The PERCIVAL project is presented by the consortium made of the public tertiary vocational education institutes (ISIS) “Einaudi Ceccherelli” in Piombino, “R. Foresi” in Portoferraio e “B. Lotti” in Massa Marittima (which signed a network agreement called “A.T.L.A.S. - Alberghieri Toscani del Litorale Area sud) and Accademia europea di Firenze. The project aims at valuing and make tangible the European dimension of VET provisions (concerning hotellerie and touristic reception), giving all participants (LEARNERS) the opportunity to go through an international internship. This would allow them to put their skills and competences to the test and to observe the labour market “from within” in an international context. Not only will they be able to further develop their language skills and technical abilities, but they will also acquire competences with respect to intercultural relations, entrepreneurship and communication. At the same time, the project aims at providing the involved TEACHERS and STAFF with an experience to improve their in-service training outcomes, acquiring competences and knowledge about competence-based learning design, CLIL teaching, design of alternate training, which take into account the local resources, curriculum needs and students’ expectations. The project proposes international internships for 76 students enrolled in 3rd and 4th grade in the different sectors/specialties taught in the Institutes members of the project consortium: tourism, hotellerie, reception services, food and wine, and a number of complementary sectors such as social and healthcare in touristic environments, administration, finance and management of reception structures, maintenance and technical assistance in reception structures. For 15 newly graduates the project proposed longer mobilities, called “ErasmusPro mobilities”, with the aim of enriching their employability profile and support their motivation, especially in cases of school failure or other difficulties. These mobility experiences will be real work experiences/placements lasting 150 days, this improving participants’ chances to find a job. The mobility programmes for 9 teachers will last only 7 days, implying job shadowing and observation at VET providers in the UK, Spain and France. They will have an insight into learning design methodologies (e.g. competence-based design and evaluation; CLIL; laboratory-based learning, alternate training, etc.) so to take back to the Institutes a fresh view of how learning methoodlogies can be innovated and improved. The project implementation will positively impact the addressed target groups: LEARNERS (STUDENTS and NEWLY GRADUATES): Development of key competences; personal development, increased awareness and autonomy, critical thinking, ability to take informed decisions, entrepreneurship; improvement of social relationships in the different contexts (school, family, friends) and prevention of bullying. Employment for newly graduates. STAFF / TEACHERS PARTICIPATING IN THE MOBILITY PROGRAMMES: Improvement of their professional competences with respect to: competence-based learning design; co-design of alternate training (with companies and other labour market actors); design and management of transnational projects. STAFF / ACCOMPANYING TEACHERS: Acquisition of new technical/professional skills and competences; increase of their motivation to participate in international mobility programmes; increase of their awareness about job opportunities in the hosting countries. CONSORTIUM (STAFF and ORGANISATIONS): Acquisition of skills to manage transnational projects and mobility programmes; strengthening of the alternate training programmes; improvement in the capacity to contribute with innovative elements to the design of school curricula; improved use of the EUROPASS CV and MOBILITY tools, benefiting young students and graduates.

The National Mobility Consortium promoted by “NEXT STOP EUROPE 2018” consist of the following secondary schools wich provide Intermediate VET: I.E.S. “Aguilar y Cano” (Coordinator/ Shipping entity – Estepa, Seville) I.E.S. “Flavio Irnitano” (Shipping entity – El Saucejo, Seville) I.E.S. “Juan de la Cierva” (Shipping entity – Puente Genil, Córdoba) I.E.S. “Ostippo” (Shipping entity – Estepa, Sevilla) I.E.S. “Francisco Rodríguez Marín” (Shipping entity – Osuna, Sevilla) I.E.S. “Sierra Sur” (Shipping entity – Osuna, Sevilla) I.E.S. “Manuel Reina (Shipping entity – Puente Genil, Córdoba) “NEXT STOP EUROPE 2018” Project has carried out three types of ACTIVITIES. This differentiation is based on the highlighted needs and the recipient’s profiles: -21 MOBILITIES DURING THREE WEEKS TO CARRY OUT TRAINING STAYS IN ITALY : Students from the 1st Intermediate VET course will alternate training sessions in training centres and training periods in companies. *IMPACT: Barriers removal to encourage them to participate subsequently, in an ErasmusPro Mobility. -25 ERASMUSPRO MOBILITIES OF 90 DAYS FOR VOCATIONAL TRAINEESHIP IN ITALIAN COMPANIES: Students from the 2nd Intermediate VET course and recent graduates.*IMPACT: Development of professional and transversal skills valued in the current and future labor market. -15 MOBILITIES FOR THE TRAINING STAFF IN ITALY (10), FINLAND (3) and GERMANY (2). 5 days JOB-SHADOWING MOBILITIES in a counterpart training centre and companies. *IMPACT: Obtaining a motivation and involvement improvement of the staff in the VET centres internationalization process. Professionals skills taught by the training centres are: - I.E.S. “AGUILAR Y CANO”: “Cooking and Gastronomy”, “Bakery, Confectionery and Pastries” and Administrative Management”.- I.E.S. “FLAVIO IRNITANO”: “Outdoor adventure guide”.- I.E.S. “JUAN DE LA CIERVA”: “Electrical and Automatic Installations” and “Administrative Management”.- I.E.S. “OSTIPPO”: “Assistance to people in a dependence situation”, “Machining” and “Electrotechnical Installations”.- I.E.S. “FRANCISCO RODRÍGUEZ MARÍN”: “Administrative Management”.- I.E.S. “SIERRA SUR”: “Nursing Assistant Care”, “Health Emergency Management”, “Automobile Electromechanics”, “Electrical and Automatic Installations”, “Medical Imaging Technologies” y “Industrial Automation and Robotics”.- I.E.S. “MANUEL REINA”: “Assistance to people in a dependence situation” Consortium educational centres have students with a medium, medium-low learning achievement, a lack of interest and low results in language skills. We must mention that the majority of the training staff also have poor language skills and that is a fact that acts as a brake in the internationalization process. In this sense, participants needs are focused on promoting the acquisition of professional skills, developing soft skills, improving language skills and promoting European values, fostering a common space for learning and cooperation. STUDENTS: Consortium students come from depressed areas where their families could hardly finance a VET Mobility programm without a traineeship as this one. Furthermore, students have a strong local vision of the world and most of them have never traveled before. They are not interested in European culture and heritage or they just unaware it. Students age are between 17 and 27 years old except for 3 adult students between 31 and 44 years old. STAFF: Training staff involved in the internationalization process of the centre is designed by the management team.Their tasks are related to mobility experiences and maintaining a direct contact with other European VET professionals. The impact of this proposal has been positive both, on a personal and cultural level, as well as on the academic and profesional level of the participants. Related to Short Mobilities, the proposed activities improved personal autonomy of the students and abilities to take challenges. In the case of ErasmusPRO mobilities, the personality characteristics of the students improved. The will have a greater work projection and a remarkable progress in the acquisition of multilingual skills and the development of the sense of belonging to Europe. Finally, in the case of the staff, the participants get an important and positive impact on the updating of knowledge and methodologies suitable for the classroom, as well as a greater motivation and support. The benefits of the project were analyzed at an international level (to know the real needs of European companies and to promote evaluation standards on key competences), at municipal level (promoting the human capital of the action areas, and encouraging the incorporation of other centers), as well as local level (increase the European and intercultural awareness, development positive attitudes towards geographic mobility and positioning of the Centers as mobility agents).

This wasa mobility project for students from three Italian Schools. The project aims to promote the exchange of good practices in the field of tourism and to explore employment opportunities in tourist areas in Europe where hotel services and employment play an important role of activator of initiatives related to tourism, social inclusion and entrepreneurship. The partnership with transnational boards has developed among the students a European awareness, that is the main objective of students’ culture and active European citizenship. Tourism is a very important part of Italian economy. Our country is well known all over the world for its UNESCO sites, but tourism has changed during these last years, and even if you have breathtaking landscapes, it could be not sufficient to promote incoming. Gargano is essentially famous for its fantastic natural beauties , but we think is essential a new way of thinking to tourism: no longer as a phenomenon for the summer season but all the year long. We think it is important to create new ideas to give to this region the possibility of developing its main activity not only during the summer time. We want to draw courses able to highline all our beauties all the year long. Our students are our professional future figures that have to be specialized to mark this course. Our region needs well skilled professional figures to promote this project. All the schools belonging to this partnership already have relationship with local tourism companies, due to particular projects like alternanza scuola-lavoro” and through these projects all the school operators exactly know the needs of those companies and try to build the right competences. The projects experts, through the foreign stage, will try to build competences regarding the following figures: travel agent, heritage interpreter; heritage promoter; food blogger; wine and food operator; local marketing operator; web project manager. The professional profile, resulting from the analysis of the skills actually gained through the experience of mobility, has been outlined with the active contribution of the teachers involved in the mobility experiences and national and transnational partners. The course wants to grant to all the students the possibility to acquire transversal competences that will later be transferred to their own school as successful experiences. The specific objectives of the project, with reference to the strategic objectives set in the plan ET2020 and the priorities of the Erasmus + program, are listed as follows: - development of specific professional skills, including skills related to the use of ICT; - promote the usage of Content and Language Integrated Learning (CLIL); - learning new professional skills; - deepening the knowledge and language skills related to the field of micro-languages; - enhancement of skills and personal characteristics and transverse needed to fit into new areas of work developing attitudes of adaptability, learning ability, responsibility, entrepreneurship; - to stimulate awareness and interest in the intercultural and the comparison with other professional, expanding their cultural horizons and increasing the size of active European citizenship; - allow to learn new methods and approaches to vocational training, promoting greater transparency in the system of skills and qualifications specific to the fields. - to create and propose new cultural experiences to permit the future entry in the world of work. The project allowed 90 students to perform internships lasting 32 days to follow a training program in qualified companies in Spain, Germany, England . The project last 16 months. The common project between the 3 schools belonging to the consortium, the foreign mobility and the comparison with other situations, the exchange of good practices, the transnational cooperation with other schools has permitted the schools involved in the project to improve their educational system through the comparison with other systems with the final objectives of improving the quality, innovation, excellence and internationalization. This has actually filled the gap between education, skills and competences required by modern companies. Through this project the consortium wanted to organize activities that aim at thinking about an interaction, in term of opportunities, of the competences acquired by the students, that will be the future leading actor of a European active citizenship, and in the meanwhile improve the teachers skills. This is why each member of the partnership, through this project, wants and hopes that the results of it will last in the future for a long while, giving each partner the possibility to internationalize its school.

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 “BRIDGET TO EUROPE II” Project born from the common conviction that it´s mandatory to include the EUREPEAN PERSPECTIVE in the training offer of the VET Schools of the Consortium: - “López de Arenas” VET School (Coordinator / Sending organisation – Marchena) - “Isidro de Arcenegui y Carmona” VET School (Sending organisation - Marchena) - “Alarifes Ruiz Florindo” VET School (Sending organisation - Fuentes de Andalucía) - “Al Andalus” VET School (Sending organisation - Arahal) - “Castillo de Luna” (VET School (Sending organisation - La Puebla de Cazalla) - “Federico García Lorca” VET School (Sending organisation – La Puebla de Cazalla) - “Fray Bartolomé de las Casas” VET School (Sending organisation – Morón de la Frontera).In 2019, several schools in Cordoba apply to join the consortium. After a meeting of the consortium, it is decided to incorporate 2 new schools, with the aim of a first approach to the implementation of the Erasmus programme for their students. The centres are incorporated:- I.E.S FELIPE SOLIS of Cabra ( Córdoba )- I.E.S JUAN DE AREJULA de Lucena ( Córdoba )The activities carried out have been:- 24 SHORT mobilities for first-year students, carrying out a 15-day internship in Italy (Arezzo)- 26 90-day PRO mobilities for 2nd year students and recent graduates to Italy. There have been 4 flows ( March 2019, July 2019, January 2020 and March 2020). The last flow was cancelled due to force majeure. One of the flows became SHORT, as the period of stay was reduced due to the participant's illness.- 10 Staff mobilities ( 9 to Malta and 1 to Germany) The Intermediate Level Training Cycles (CFGM) that have participated are: ""Administrative Management"", ""Auxiliary Nursing Care"", ""Cooking and Gastronomy"", ""Technician in Computer Microsystems and Networks"", ""Care for Dependent Persons"", FPIGM ""Welding and Boiler Making"", ""Olive Oils and Wines"" and ""Electrical and Automatic Installations"", Health Emergency and Automobile Electromechanics. GENERAL AND STRATEGIC OBJECTIVES OF THE PROJECT - To position ""MOBILITY"" within the training offer of the centres and to use it as an effective instrument for the development of skills and key competences of the participants and for the production of high quality learning outcomes. - To influence the attitude and expectations of the young people who make up the schools' student body. - Incorporating the INTERNATIONAL DIMENSION into the educational projects of each of the centres that make up the Consortium. - Ensuring optimum levels of quality in the stays, based on the guidelines set out in the ""European Quality Charter for Mobility. - Use tools for transparency and recognition of competences and qualifications at European level. - To increase the attractiveness of the educational proposals offered by the centres. - To establish direct lines of cooperation between educational centres and the labour market. - To limit the possibilities of radicalization of the attitudes of the students of our educational centers. SPECIFIC OBJECTIVES: - 24 mobilities have been carried out SHORT 15-day VET INTERNSHIP PERIODS in companies in ITALY; aimed at the first-year PUPILS of the CFGM, initially 21 had been granted. - 26 PRO mobilities, 90-day VET TRAINING PERIODS (ERASMUSPRO) in Italian companies; aimed at second year MBC students to carry out VET and NEWLY GRADUATED. - 10 Staff mobilities for STAFF TRAINING IN EUROPE (OBSERVATION PRACTICES - JOB SHADOWING) GERMANY (1) and MALTA (9)The results acquired have been personal and professional skills and competences that will help them to enter the labour market.A project of great impact, both outside Spain but mainly for the educational community of Andalusia, with two new centres joining the consortium in the province of Cordoba."