The Nouvelle Aquitaine region is the largest agricultural region in Europe and ranks first in France in terms of agricultural added value. It is also the world leader for appellation wines (Bordeaux, Cognac et Armagnac) and the first in France for quality/or certified origin products. The Nouvelle Aquitaine region also has the largest planted forest area in Europe - the Landes forestIn this context, a wide range of higher education programmes are offered by Bordeaux Sciences Agro (Post-Graduate diploma in Agronomy) and 8 vocational and technical agricultural schools (technician diploma in Agriculture - BTSA) in the field of life sciences. The consortium was initiated by the regional authority in charge of agricultural education. The vocational schools and Bordeaux Sciences Agro joined in order to improve the European mobility of their students in the framework of 2 to 12 month work placements which are part of the curricula, as well as through academic periods abroad.The consortium partners wish to offer their students another cultural and vocational experience in Europe and encourage the acquisition of transversal skills such as autonomy, adaptability as well as language skills, for an easier professional inclusion on the work market.This consortium aims at building closer links between higher education stakeholders and European partners, whether companies or universities, through a regional approach proposing a much better visibility, by offering a wide range of curricula at different levels and in different fields of the green sector.

Agriculture is a sector in which its policy is strongly internationally determined: European, by the EU,as well as world-wide, by the OESO and WTO. Unfortunately there is very little international contact at the level of individual companies (family business). Many employers are often physically committed to their company through their kind of activities and working with living material. We experience this as such with our pupils: many of them are raised in a similar family business, but have hardly ever left their own region. With this internship we want them to experience the need of international contacts which can lead to an enlargement of knowledge and experience on technical, cultural and social level. One condition to achieve this is the knowledge of a foreign language.On the other hand these projects are the perfect opportunity to educate them according to the different curricula: completing an instructed task within a regulated time period, being willing to work in a team, developing empathic ability, flexibility according to changing circumstances, respect for the environment, looking up information, contributing to a social and working climate as a community of people who mean something for each other.Eurovito is composed of 4 flows.For each flow separately a lot of attention is paid to the preparation of the internship within a period of 6 months. Its level will be adjusted to the level of the different groups. The preparation contains following elements: linguistic, social-cultural awakening of consciousness of EU-citizenship and knowledge of the European institutions, looking up relevant information according to socio-economic data, cultural visits in spare time, different possibilities for the journey and the stay.There will be a website with an exact outline of the preparing activities, the progress of the internship and the personal experience of all participants. Flow 1 and 3Is organized for 17-19-year old pupils of the 6th form BSO Agriculture and Horticulture. In accordance with the field of study profile these participants get practical tasks they can perform in group and under immediate supervision. During the internship the participants will above all take part in harvesting activities in Mr P. Bastiaensen's vineyard in the Rhône-Alpes region (dep.Ardèche).Besides the acquisition of practical technical skills the stress is put on the acquisition of social skills and attitudes: live together, work and relax in a group, with respect for linguistic and cultural diversity.Period: flow1: 8-19 september 2014; flow 3: 1-12 september 2015Participants: flow1: 11 students en 2 teachers, flow3: 15 students and 2 teachersFlow 2 and 4Is organized for 18-20-year old pupils of the 7th form specified years Horticulture production and Agriculture (BSO) and the 6th form Plant technical Science and Veterinary and Agriculture Technical Science (TSO). During this education they get a firm theoretical base and they acquire practical skills. The professional profile for these schoolsubjcts puts an important stress on the individual work in a company. The purpose of this flow is therefore to place the participants individually or in pairs. To keep the social threshold low, the stay and the leisure activities will take place in group. These internships are situated in the region of Aquitania (dep. Lot-et-Garonne) which has a lot of companies. Therefore these companies can perfectly be linked with the participants' individual interests, for agriculture as well as for horticulture. The concrete activities relate to the kind of company and the season.Period: flow2: march 22-april 4 2015; flow 4: 14-25 march 2016Participants: flow1: 14 students en 2 teachers, flow3: 19 students and 2 teachers

"The main goal of our project was hidden in its title: ""THE EUROPEAN PATHWAYS FOR DEVELOPMENT OF SLOVAK RURAL COUNTRYSIDE"" This partnership involved five partners from four countries: Slovakia, France, Czech Republic and Italy.The project took place in the time period between June 2016 and May 2018.The main target groups were students and apprentices aged 15 to 18 years old, further vocational teachers and trainers of vocational training in beekeeping. Project participants participated in short-term placements (for 2 weeks) and teachers received seven and five-days teaching stays and job shadowings. Project activities were attended by 51 participants. It happened what we expected that the project improved the skills and competencies of our students, who are preparing for their future work in services in rural areas. The project focused on the transfer of innovations and successfull solutions in the field of agrotourism and apitourism from our European partners to help rural development in Slovakia. Our students tries to set up our own student travel agency, with benefit from the fact that we are situated in a rural country and we have at school a hundred hives and the basics of small zoo. We offer to our students the opportunity to gain real skills to attract tourists and provide services to the rural tourism toward the euro area countries.The project was an opportunity to develop participants knowledge in specialized subjects, social and digital capabilities. It increased motivation to learn languages and increased communication skills in English, Czech, French and Italian languages and participants adaptation to different cultural and social environment. Our pedagogical staff (6 teachers)participated in training abroad and teaching assignments in the beekeeping and breeding of pets. Certificates (Europass Mobility, Certificate of London company IES) - European tools for career development were given to successful project participants. The interesting results(e.g. information about Vespa velutina for beekeepers, new confectionery and bakery products, ways of keeping tourists in the countryside) were presented during the events organized by our school - Farmers Markets, National Beekeeping Exhibition, Open Day, and the meeting of Executive Committee of the Slovak Beekeeping Association. Their experiences, presentations, photos, new products were presented by the participants in the special Erasmus + market stall and they organized a competition called ""Without Honey impossible"", where they demonstrated the acquired skills. Our school has been breathing through ""European paths"" for two years, and this project motivated pupils to study to become participants in the project. Even after it is completed, it is motivation for us to introduce the acquired innovations into our school life. Long-term benefit is to develop successful cooperation with partners, consolidate the outcomes of education and training so that education was recognized by future employers throughout the EU."

"During the implementation of the Project No.2016-LV01-KA102-022504 from 01.06.2016. until 30.04.2018. in cooperation with the Center for the Professional Development of the Berlin-Brandenburg Construction Association in Germany, the European Center for the Development of Projects in Portugal and the EPLEFPA Association of Agricultural Colleges in France, in accordance with the project's objectives and tasks regarding the professional development of the Zalenieki Commercial and Craft School pedagogical staff to develop vocational education programs and improve learning quality; with the significant help of student professional training abroad, the acquisition of vocational education programs ""Restoration"", ""Crop production"", ""Energetics and electronics"" and ""Road transport"" to improve students' skills on the personal development, thus securing the employment of students; increased school competitiveness, attractiveness and understanding of the international dimension in the context of the European Union so that school vocational education programs meet the needs of the labor market in Latvia and in Europe; advanced knowledge of the foreign language of the project participants.In total 30 participants were participating in the project mobility, of which 24 students from different vocational education programs have been practicing and 6 teachers have gained experience and acquired professional development abroad by the cooperation partners of the vocational education institution.There were mobility preparatory visits organized to School’s partner institutions. 3 participants took part in a 3-day visit to Barcelona in Spain, in August 2016, where the representatives of the professional education program ""Energetics and electronics"" got acquainted with the training practical arrangements and settled down training program. 3 participants took part in a 2-day visit to Sainte Livrade sur Lot in France, in September 2016, where representatives of the vocational education program ""Crop production"" got acquainted with the training practical arrangements and settled down training program.All the mobilities were organized according to best practice, taking into account both the ""transparency"" of participant’s selection procedure and timely, precise information and the development of participant selection guidelines. Prior to mobility the preparatory events were organized for student and teacher groups, after mobility - evaluation of practice and presentations. Final conference with more than 100 participants was organized on 20.03.2018. During the entire life cycle of the project all the publicity conditions about project activities to public and participants were respected.3 students from ""Crop production"" were having professional training for 19 days from 09.11.2016. in France together with 2 teachers participating in staff training 10-days activity. 4 students from ""Energetics and electronics"" were having their professional training for 27 days from 06.03.2017. along with 1 teacher participating in staff training 10-days activity in Spain. 3 students from “Crop production” were having professional training for 19 days from 14.03.2017., supervised by accompanying teacher for 8 days in France. 7 students from ""Road transport"" were having professional training for 33 days from 13.11.2017. in Portugal, supervised by accompanying teacher for 11 days. 7 students from ""Restoration"" were having professional training for 32 days from 13.11.2017. in Germany, supervised by accompanying teacher for 11 days.As a result, from training abroad and local events prior and after the mobility students have acquired new skills, abilities, improved foreign language skills, learned other country's culture, got invaluable life-experience, gained understanding about EU values, improved self-esteem, become more active in public participation. Likewise, students have increased competitiveness in the labor market. Teachers have a higher professional qualification, improved professional skills, got acquainted with the foreign education system, advanced foreign language knowledge, hence more opportunities for professional and career development, greater motivation and satisfaction in their daily work, motivation for transferring new experiences and understanding of cultural diversity and peculiarities. The School itself has increased the prestige, increased its ability to operate internationally, improved methods for acquiring profession, and created a more dynamic/professional environment at school. It also has gained experience in the preparation of EU projects and has developed qualitative implementation skills, it has developed more modern and relevant program perfection for the European labor market and started the strategic planning of the professional development of employees. The project has resulted in both short-term and long-term benefits and challenges for future local, regional and international activities."

This Erasmus + project, “Social and academic insertion through culture” aims at allowing Catalan, Italian and French youth facing social and academic difficulties to widen their cultural knowledge so that they can look at and apprehend new horizons.Having had the chance to exchange about the fragility of the public we welcome in each collaborating school, we realized that our students (whether from the ACADA1 section of La Garriga, from the ‘Inclusion’ group of Spallanzani high school, from the SEGPA2 of Germillac secondary school or from the CAP3 section of Fazanis high school) had lost too much confidence in themselves to believe in their potential academic and professional achievements, to take part in social life and to explore outside of their family and geographical environment, which can be quite narrow.This common finding, which results from the collaborative work led beforehand by multiple meetings (remote and in attendance) motivated us to imagine a common project materialized by this application.It seemed then interesting to us to put the youth together so that they could realize that even though they face similar difficulties, they could all improve and develop their expertise through their different knowledge and skills. They could play a part and improve collectively.Our state of mind in creating this project is that the students should see the other not as a danger but as a resource to evolve in a common action, participate to the elaboration of common cultural productions. This should help our Italian, Spanish and French student find meaning in their academic life.In each school, we are going to adapt our teachings to strengthen their link to the development of this project, based on a strong collaboration between us. Each school carries an action in relation to its own professional fields or its cultural competences. These actions will be developed with the participation and implication of all the other participants all along the length of the project.The ACADA group of La Garriga high school offers a study around art trades (ceramic and wood) in Catalan architecture and modernism. The ‘Inclusion’ group of Spallanzi high school offers a study of local goods and their commercialization. The CAP group of Fazanis high school offers a study on the commercialization and use in kitchens of local goods as well as an artistic use of photography. Finally, the SEGPA of Germillac secondary school also offers a study on cooking knowledge as well as the discovery of the Aquitaine region’s heritage.These actions will be led through exchanged and shared knowledge, contributions to common productions. To do so, we plan on having regular exchanges on the e-Twinning platform.The first works should be followed by joint practice workshops during mobility stays. Cooperation among students should then culminate.English proficiency will be an important stake for all of the participating students.All this work will be the subject of the creation of many e-books taking the form of travel journals. These productions will be showed off in multimedia libraries as well as on the schools’ websites. We are also contemplating printing out paperback copies if we can find necessary funds with local authorities. 1 ACADA (Academic Adaptation for students with learning difficulties)2 SEGPA (Professional and Adapted General Teachings Section)3 CAP ( Professional Ability Certificate)