The school dropout and more precisely the one concerning the 17 to 22 year old population is a real problem for Europe but goes far beyond European borders. Every people is convinced that this problem must be considered as a priority within the European Union. This item is anyway an important part of the Europe 2020 Strategy.2 main objectives are settled:-Reduce the dropout rate in Europe-Increase the youth employability rate and especially for young people facing dropout.Remotivation, orientation linked with recruting economical sectors , training which includes abroad stayings will be important and innovative activities which will be settled in this project in France and in partners countries :Luxemburg, Belgium and italy In each countries, partners from formal or non formal education , from professional trainings, from business, and public authorities will have the opportunity to collaborate. Everyone will be able to put its capacities et expertises to help young people from 17 to 22 to face dropout. It is one of the innovative aspect of the project : profesionnals who used to work separatly will have to work all together ! Those 4 partners countries are facing the same problem with dropout : France, Luxemburg, Belgium and italyThey are all different but they will work on a complementary way for the benefit of young high schoolers: Régional Council Haut de France / ARML (AREFIE) réseau des missions locales. Rectorat. ID6, 4MOTION in Luxembourg, AMORELIANCE aide à la jeunesse and EPTO in Belgium, TEMPO LIBERO in Italy. The making of a testing group (120 young droping out learners) from 4 different countries , with an A level will be selected inside their schools, or vocational high schools , associations, …They will be accompanied together by teachers, accounsellers, training organizations, experts, business supports, and will have to through out several steps before they ‘ll be eventually hired.The first step will be the making of a group test thanks to a toolbox called « scenaribox » which includes :-remotivation tools-Orientation tools- support tools for young people entering business firms - tools for the capitalization of obtained skills The second step will drive people towards selected trainings , in economical sectors which are at the moment recruting. This step will be settled with the help of training organizations and economical partners in environmental, numerical, and hotel restaurant fieldsThe third phase will allow young dropout people to be trained and educated within training organizations and to go away for a professional training period abroad (from 2 to 3 months long)The last step will be a long training period abroad (6 months long) in our partner business branch. The young trainer will be followed after hiring for 6 months just to be sure everything is all right for him and for the business partnerThis project goes on well with all the actions and activities which were previously settled down by our partners for striking dropout. All those actions will absolutely be complementary and will strengthen the links between the european partners and professionals . Furthermore European mobility projects will bring a special touch to it.Everything will be possible for young people as long as we try to make out realistic projects for them, and as long as we recognize their transversal skills The aim of the project is to suggest a new model of educational course which develop a new approach for dropout problems. The dissemination of the results will be on local, régional, national, european , and why not, on international levels !!The objectives of the project will be :Objective 1 : to build up specific courses on the benefit of young dropout students. It will also give answers for business partners which are on recruting fields but find it hard to recrute appropriate trained employeesObjective 2 : to break down the system and allow people from education or non formal education, associations, profesional traings to work together. The new course will be an incentive for young people to learn appropriate and efficient knowhow which will lead to a real and permanent job . Objective 3 : to disseminate the results in a way to be sure that the new created tools will be properly and definitely be used by or on the benefit of the beneficiaries.

As it was announced in our previous project, Notre Dame Highschool carries on its willingness to open to Europe by offering placements in Italy ( in Lombardy around Lake Garda) while maintaining a period of time for placements different in England with Breakaway .The project is both for ‘sales techniques and reception skills ‘ classes in Italy and for administration classes in England .Indeed, it turned out to be more relevant to choose a place where tourism is booming .This initiative boosted the group of teachers involved in the European program and enabled us to open to the Italian working environment. During the 2 placements , evaluation grids in English for Breakaway and in French for Tempo Libero have been certified .Weekly visits were made possible by teachers to supervise the students’ tasks. (Just to remember , each week a teacher was present) .Professionnal teachers used different evaluation grids to validate the trainees ‘ placements on their last week.The presence of an adult with the group of students in Italy was necessary to the success of the project.Thanks to the teachers , problems linked to transportation , accommodation , health and, meals (cooking and shopping) could be solved . It was then possible to act quickly and to get to the placements ‘places as soon as possible in case of an emergency. .Nevertheless , this type of accommodation that is to say, in a youth hostel ,has largely contributed to the trainees’s autonomy, to their taking of initiatives, to the development of their social relationship, to their better European awareness …This preparation will help the participants in their future working adaptation .In short , this new impulse has fostered the influence of Notre Dame Highschool and has attracted even more participants ( 18 ) towards European mobility .

The project “Ingenium Forma+” is an initiative of the Professional Association of Industrial Engineers of Seville (Spain) in collaboration with adults educational institutions established in Germany and Italy, which ultimate goal is adapting its training curricula to the needs of the European labor market in the sectors of Mechanical, Electrical, Electronics and Industrial Design Engineering, to meet the employability need of its associates, by improving the improving the professional, linguistic and personal skills of its teachers and trainers.For this, 6 experienced and motivated trainers from the different specialties will develop 1 week long Job Shadowing visits to educational entities established in Germany and Italy between February and March 2016. The visits will report to the Institution key teaching-learning methodologies to provide students with the skills that the European engineering industries will require to workers in the next 15 years, which shall be immediately incorporated into the training curricula of the entity; knowledge about system to control and evaluate the quality in the teaching-learning processes; and a diagnosis of the labor market and continuing training opportunities for technical engineers in this countries. This project will enable to the Professional Association of Industrial Engineers of Seville become a reference educational institution in Southern Spain for the quality of its training curricula adapted to the European industries needs; shall qualify its trainers to include the transnational networking in their daily professional activity as teachers; and will respond to the employability needs of the technical engineers in and out of Spain.

"CPIFP Bajo Aragón from Alcañiz , by means of this Students and Teachers Mobility Project for learning reasons, wants to improve its educative offer providing formative training in EU companies, more specifically in Lavelanet (France), in Malta and in Brescia (Italy). Our students in HCN courses have been offered Erasmus training period since 2007, and for the last four years with our VET students using Erasmus+ grants both for teachers and for students in vocational training. In this sense, the Erasmus+ official calls of 2014, 2015, 2016 and 2017 have provided us with a useful feedback in the management of these projects. We intend to carry out training mobilities in companies for a period 5 weeks with 11 students, four from them will go to Brescia, four of them to Malta and three to Lavelanet. They are students of VET courses in the technical fields of Cars Maintenance, Electrical Installations, IT networks, and Health Care.Our partners in our welcoming countries are ""friendly"" educational centres and companies provided by intermediary organizations. We also intend to carry out 2 training stays for teachers, in the job-shadowing modality and for take our students. For these stays, we rely on the collaboration of a German partner, which is a counterpart centre. With these teacher’s mobilities we would like our teachers to learn new working methods and new ways of organization, improve their linguistic skills and have the opportunity to apply all they have learnt in their area of knowledge and with their colleagues as well. In the case of our students, this training period forms part of their Module Training in the Workplace, compulsory to obtain their VET certificates. For those students who are already certified, they will have a training project similar to the Erasmus+. What is intended with these mobilities, for all the participants (both students and teachers) is: - To improve professional skills. - To enhance social skills through teamwork, taking benefit from multicultural and multilingual environments. - To advance in the learning of the foreign language, applied to the technical and professional field. - To foster an entrepreneurial spirit. For our teachers, we also intend:- To increase our management skills concerning projects and international initiatives.- To increase our didactic resources by comparing other VET systems. In the management of these mobilities, our four partners will be in charge of providing students’ accommodation, their journey to the workplace, the follow-up of the training and the search for companies. The organization of the shortlisting of candidates, their preparation prior to the mobility, their insurance, and, of course, the follow-up and assessment which is needed to certify properly will be done by the CPIFP Bajo Aragón. In order to do this, a shortlisting procedure will be done based on the students’ academic records, their knowledge of the target language and the capability and positive attitude of both students and teachers to carry out the training. As it concerns teachers, we will also appreciate their active participation and involvement in the Erasmus+ project.Afterwards, there will be a preparatory period to organize the mobility, then, the training period will take place. During this training period, the students’ mentors in Spain will carry out the follow-up of students together with the welcoming country’s mentors and the support of the people involved in the project in both countries. In the case of teachers, it will be the coordinator for Erasmus+ in CPIFP Bajo Aragón the one who will assess their training. We consider the participation in the project as very beneficial for our students and teachers, for our educative community, our town and region in general. It helps us in the short and in the long run to increase our students’ professional horizon, as long as they realize that their professional development and career can take place not only in their own country but also in any other country from the European Union. Projects like this one also help us to increase the quality of our educational offer, and makes the people from our region to have a more positive view of our educational centre too."

The ELLA project has been successfully completed by the Akademie Überlingen from June 2016 to May 2018.The following objectives have been achieved with our project:-Raising awareness for mobilities and reducing mobility barriers-Increasing and application of language skills within a real work and life environment-Improving quality, attractivity and performance in vocational training-Recognition of competencies and qualifications-Improving the level of competencies of vulnerable groups (disadvantaged youth, single parents, early school leavers, migrants, handicapped persons)-Reducing cultural barriers and prejudices-Implementing the European qualification framework-Opening enterprises to the idea of internationalization (think globally, act nationally)80 Learners (15 of which in government supported vocational training) and 5 Teachers were planned to take part in the project. 60 pool places were provided for leaners from all over Germany. 75 learners (16 of which from the government supported vocational training) actually took part and carried out a work experience stays from 1 to 4 weeks abroad. 4 teachers travelled once and 2 teachers travelled twice to Austria or England participating in the project.Our main aim was to enable learners from all professions to take part in the project and to carry out work experience in the European country of their choice. Surprisingly high was the number of participants travelling in groups. They were 60 (80%). For 3 of the groups an accompanying mentor was essential. Almost half of the participants stayed in English speaking countries. The main target countries of participants travelling alone were Irland, Italy, Cyprus, Turkey or Malta. All participants were happy with the support given by our partner organisations. They received a certificate and the Europass mobility after successful completion of their stay as recognition of the gained key competences, professional skills and qualifications. A new kick in their learning attitude combined with the application and expansion of their professional and social skills has given all participants better chances of long-term integration in the employment market.