Ribot i Serra is a public educational and vocational school located in the southern area of the city of Sabadell (Barcelona). The center has a staff of about 70 teachers and 800 students. In addition to teaching ESO and Baccalaureate courses, the center offers Vocational Educational and Higher Education courses of Beauty and Make-up and Social Services. RIbot i Serra already carried out student mobilities and received students from Germany and France through the Xarxa-FP. Last year the school was awarded with the ECHE charter, that allows to carry out mobilities for Higher Education students. The main objectives of our Internationalization plan and for the development of this project were: - To fight school drop-out, the demotivation of students and teaching staff, as well as to fight the high unemployment rate that students face when they finish their studies. -To promote training in values such as interculturality, respect, tolerance and the autonomy of the students. - Facilitate the development of key competences for students and teaching staff, among which we highlight the foreign language learning, professional competences related specifically to students' studies, social skills that will help them in their personal development. - Make mobility more accessible for learning purposes. The project includes two types of activities - Mobility of students for traineeship - Mobility of teaching and administrative staff for training There have been 16 mobilities of students and 2 of teaching staff divided into two flows: June 2017 and June-July 2018.The students and professors of the different specialties of VET that are taught in the center participated in the selection process: - CFGM in Hairdressing and Hair Cosmetics - CFGM in Aesthetics and Beauty - CFGM in Attention to People in Situation of Dependence The criteria of the selection process were made so that students and staff from the center with a good record could participate, who were also committed, wanted to learn, took advantage of the experience, were prepared at the level of autonomy and maturity to participate in the Mobility. For the preparation of the students on a personal, cultural and linguistic level, a training was carried out through formal and non-formal methods.The student's follow-up was carried out through a host tutor in the hosting country during all the mobility, and the Erasmus coordinator with the support of the Mundus Association through continuous communication via direct messages and video-conference. This monitoring was controlled and supervised by the center. The project has had an important impact among students and teachers, promoting the values ​​of mobility, learning new languages ​​and knowledge of new cultures, respect, tolerance, and the development of personal and professional skills. The center has learned to manage projects in a more autonomous way and made us also bet on sharing learning together with 15 centers in a Consortium (PLATMOVCAT) and apply for a project as coordinators of a consortium of the geographical area of Vallés (Barcelona province) in 2019. In the long term, we want to combat unemployment and school dropouts and, as a center, improve quality and support the internationalization and innovation of educational institutions.

"""Less stress more fun"" was a proposal for a 5-day long youth exchange, designed for 40 participants from 4 different countries (groups of 8 people + 2 leaders per group): Estonia, Ireland, Malta and Poland. The focal point of the project was mental health and, in particular, the issue of stress among young people. The main aim was to support young (aged 16-24) people in handling stressful situations and help them learn how to translate stress into a driving, rather than a disruptive, force. The concept and activities envisioned here constitute a continuation of a partnership that had already implemented three youth exchanges. The topic was suggested and selected by participants themselves, with MODE Foundation acting as the coordinator and providing necessary support. Thanks to the project, participants: - raised their awareness of how to look after themselves and their environment, - realised what their personal sources of energy, - developed an attitude whereby they feel empowered to shape their mental health and mood, - found ways of managing stress by using their internal resources."

Three years after the start of the project, we can see how the context has changed radically in recent years. The pandemic has made the implementation of the project very difficult, due to its nature as an international mobility project. However, although we had to rethink or even cancel some of the mobilities, we have been able to achieve the objectives set out in this application.In this project we have mobilized VET students of Attention to people in situation of dependency, Microinformatics systems and networks and Auxiliary nursing care, as well as students of Basic VET of administration and management. All of them have carried out internships in workplaces. The list of mobilities carried out per year is as follows: - 5 students in 2018 - 8 students in 2019 - 2 students in 2021Likewise, 5 mobilities were planned and prepared in 2020 that had to be cancelled due to the fact that 4 days before the trip, on March 14, a state of alarm was declared for the management of the health crisis situation caused by COVID-19. Accompanying personnel were also mobilized to ensure safety in those mobilities that posed a greater risk due to poor flight connections or due to the characteristics of the group of students carrying out the mobility.The destination countries were originally Italy and Poland. In 2019 we also added Slovenia due to the good quality of the companies willing to host us there, in addition to the positive evaluations of other centers that had chosen Slovenia as destination country. This new destination is also the only one to which it was possible to organize mobilities in 2021, since there the incidence of covid was lower and companies were still willing to host trainees.The objectives of the project were- To enhance collaboration through comparative models of social intervention.- Support the development of innovative content, pedagogies and learning practices. -To improve cooperation between companies and institutions and to facilitate the incorporation of graduates in the European labor market.- To observe employment and learning opportunities in Europe,- To achieve equal opportunities and non-discrimination on the basis of gender and functional diversity.- Establish professional relationships with other people and companies through social networks, professionals and generalists can help in the job search, and analyzing at all times the needs and trends of the labor market, to see the importance of professional profiles demanded by companies.- To develop the care, rehabilitation, socializing and educational area of the Technician, in patients in aspects related to dependence and health in different European countries, enhancing interpersonal relationships at the working level.The impact of this project has been significant in the educational stage of Vocational Training, since we have managed to tackle and reduce the educational needs that we had detected at the time of writing the project, both in the aspects more related to the employability of students and in relation to their personal development and values. In addition, the center has gained a very valuable and enriching experience that will allow us to continue implementing this kind of projects in the long term. Both the experience of the professionals involved and the contacts of new partners at national and international level will benefit the internationalization of our center in the future.

"Name of the project: Internationalization of Escola del Treball - III Start of the project: 01/10 /2018 Duration of the project: 24 months Mobility: 1 teacher, 19 students + 1 accompanying person Partner countries of the project: Finland, France, Germany, Italy, Malta, Portugal, Poland, Slovenia, Spain and United Kingdom. IET-III is the third edition of the Erasmus+ project of Escola del Treball de Barcelona (EdT), framed in the Center's Internationalization Strategy, aim to strengthen our structure, the human resources and the procedures of the international mobility program that endow the EdT of an international dimension from which the whole educational community (students and teachers) could benefit. With this project we have intended that our school, one of the most important in vocational training in the whole country, improves the quality of their educational programs, introducing activities that benefit in their educational work, making it more attractive, innovative and in context with the European labor market. As a reference center in vocational eduation and training (for its variety of specialties, its size and its potential), we have bet on keeping participating in the projects developed in the European common area of education, recognizing the merits acquired by students in training schools through the participation in internships in foreign companies. We believe that this project is clearly committed to strengthe the employability of our students. The project, managed by an international coordination team of Escola del Treball, has had the support of different national and international partners that have helped in the realization of short internship mobilities for students and mobilities for teachers (job shadowing).The pandemic situation has led us to reduce the number of mobilities we considered in the initial project. Finally, 19 student mobilities have been carried out - one of which had to be terminated earlier than planned due to force majeure - and regarding of the four planned teachers mobilities, only one has been able to materialize; likewise, regardingof the two planned accompaniments, only one could be performed. Despite these changes, we consider it has been a success to have been able to carry out the whole project despite the pandemic situation. Regarding the teaching staff of Escola del Treball, IET-III has achieved: -To give them the opportunity to gain experience with new methodologies of foreign companies. -To establish new cooperation strategies with international organizations, companies and training centers. -To encourage the exchange of good practices in educational management and pedagogical methodologies with organizations in the local (Mundus) and international environment. -To educate the teaching staff about the importance of intercultural dialogue, and the learning of foreign languages, to develop an awareness of European identity. -To prepare in a coordinated way actions with the participation of young learners. -To create synergies between students and teachers from different departments. - To bring ""Europe"" to the educational community. Regarding the students, the project has allowed them: -To live the European business context, in order to acquire professional experience putting into practice the knowledge acquired during their professional training. -To develop transversal competences (8 key competences identified by the European Commission) that allow them to acquire basic skills at a personal level. -To encourage critical thinking, breaking stereotypes through activities that foster intercultural dialogue in the educational community. -To help them improve their job opportunitties at the end of their studies. -To reinforce their self-esteem and confidence, empowering them through experiences in international environments outside of their comfort zone. -To develop themselves as European citizens, opening up their minds to other cultures, languages and traditions of the common space. -To bring Erasmus + European mobility programs as well as non-formal and informal education to the students. In total, 19 students from the different professional families of Escola del Treball de Barcelona (+1 companion) and 1 teacher have participated in the project with mobilities that have been executed between 2019 and 2021 in 8 countries (Finland, Germany, Italy, Malta, Portugal, Poland, Slovenia and United Kingdom ). Regarding of students, they have carried out VET-SHORT mobilities, doing 1-month internships in companies. Regarding of the teacher, he has carried a job shadowing mobility for 5 days, in order to improve their preparation by visiting educational centers foreign companies and institutions."

The EU Strategy Europe 2020 ask European countries to renew their Education and Training systems, to make possible for young people to acquire competences that are necessary for the economy and the European knowledge society. In the light of the expansion of the European market and internationalisation of companies, learning mobility is a key for the improvement of their employability. At the same time, in its strategic framework Education and Training 2020, the EU defines mobility “an essential element of lifelong learning and an important means of enhancing people's employability and adaptability”, stating that “periods of learning abroad — both within Europe and the rest of the world — should be the rule rather than the exception”. In support to this European framework, the consortium of VET providers applying has introduced a coordinated approach regarding European mobility for VET students. The project Co.Pro.Mob 2020 fits with the European strategies by offering the opportunity to live a work experience in a EU company abroad for 5 weeks to 120 VET students. The mobility is part of the courses offered by the schools from the consortium, therefore, competences acquired abroad by participants have been recognised in their curricula through the use of Europass and ECVET.Our participants: 120 young people 17-19 yo, mixity F/M , 44% are from disadvantaged families (scholarships from Education Nationale) Students in mobility have acquired competences in cutting edge sectors of the regional economy in particular: shipbuilding; constructions and hospitality and catering, but also key competences such as learning-to-learn, relational and intercultural skills, language, as well as autonomy, entrepreneurship, problem solving, understanding of the workplace environment, all of them mostly required by companies nowadays. The consortium is composed by four VET schools representing the in the Pyrénées-Orientales province. Alfmed as a local coordinator and UNISER as European coordinator. The partnership includes 6 partner organisations from 5 EU countries (Italy, Spain, Poland; UK and Germany) which have proven their competences and reliability in previous projects. After an informative and selection phase including Cv workshops and candidacy workshop, participants have been offered a pre-departure preparation covering language, practical organisation, culture, safety in the workplace, adaptation to a foreign country and to the work environment. Each participant has signed a Learning Agreement specifying objectives, expected results and organisational details of the work experience. Since the preparation phase, students had access to OLS in order to improve their language skills. During all their stay abroad, students have been followed-up by many people: a national tutor, a tutor in the country of destination, a company mentor who guided them through their learning experience and a mobility coordinator in their school. A follow-up meeting has been arranged after the end of each flow to let participants reflect and share on the experience and make the most out of their Erasmus+ experience for their future. The project has boosted the employability of these 120 young people, we believe it has also impacted the local educational system, local teacher staff team. In fact it has improved competences of staff, in order to make mobility easier and more accessible to all those VET providers which do not have the resources or the competences. Last but not least, the project represents the beginning of a systemic approach toward internationalisation, by involving institutions and local Economy, families and staff in the aim of modernising- internationalization of the educational system. This strategy did not convince yet local authorities to give co financing to disadvantaged families that represent 40% of the total participants. Future CoProMob projects, thanks to the positive impact identified of this first project, should beneficy of co-funding, at least for disadvantaged families (identified by Education Nationale as boursiers).