training plan in hosting enterprises will be organised in accordance with ECVET procedure: Units of Learning Outcomes (ULOs), with activities and Learning Outcomes (LOs) (knowledge, skills and competences). Bufalini has prepared Memorandum of Understanding (MoU), signed by all European partners. In line with MoU, ECVET-Las will be elaborated. At the end of training period, hosting tutors will evaluate LOs achievement of learners. Final evaluation will follow. Registers, daily signed by tutor and learners, will show the number of daily hours training. Once having reports, applicant will start procedures for having Europass Mobility Certificates validated in Italy. Once back, learners will be accompanied to Employment Centres for release of Libretto del Cittadino. Before departure, learners will attend OLS course in hosting country language. Regularly tutors and trainees will fulfil monitoring questionnaires. Online management software will allow exchange of documents and prompt management of all project phases, mitigating risks and delays. Activities are organised on 3 macro phases: mobility preparation, mobility realisation and follow up, cross-cutting activities. Project impact will be local, regional, national and European. It will: - Promote youth employment in audiovisuals sector; - Improve language skills of learners; - Improve quality of training offer, transparency and recognition of competences and qualification; - Transfer learners self-esteem, autonomy, self-empowerment, empathy and life skills. Dissemination plan will broaden project impact, improve sustainability and highlight European added value."

Shyness disorganizes and severely limits the social and professional activity in different periods of life over 50% of people and is still increasing. P. G. Zimbardo justifies the increase in the development of the civilization which contributes to a growing isolation of people (L. Henderson, 2000; P. G. Zimbardo, 1990). The reasons of shyness can be genetic or socio-cultural. These socio-cultural ones are connected with growing isolation of people, not proper parental attitudes towards children or their social and economic state. Children from low social and financial status families are less confident and afraid of social rating. The consequences of shyness and social anxiety may be as follows: the lack of interpersonal relationships; the lack of friends and their support in difficult situations; avoiding asking for help; pessimistic style of explanation resulting in depression; avoiding challenges; social inactivity; difficulties with expressing own opinion; the lack of self-realization; solitude and even social phobia. The idea of the Play It Out Loud project is using drama lessons to reduce shyness which is a “tip of the iceberg” indicating deeper socialization difficulties. Drama is natural way of playing, behaving and thinking of children. Cognitive therapies are less useful for children than drama. It is not easy to explain and teach small child to think and behave in an expected way without action and role playing. Drama exercises are also very useful for the classroom application because it concerns a group process and drama can be use for more purposes: learning knowledge, skills, creativity, attitudes and values. Experience of the partners of this consortium (who use drama as a method for learning and development) shows that drama can help children to deal with their shyness and social anxiety. The consortium consists of 5 partners from 5 European countries: England, Greece, Poland, Ireland and Spain. They represent various educational, drama and ECEC related institutions with rich experience, what ensures that the project objectives will be met and all the material will be produced at the highest quality fulfilling the modern standards. The target group of the project are teachers who works with the 6/7 year old shy, inactive socially, withdrawn, avoiding challenges children. The project is addressed especially to teachers/tutors who works with immigrant children, children from low socio-economical status or children with some special needs and with difficulties in communicating and learning.The project is going to be implemented in primary schools which are the most common and available places in every city, town and village. That increases the range of influence. About 500 children are going to be involved to the project. We are going to train 25 teachers from 5 European countries and evaluate the program of using drama in working with shy children. The teachers will gain the new competences of working with the shy. They will also learn drama method which cover many children skills and is proper method dedicated children. In order to achieve the objectives of the project and produce the foreseen deliverables the project will be divided into several phases. Methodology will include: 1. Preparing the questionnaire of shyness for children based on literature, the final questionnaire for evaluating the outcomes of the process of using drama in shyness therapy of children and the template for case study of shy children. 2. Developing 20 drama lessons dedicated children’s shyness. 3. Developing a training course for teachers. 4. Teachers training. 5. Drama lessons in practice. During 3 months, once a week the teachers lead a drama lesson with children. 6. On-going evaluation. In the middle of the process – about 5th drama lesson – the tutor is observing the lesson and giving the feedback to the teacher. The lesson is also filmed and used in the final promoting film. 7. Ex-post evaluation. The questionnaire and the case studies of shy children (at least one child presented by one teacher). 8. Sharing the experiences on the virtual learning platform. Sharing experience on the international level, making the international web for drama in social inclusion of shy children. 9. Multiplayer in each partner county involving 5 teachers sharing their participation and effects of the project with other early education workers and local authorities, stakeholders and media. 10. Final conference and workshops. Effective communication, mutual trust and commitment of all partners are crucial to the success of the project and special importance will be given to these aspects by the coordinator and partner institutions. All partner organisations will benefit from the project outputs. In AHE, ND, Smashing Times Theatre, FyG Consultores and ECTE the modules and training programme will be embedded into regular training offer and the trainings will be carried out after the completion of the project.

The project XPTO+ V results from the partnership established between EUROYOUTH, the promoter and the schools, sending entities in this project, AE Santo André, EP Fafe, EP Rio Maior and IEDP. for the promotion of the XPTO+ consortium. We defined 5 general objectives: -Promote employability and the development of specialized and qualified careers of young people in search of the first job -Promote the formation of more interested citizens and participants in society -Guarantee the professional update of the teams and the remaining staff of the partners of XPTO + -Promote the organizational and internationalization development of the XPTO + -Contribute to the social, cultural and professional development of the members of the consortium, intervening directly for their training and human potential As in previous years, schools have chosen destinations for the mobility of their participants, and this year introduced activities for curricular traineeships, following the survey of the needs of each of the schools involved and the XPTO + III and IV projects, which already have students. With the intention of promoting inclusion and equal opportunities, it was also the option of the XPTO + V to reserve a minimum of one place per school for students with SEN / proven economic difficulties, in addition to introducing, in the selection process, the increase of 15% for students with these characteristics. AE SANTO ANDRÉ - 24 Curricular/recent graduate internships to Ireland, Italy, Cyprus, Germany and Spain EP FAFE - 5 recen graduate internships to Spain and France EP RIO MAIOR - 11 curricular/recent graduate internships to Czech Republic, United Kingdom and Italy IEDP - 21 curricular/recent graduate internships to Germany, France, Ireland, Sweden, Spain Teacher mobility was also promoted, sending 1 teacher per school to partner schools: Greece (IEDP) - 2nd EPAL KARDITSAS, Latvia (AESA) - Daugavpils Technical School, Iceland (EP Fafe) - Fjölbrautaskóli Suðurnesja, Sweden (EP Rio Maior ) - Elof Lindälvs gymnasium.With regard to the cooperation activities within the consortium, namely the project management and implementation and the management of international partnerships for the implementation of the mobilities, an effective communication system was established, thus, at the level of the consortium, we promote regular meetings throughout the project. At least 4 face-to-face meetings were held: one for planning, two for follow-up and one for project evaluation and closing. At the same time, at the level of execution and current management of the project, Skype meetings were held on a quarterly basis, with greater expression in the pandemic phase during the year 2020. Of the impacts verified with this project, we highlight: STUDENTS AND RECENT GRADUATES Increasing the employability rate among participants and facilitating the transition to active life Practical experience in EU companies, complementing theoretical and practical training Approach to Europe, reinforced by the idea of a European citizen More students in training mobility duly accredited and certified at national and European level and with international recognition Self-promotion and affirmation through recognition of their professional and personal skills (Europass Mobility and ECVET) Soft skills and reinforced social and personal skills STAFF Appeal to new techniques and pedagogies Ability to apply the ECVET certification process Knowledge of the European labour market Personal, social and cultural enrichment: to know other lifestyles, cultures, social / professional values Greater proximity to the international market: domain of languages, knowledge of the sector (innovation, challenges, positioning); Creation of new individual projects and inserted in the context of the school Note that this being our fifth project, we have already been able to identify real impacts on the partners that participate in the XPTO + consortium: Raising the employability / entry rate in higher education in participating groups (AESA) Improvement in the instruments created for professional and vocational guidance of our students (EP Fafe) Introduction of new instruments for the monitoring and evaluation of curricular internships in Portugal (EP Rio Maior) Reduction of school absenteeism and improvement in the use of modules in each discipline (IEDP) Technical training of EUROYOUTH team, which facilitated the integration of projects in a transnational partnership in the area of evaluation of the ECVET process and the quality and return of the Erasmus+ mobility in VET (EUROYOUTH) It is by identifying the impacts that we want to achieve and that we have already achieved that we can affirm that our project is fundamental for all the involved entities. Schools have already stated that individually, they do not have the capacity to propose and execute a project with the same individual dimension (17 to 22 participants per school).

The main goal of our project was to acquire practical skills and professional knowledgewithin European education. The aim of the project was to provide students with training abroad. The content of the training in the Czech Republic was assistance at veterinary clinicsand veterinary clinics in various veterinary procedures, prevention and treatment of animals.students got acquainted with new diagnostic devices, new treatments, they hadopportunity to change preventive and curative procedures, as well as new trends in veterinary medicine, students gained practical skills in fixing animals, administered drugs, assisted inveterinary operations, they became acquainted with the practical use of instrumentation indiagnostic examinations and the adoption of good access not only to animals examined forveterinary clinics, but also to their owners. The aim of the internship at the Dvůr Králové ZOO was to acquire practical skills in breeding foreign animals, where students perform breeding and nursing operations. Great experience for them was temporary contact with animals housed in the zoo.Our host organization was a partner school in Hradec Králové and so our students hadthe opportunity to get acquainted with the school, its professional classrooms, practical training. Everyone they stated that the Czech school is at a higher level than ours, especially in terms of practicality teaching. In Spain, the internship focused on marine animals and horses. In the quarantine sea the aquarium was dedicated to the remediation of healing marine tanks, assisted in breeding and treatment injured marine animals, especially turtles, sanitized their environment, prepared feed rations, fed and attended public lectures. The second workplace was a horse ranch, where they had the opportunity to meet the Andalusians warm-blooded. During this internship, they performed breeding and nursing operations in horse breeding, they improved their horse riding, they took part in a horse fiesta. Everyday activities was cleaning and combing of horses, hooves, cleaning of boxes for horses, treatment of saddles and bridles, as well as riding. all the set goals that we set were met. The new host organization was an organization in Germany where students had the opportunity to do an internship at the Bienitzblick farm. Their job was to take care of horses, but also other livestock where they performed daily care such as feeding, cleaning boxes, horse training. The aim of this internship was to improve in professional skills on the farm animal. where they performed breeding and nursing operations also in other livestock species and to improve in German despitethat the working language was English. Another of our new partners was to be an organization in Crete, where we had an agreement workplaces in veterinary clinics, but due to the pandemic situation, we have could not complete the internship. The internship was to be attended by 42 students, but due to COVID, the last two internships did not take place.Internships abroad were part of vocational school training, students were evaluated with a mark onon the basis of assessment units of teaching units. At the end of all internships they receivedcertificates from the workplace and EUROPASS-MOBILITY. The result of the internship wasimprovement in professional skills, opportunity to improve in foreign languages,meet new people, whether from the professional field, or students from other countries, exchangeexperience, the opportunity to work abroad and the overall development of the pupils' personalities.An internship abroad gave them the opportunity to improve in analytical thinking, creativity, as well as to manage unforeseen circumstances and solve difficult situations and problems. school activepresents opportunities to participate in such foreign internships on various occasions, such aswere Open Day, various workshops, presentations of secondary schools and the like, although inthis was not possible during this period.