"Project'Context/historical :Pierre Doriole Vocational school has been involved for fourteen years in European mobility projects in accordance with the general school project. The mobilities have been realised thanks to the projects Léonardo, now ERASMUS + and as part of our European sections existing since the beginning of these mobilities. This project has enabled us to perpetuate and widen the European opening of our school.The aimsFor our school :This project has been realized to perpetuate and widen the European opening of our school. We offer the possibility to our students, coming more than often from unprivileged backgrounds, to open their minds towards Europe through different European projects, with as a main directive line the theme number 3 of our school project: "" developing the European culture "". This project also allows our school to stand out at the academic level by valuing and revitalizing the vocational training and the European opening. The teachers have increased their professional skills thanks to the training abroad and consequently they are able to adapt their teaching skills as a real guarantee of seriousness for future projects.For our participants :This project 'pros are: the improvement of their qualification, the adding value to their professional skills and know-hows, the perspective for them for a better inclusion on the work market especially considering transnational professional prospects, the gradual awareness of their European citizenship, the development of their languages skills operational in companies, the fact they get a recognized qualification such as the Europass mobility, Europass language, EuroMobipro, certifications, letters of business and language training certificates.For the teacher who did the mobility The language immersion of the Non Linguistic Subject teacher ( DNL) in Malta for 2 weeks has enabled her to :see and experiment working methods, recover professional documents. The target is then to realize professional cases with real documents and better prepare students for their mobility and further examinations.strengthen and improve professional vocabulary. This mobility phase is a true asset for teacher and students, and give credibility to our European sections which Erasmus+ mobilities are realized for.widen the European aspects of the lessons, with information regarding this new Erasmus partner (culture, policy, geography and economy...)For our partnershipWe put forward quality cooperation with our existing European partners. As a consequence, cooperation with our contacts in Ireland and Spain are strengthened and perpetuated. And we have widened our project to a new partner situated in Malta who in addition proposes an immersion internship for the teacher.Number and participants'profilsThe participants are students between 16 and 18 years old, from 2nd year of BTEC National in commerce (sales principles) and office administration, motivated to experiment an internship abroad, and attending lessons in the European section – English or Spanish - since their first year. These classrooms are composed with 15 students, and 2/3 are female, as most of them come from a disadvantage background.Description of the activitiesThe mobility lasts 4 weeks. This project needs a great preliminary work as well as an exploitation and promotion of the acquired skills at the end of the mobility. The period of mobility of our students takes place over their period of compulsory internship during their curriculum. It is then done in the 2nd year of their school training. The first year is dedicated to the in-depth study of language in a supplementary lesson and to the European opening. The 2nd is devoted to the in depth study of professional vocabulary in real professional scenarii; and then the final year allows the use of the mobility, the preparation for the High National Diploma and the specific professional test of European section. Thus the second year is the most sensible period in terms of linguistic, cultural and professional preparation.Results and incidence reachedFor the students: increasing language, professional and know-how skills, discovering European countries, gaining a better motivation and involving in their studies, having a better preparation for their diploma language tests and adopting a greater reflection regarding their future studies.For our school : the promotion for our training and for our students, development of our project culture and specifically projects with international opening, school energy enhancement, better teaching work."

"""Work-abroad experience"" project reflected our need for: • enhancement of professional, communicative and intercultural competences of our school graduates; • having competitive school graduates – especially within our regional job market and also The European Union job market; • enhancement of professional, communicative and intercultural competences of our teachers; • increased chance for our students of being accepted by the top universities;• increased attractiveness of our school for young people in our region. The project consisted of two activities: 1) VET learners in companies, Dublin (Ireland), Gelnhausen (Germany), Tallin (Estonia)2) Staff training abroad, Tallinn (Estonia) 13 students took part in VET learners in companies’ activity in Dublin, 7 in Gelnhausen and 4 in Tallinn. They were placed in machinery, services and administrative and IT companies with a personal tutor, and accommodated in local families. An accompanying person from our school provided support and supervision. The project was carried out in cooperation with Swan Training Institute (1st partner), Tallinna Polütehnikum (2nd partner), and Berufliche Schule Gelhausen (3rd partner.). 11 teachers took part in Staff training abroad activity at Tallinn Polytechnic School in Estonia (2nd partner). These teachers cooperated with their Estonian colleagues, shared their national know-how, got to know the Estonian education system, and visited some local industrial enterprises. The project was run by two coordinators – Marta Michalakova and Monika Kochanova. Martin Tobias, our school director, was in charge of the whole project monitoring. The project was secured by agreements with all partners. Another set of agreements was prepared and signed after the funding had been obtained (i.e. agreements within the ECVET system – Memorandum of Understanding and Learning Agreement; ECVET system documentation – creation of training modules, learning results units and Students Mobility Agreement.) In order to assure a success of the project, students and teachers underwent a thorough professional, language, and multicultural preparation. We endeavoured to motivate our students to regional patriotism (e.g. by establishing a fictional family business) in order to increase a chance of their willingness to stay in our remote region and work here as qualified professionals. After finishing VET learners in companies activity, their results were evaluated (working diary, professional vocabulary, ideas for their fictional family business enhancement, the ECVET credits, Europass Mobility, Europass CV) and disseminated within our school (during class discussions), local community (during the Fictional Businesses Fair and other special occasions and events), and our region (media coverage in local newspapers and TV Polar). Upon their return from Tallinn, the involved teachers shared the newly acquired working and teaching methods with their professional department colleagues and so motivated them to next enhancing of their professional competencies. We believe our project met the strategic plan of our school – to perform an unshakeable security for our students, parents, employees, partners and the school founder. It saturated our current needs, and thus contributed towards ensuring competitive school graduates within our regional and the European Union job market; enhancement of professional, communicative and intercultural competences of our school graduates and teachers; higher chance for students to get accepted by the first level universities; and increase attractiveness of our school for potential students and their parents (there was an increase of 30 students in the last schoolyear)."

We sent our students from different fields of studying to European destinations where they got practical skills and experience in real situations in companies and business premises. We cooperated with our proved partners from Ireland, Spain and Portugal. To increase our quality in participants´preparation we have incorporated the ECVET system in our project.We managed to reach these main project goals:-Improving professional, language and social skills of participants.-Getting „informal learning“ experience in lanaguage different environment-Improving practical students´ professional skills in gastronomy, tourism, administrative activities, design and graphics, hairdressers work-Quality, innovative and practical procedure improving in vocational education especially by means of multinational cooperation-Support of participants´personal development-Response to increasing employers´ demands – independent deciding, solution to problem situations, work organization, planning the activities, responsibility for their own decision. We have reached these results:-Getting Europass mobility certificates and creating learning outcomes by means of the ECVET system on the basis of which the intership participants received final evaluation which was acknowledged on their return by our school and envolved in the student´s assessment of professional subjects by relevent teachers. This evaluation reflects the level of the obtained skills, knowledge and competences.-From all interships to European destinations the students created presentations “ What we have gained in Europe“ focused on their working positions and stay of each participant. Here in there are new trends and findings from gastronomy (recipes, ingredients), tourism (entertainer´s work, work in travel agencies), window-dressing, hairdressing (new trends and technologies), business academy (administrative work), graphic designer.-Portfolio from the visited countries, towns in the form of presentations.-We ensured photo documentation from all interships.Preparatory courses in the foreign language were implemented for all interships applicants handed in cover letters and created presentations about the destinations, furthemore, they filled in their curriculum vitae in English.Individual participants were selected on the basis of the best results not only from their preparatory courses but also from school.Portugal/Braga: September 09/2019 - out of 19 applicants - 9 students - Tourism (2), Business Academy(2), Hotel management (2), Graphic designer (2), Sweetmaker (1). Ireland/Dublin: 09/2019 - out of 13 applicants - 11 students - Graphic designer (1), Tourism (3), Business Academy (3), Hairdresser (2), sweetmaker (1), designer in advertising (1). Spain/Tenerife: 02/2020 - out of 11 applicants - 6 students - Tourism (2), Hotel management (2), Business Academy (2). Spain/ Malaga: 02/2020 - out of 17 applicants -10 students - Tourism (2), Business Academy (2), Hotel management (2), Designer in advertising (2), Hairdresser (2). The students learned to work with reservation systems in a foreign-language environment. They had to communicate with foreign clients and perform administrative work, entertainers ensured leisure time activities for hotel or organization clients. They learned to handle the segways vehicles and maintain safety rules, also they had to communicate in both English and Spanish languages. The Holel management students learned new recipes, prepared food in local restaurants and attended to clients in hotels and restaurants. The Business Academy students and two-year Business Studies students worked in companies where they performed administrative work and found out the company management. The Hairdressers found out new products which are used during hairdressing activities. They prepared photo documentation of these new products and also they presented their work and new materials to their classmates and teachers of professional subjects. The Graphic designers and Designers in advertising worked in a marketing company where they prepared promotional materials. The Confectioners worked in a sweetshop.We also sent 2 students of Tourism within Erasmus Pro Programme to Dublin who worked in a marketing company. Thanks to this programme the students gained precious experience in the field of personal and working growth in foreign environment Their motivation to study has been thus improved, their language competences have been improved and the participants are aware of their social competences. They received new prospects of real world and requirements on the job market. Working activities of individual interships were described in details in our Units of learning outcomes.The participants gained:-Europass Mobility Certificate with Units of learning outcomes through ECVET system and received competences-ECVET evaluating form-Certificate from their working places

Centre d'Estudis Sant Francesc aims at better internationalizing its students. Currently CESF is offering Intermediate Vocational Programmes for Commerce (Retail), Carers, Auxiliary Nursing Assistants and Computer Technicians. Also, for those students who could not finish the compulsory secondary education a course in the field of Computing is offered. For the unemployed, there are also two courses to get a Professional Qualification. Short-degree cycles are also taught in different areas such as business, computers or community services (Early Childhood Education and Social Work).What the school needs is the following: 1) students need more foreign language skills (especially English) and some type of added value (internships abroad) in order to increase their employability, and 2) we need better prepared teachers who approach business to classrooms, especially internationally speaking. This staff should also be better prepared at foreign languages to provide more content in English and make students have more contact with the language in the classes, epecially in the field of VET and the courses described above.Activities:A1) various flows to carry out traineeships in companies are planned. 39-day flows: Ireland and the UK. 13 students. June and July 2017.35-day flows: Italy, Ireland and the UK. 22 students. June and July 2017; February and March 2018; June and July 2018.32-day flows: Malta, Italy and the UK. 10 students. February and March 2018.A2) for teachers, a flow for five teachers is planned in Italy. Various renown companies with a very comprehensive variety of services serve as examples for teachers in the area of Health and Social Services.To carry out the project, we talk to students who are likely to take part in it to make them aware of the importance of these traineeship periods. As for the training activity for teachers, the idea that it is a unique opportunity is emphasized. The selection process is meant to be very objective and, once selected, participants are monitored by the sending institution as well as by both the intermediary and the receiving organization. At the end of the project, students' results are analyzed from the point of view of employability and language learning. As for the staff, the implementation of new concepts and methods in their classes is evaluated.CESF is aiming at increasing the number of well-prepared students in the VET sector who can afterwards enrol in any course in the field of Higher Vocational Training, and actually enhance their employability. As for teachers, they will be encouraged to use in their lessons new knowledge and methods acquired in their job shadowing experiences.

"The implementation of the project "" Increasing Competitiveness of Graduates in the EU Labour Market via Bilingual Vocational Education and Strengthening Entrepreneurial Skills in Fictive and Real Companies"" has contributed positively to the development of secondary school pupils' professional traineeships and the professional development of teachers of vocational subjects. The primary objective of the project was to create conditions and to realize the internships of our pupils in foreign companies, taking into account the various specificities of the study fields (Business Academy, Economic Lyceum and Public Law Activities). Pupils gained the possibility of their professional involvement in private and public sector organizations. This has led not only to their deeper socio-economic integration but, above all, to the effective interconnection of professional and linguistic competences. The experience, knowledge and skills acquired by pupils abroad will be of great use to them in their employment or in further studies at college. The secondary objective of the project was to create conditions for teachers to improve the quality of vocational education at our school and to adapt to the requirements of the international labor market. The project provided an important reflection of the teacher's work, brought inspiration into further pedagogical activities, and enabled teachers to get acquainted with the differences in the international labor market. Foreign mobility of pupils and teachers took place in two runs. Firstly, in 2017 mobility from Ireland (a total of 15 pupils and 2 teacher mobility - professional development of workers) was carried out, followed by mobility in Germany (4 pupils and 1 accompanying person), Spain (4 pupils and 1 accompanying person) Great Britain (a total of 12 pupils and 2 teacher mobility - professional development of workers). Pupil mobility was organized as a three-week and teacher mobility weekly. Selected learner mobility learners have theoretical knowledge that entitles them to practice in their fields of study, command a foreign language (English, Spanish, or German) at A2-B1 level and the practical knowledge and skills they have gained during the compulsory practice of studying at our school. The work placement program was pre-arranged well in advance and the practical work placement of our pupils in professional practice abroad was agreed with all the recipient organizations. In the case of teacher mobility, it was a comparison of the education systems, the specifics of the international labor market, or the familiarization with the activities of companies that were oriented towards international trade. All these aspects have been taken into account when negotiating conditions with beneficiary organizations, as well as ECVET certification."