BACKGROUND Quality award 2016 shows that we have operated very good in last years. Internationalization is one of our strategic preference and intl. skills are seen as important professional skill of students and staff. On-the-job learning abroad have been financed by school and students. Operational environment is changing significantly due to reform and tightened economy of vocational education. These facts challenge our current intl. practices. We have spotted main areas which should be developed: utilization of digitality in learning and guidance, deepening of cooperation with partner companies. OBJECTIVES In order to develop these areas, in this project the objectives are: 1) To build myCAREER – eLearning model for intl. on-the-job learning which is supportive and inspiring, flexible and work oriented and is based on MERCURIA’s culture of caring. - myCAREER model enables top quality guidance for all learners from the beginning of on-the-job learning to end of it. - myCAREER model includes: on-the-job learning info-, job instruction- and company’s familiarization material (incl. 360˚-videos); Quality guidance (incl. TOPI app); communication; evaluation; peer support; feedback. 2) To deepen cooperation with partner companies - incl. inquiry what kind of skills/know-how is needed; in myCAREER model: on-the-job learning info- and company’s familiarization material (incl. 360˚-videos),peer support. NUMBER AND PROFILE OF PARTICIPANTS STUDENTS: During 2 years 110 on-the-job learners abroad (1.-3. year business students incl. students with special needs) GUIDING TEACHERS (incl. eLearning developers): 32 mobilities COMPANY PARTNERS: Ewalds (ES), Hemingway Bookshop (ES), PAR 1 Golf (ES), Costa Sun Guide (ES), Casa Nordica (ESP), ESE (MT), Princeps (FI) (1 mobility) SCHOOL PARTNERS: Collegi Badalones (ES), Utbildning Nord (SE), Alfa-college (NL), Friedrich-List-Schule (DE) DESCRIPTION OF ACTIVITIES myCAREER model does not come from nothing. It is built by combining 4 areas of our know-how: a) intl. on-the-job learning know-how, b) Flexible and work oriented learning model, c) eKOTIKULMA eLearning model and d) TOPI mobile app for guidance of on-the-job learners (ATTACHMENT 2). 1) 8/2017 START OF PROJECT (-> common objective for all actors of the project) 2) 8/2017 MAKING VIDEOS OF INTRODUCTION OF PROJECT AND OPERATING IN eLEARNING ENVIRONMENT 3) 8-9/2017 START QUESTIONNAIRE - WHERE ARE WE NOW 4) 8-12/2017 BUILDING myCAREER MODEL TO eLEARNING ENVIRONMENT 5) SPRING-AUTUMN 2017, SPRING 2018 APPLYING TO ON-THE-JOB LEARNING; COACHING 6) AUTUMN 2017 – SPRING 2018 GUIDANCE OF ON-THE-JOB LEARNERS 7-8) AUTUMN 2017 - SPRING 2018 OPERATIONS WITH COMPANY AND SCHOOL PARTNERS 9) 1/2018 – 5/2018 DEVELOPMENT OF myCAREER MODEL 10) 5-6/2018 QUESTIONNAIRE OF SUCCESS 1 11) 6-8/2018 EVALUATION OF 1. YEAR EXPERIENCE AND IMPROVEMENTS 12) 6/2018 – 6/2019 DEVELOPMENT OF myCAREER MODEL 13) SPRING 2018 – SPRING2019 APPLYING TO ON-THE-JOB LEARNING; COACHING AND GUIDANCE; OPERATIONS WITH COMPANY AND SCHOOL PARTNERS (see parts 5-8) 14) 5-6/2019 QUESTTIONNAIRE OF SUCCESS 2 15) 6-7/2019 EXPERIENCES FROM THE PROJECT AND FINAL SUMMARY 16) 2019 DISSEMINATION RESULTS, IMPACTS AND LONG TERM BENEFITS 1) STUDENTS With top quality guidance the professional skills of 110 on-the-job learners develop and they pass professional skills demonstrations abroad. With myCAREER model their LLL-skills develop (especially inner motivation, good self-esteem and language&cultural skills). Digital skills improve e.g. with use of eLearning environment and TOPI app. Preparedness of students in forthcoming challenges of learning, post graduate learning and work improve significantly. 2) GUIDING TEACHERS AND eLEARNING DEVELOPERS Digital skills improve e.g. by working with eLearning environment and TOPI app. Professional skills develop as language&cultural skills improve and cooperation with companies deepens. This enables to work with new tasks e.g in export of education. Satisfaction to work improves as inner motivation strenghtens. eGuidance will take place more without threatening good learning results and positive experiences of on-the-job learners. 3) MERCURIA AS A SCHOOL Quality of eLearning and guidance improves by initialization of new myCAREER model and development of digital skills of staff. Despite tightened economy, diverse possibilities of on-the-job learning maintain for students in different phases of learning or life situations. Cooperation with companies gets deeper. 4) PARTNER COMPANIES AND JOB INSTRUCTORS Guidance and digital skills and companies’ familiarization procedures improve (myCAREER model). They will get skilled on-the-job learners also in the future as the skills/know-how needs of company is recognized and utilized in teaching. 5) SCHOOL PARTNERS Cooperation can get diversed by using myCAREER model, as top quality intl cooperation does not require expensive mobilities. Cooperation deepens e.g. to common eLearning study modules.

"As part of the ""Better start - European apprenticeships"" project, 54 students of Assembly of Electronic High Schools (ZSE) in Rzeszów took 3-week apprenticeships in modern training institutions and companies in the IT and electronics sector. 18 students in the care of 2 accompanying teachers were on an internship in Lisbon, Portugal (II-III.2019), in Las Palmas in the Canary Islands (IX.2019) and in Valladolid in Spain (I-II.2020). Apprenticeships took place in the professions of electronics technician - 15 students, IT technician - 31 students, automation technician - 8 students. Job shadowing training was also conducted for 12 teachers in Overtornea, Sweden (February 2019).In Portugal, apprenticeships were organized at the Centro de Formação Profissional da Industria Eletronica, Energia, Telecomunicações, e Tecnologias de Informação training centre and at PC.Clinic, Inforkoisas, Fulcro in cooperation with the intermediary institution Casa da Educação. In the Canary Islands, students did apprenticeships in 13 companies:Info Servi Canarias, Lusol Sistemas Informaticos, Instalaciones ACS, INFOSAT, INTERFASE Electricidad y Telecomunicaciones, Rodritol, Servicio Técnico Boniprint HashtagWorkspace, Rolnautic, Arunet, Canarias Tecnológica y Sistemas de Información, Ling Marco Asociados, Subsea Mechatronics in cooperation with the Intermobex International Mobility Experience in Las Palmas. In Valladolid, Spain, students apprenticeships were carried out in 5 companies: Q´adros, Industrias Ríos, Hernández Vázquez Consulting, Industrias Maxi, Mecanizados Aceves, in cooperation with the intermediary company CIFP JUAN DE HERRERA (Consorcio Erasmus + FP Castilla y León). The vocational training of IT teachers and job shadowing took place at the Stiftelsen Utbildning Nordkalotten vocational training centre in Övertorneå, Sweden.In the course of the project various activities were carried out including qualification for the internship, preparation and performance of apprenticeships for students and teacher training, language training and cultural preparation, organization of the internship, monitoring, certification, evaluation and dissemination of results. Close cooperation with foreign partners was maintained at every stage. The tasks were performed on the basis of partnership agreements. Each group of beneficiaries underwent intensive language, cultural and pedagogical preparation. Project participants were provided with logistic organization of the travel, pedagogical care and support during their stay abroad.Apprenticeships and vocational training were conducted under the guidance of competent foreign trainers, implementing the previously established program in accordance with ECVET procedures. During internships, students were acquainted with health and safety standards and regulations in force when working abroad, they performed practical professional tasks among others in the field of computer and peripheral devices repairs, website development, application programming, computer network administration, design and measurement of electronic systems, assembly and maintenance of electronic devices. Teachers during the Job shadowing training observed the didactic work of Portuguese trainers, jointly analysed lectures and practical exercises, gained experience in the implementation of the content of teaching vocational subjects, learned ways of organizing and evaluating training and adapting them to the requirements of employers. A rich cultural and language program was carried out before leaving and then during each group's stay abroad, including learning the basics of the language of the country of stay, learning about history, culture, customs, conditions of social and professional life.Together with foreign partners, ZSE has comprehensively achieved the project's objectives, summarized and disseminated its results in various forms: publications on the Internet (websites, Facebook, YouTube), dissemination meetings, computer presentations, video recordings, showcases and school newsletters, folders.As a result of the project, 54 students and 12 ZSE teachers acquired new experience, competences and professional, language and social skills in well-functioning foreign companies and institutions confirmed by Europass Mobility, ECVET and certificates. ZSE has established new, fruitful cooperation with thriving partner organizations in the Canary Islands and Valladolid in Spain, and has strengthened and deepened mutually beneficial cooperation with project partners in Portugal and Sweden.The project successfully implemented the European Internationalization Strategy of ZSE for years 2015-2020. It contributed to maintaining a high level of vocational education in ZSE and raised its international reputation. It allowed the continuation and extension of cooperation between ZSE and foreign institutions and companies in the field of professional and social development of students and teachers in European dimension."

"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."

The purpose of this project is to continue effective international project activities as well as student and staff mobility at Kiipula Vocational College. This objective supports the quantitative and qualitative targets set out in Kiipula's international strategy and action plan. In addition to mobility, the project brings together important partnerships and strengthens Kiipula's international cooperation network. Many partner organizations are also conducting reciprocal visits to Kiipula which in turn supports the vocational school's home-based internationalization. An important task for the project is also to keep Finnish vocational special education and the learning opportunities created by it at an internationally high level by developing the quality of teaching and expanding students' opportunities. Participants are vocational secondary school students who have special support needs for example delayed development, diagnosis of autism or psychological illnesses. Most of the students participating in the project need support for the whole period during work, leisure and traveling. Students travel in groups of 2 to 5 people and always have 1-2 supporters. Students participate on 2-week placements either in companies specializes in their field of study or related institutions. The mobility periods of staff are between 5 days - 2 weeks and are carried out either at educational establishments or other similar organizations. Together we are looking for 59 mobility periods for students, 23 for supporting staff members and 12 for other members of Kiipula staff. The project duration is two years and the mobility periods will be implemented between spring 2019 - spring 2020. Partner organizations are located in Belgium, Estonia, Sweden, Netherlands, Italy and Austria. This project is a follow-up to the previous Erasmus + project (Ready for the World 2016-1-FI01-KA102-022564) with which we received excellent feedback from both project management and from those who participated in the mobility periods. As a result of the previous project our overall project work was found to be advanced and practical use of various documents intensified. With the new project we want to continue working on a mobility project and enable our students to have more opportunities for working and personal growth through periods performed abroad. In the previous project we were sending students from the various fields of study, some of the sectors were involved for the first time. In the new project we will also try to arrange a mobility for the remaining fields of education (forestry and vehicle reparing). Primarily, our special need students go mobility to develop their professional skills but since many of our students have not previously been able to travel the mobilities are much more than just a work abroad. For them mobility means practical experience of traveling as well as acting independently under different circumstances. They are given the opportunity to become acquainted with the new culture, to make use of / enhance their language skills and to learn to be more tolerant towards different cultural representatives. In the long run, this means increased self-esteem, better adaptation to multicultural environments and beneficial experiences in boosting access to employment. Before the mobility an exchange information is organized for each field of study which then starts the application processes. Selected students will participate in the pre-departure training well in advance of the mobility. The knowledge gained in the project is recognized as part of the studies and the students are awarded with Europass Mobility Certificates. The personnel involved in the project work in the role of a support person as well as participants for job shadowing or training periods. The goal of staff mobility is to increase their international expertise. Involving staff in international mobility and other international activities encourages and motivates them to use their knowledge and skills in their own work. During the mobility periods staff members will learn about the vocational training models, practices and procedures in the country of destination. They have the opportunity to network and benchmark their experiences for their own work. In addition, language and cultural knowledge will broaden over the periods. Expanding staff skills with new perspectives and experiences also enhances the institution's own growth. The dissemination of the project results is extensive and takes place at the organizational, regional and national level. Kiipula's own media and social media tools disseminate experiences of mobility periods. In addition, Kiipula is involved in many regional or nationwide cooperation networks through which results are disseminated and exploited for example by refining them to use of others or to be used as part of future projects.

The present project provides an opportunity for students' internships in Finland, Italy, Sweden and Slovenia, the teachers' qualification improvement in Sweden, Denmark and Cyprus as well as one study visit of school representatives to Germany (Public Days of DMG MORI). Action 1. Students internships: 1. Finland: 4 students of metal working 2. Italy: 2 students of automatics 3. Sweden: 4 students of construction 4. Slovenia: 4 students of auto repair There are 14 students in total. All mobilities (but for Sweden) last for five weeks The first week is a preparatory learning programme at our partner centres and four weeks are internships at the companies. The programme in Sweden takes three weeks and it is a result of negotiations with the partner institution. Action 2. Staff mobilities: 1. Germany: attending Public Days of DMG MORI. There will be two teachers and one management member in the team. DMG MORI is a famous producer of CNC machines and educational establishment in the sphere of metal working. 2. Teachers' internships in Denmark, Sweden and Cyprus. There are 8 employees in total. The length of mobilities varies from 5 to 10 days. The project general aim is improvement of TLMK students' employability with the support of international internships, learning experience and teachers' qualification improvement. The objectives are to organise successful work placements for 14 students, enhance development of students key, general and vocational competences, increase opportunities for their self-directed learning. It is also necessary to diversify learning process and provide varied opportunities for learning and self-development. The project outcomes are directly connected with participants' individual learning needs using ECVET procedures and they get stated when the project participants have been selected. The project partners are Salpaus Further Education (Soome), CELF (Taani), EduGate (Küpros), Srednja poklicna in strokovna sola Bezigrad - Ljubljana (Slovenia), Utbildning Nord (Rootsi) and Centro Studi “Cultura Sviluppo” (CSCS, Itaalia).