Through this project, we will offer 300 VET-SHORT and 40 VET-PLONG mobilities. Our target group are young people, aged 16-25, who are often disadvantaged and have had limited/no previous opportunity to travel or live independently. The mobility provides an opportunity to push them out of their comfort zone and broaden their horizons and perspectives, developing their confidence in a supported environment. We have a strong understanding of the needs of our participants and can offer a range of placement and accommodation models, appropriate support mechanisms and strong training model to meet these needs. Our flexible approach will support us to achieve our European Internationalisation Strategy (EIS) goal; to increase the volume and breadth of young people we engage. At REY Europe, we offer young people employability training, with a mobility placement embedded as an integrated component of the course. Using non-formal training methodology, we aim to support young people to develop their confidence and readiness to enter the labour market. Project delivery is staggered throughout the year and we work in partnership with a number of UK organizations who have large volumes of participants who can be signposted to our projects. These partnerships are a key component in our model of recruitment, engagement and support for young people. One of our EIS goals is to diversify our UK partnerships. In this context, we plan to engage local youth employment organisations, as well as FE Colleges and we will invest resource in mapping out and developing this work. We offer our employability course to vocational learners, up to Level 3, who are studying in the following areas; Hair & Beauty, Computing, Business, Travel & Tourism, Catering, Sport and Construction. Our placements are located in Greece, Spain, Czech Republic, France and Portugal. Students are offered the employability course as an enhancement of their vocational qualification and the mobility activity is open to all students enrolled on the course. . The course offers unique benefits in terms of vocational, employability focused and soft skills development. Placements are aligned to each student’s vocational course of study, giving them a chance to simultaneously develop their technical and soft skills, whilst considering aspects such as communication in the workplace, interview techniques and self development. Participants will be joined by an accompanying person (AP) for the first and last week of their placement, at a ratio of 1:10. As our participants will have little, if any experience of travelling abroad or living independently, the AP will provides a crucial function in supporting participants to settle into their host country and accompanying participants whilst they are travelling. Our proposed VET-PLONG activity will be our first offer of longer terms placements to learners. We will offer 40 x 3 month placements to Level 3 graduates of VET construction courses (in Seville) VET business courses (in Prague) This is an opportunity for students to develop their industry standards, knowledge and experience within the sector, as well as developing their soft skills and confidence in a work place environment. We have included, as an Annex, a more detailed plan for the roll-out of our VET-PLONG placements. We have effective quality management and due diligence processes in place to ensure that our European partners meet our minimum standards and offer high quality, structured, well supported and safe placements for participants. Through regular face to face and remote contact and a clear quality assurance framework, we have set the tone for strong, productive working relationships with European partners. The impact on participants is that they gain professional and personal skills, that will enhance both their employability and their technical aptitude in their vocational area. At a local level, this leads to improved motivation and workplace readiness amongst participants, and ultimately, increased employment and better employment opportunities for participants. Through the project, we will put participants in the strongest position to obtain employment, either locally or regionally. We aim to inspire staff and, more widely, other VET training providers to get involved in mobility activity. We will encourage collaboration, good practice sharing and joint training events for participants and staff across different organisations. Host organizations will benefit from a clearer framework for effective partnership working, a better understanding of the UK vocational sector, and more experience of working with our target group, including safeguarding and support requirements. Capturing the impact of our work is one of our EIS goals and we are exploring ways to diversify the way we gather and present our impact, so that we are presenting our work in a way that is meaningful and relevant to our audiences.

North West Regional College (NWRC) has set out guiding principles relating to the curriculum offered that have been influenced & informed by the NI Programme for Government, and a number of key strategies developed by the Department for the Economy (DfE) & Derry City & Strabane District Council, which all place a strong focus on skills & competence development. The aim of our project, 'European Mobility Opportunities to develop Knowledge & Skills' (EMOKS), was aligned to the guiding principles and the college’s operational plan seeking to develop the knowledge & skills of current & future learners, in turn helping to improve the economy. The objectives of the project were: • to have better education & teaching in place • to improve the learning experience • to improve retention rates & decrease NEETs • to create entrepreneurs who will drive the economy • to develop collaborative opportunities into high quality research & innovative projects • to improve the community’s well-being • to promote inclusion & equality We had applied for 328 mobilities for staff and student but unfortunately activities planned in Year 2 of the programme were cancelled because of COVID lockdowns and restrictions on international travel. 93 mobilities were fulfilled. These included; * 2 staff x A1 - Advanced Planning Visit - Erasmus-PRO to Ireland and Germany. * 21 students x A2 - ErasmusPRO long term mobility of VET learners – training took place in Ireland, Germany and Belgium for students who are required to undertake a compulsory work placement as part of their course in Software Development, Creative Industries or Hospitality. Mobilities took place in companies for 3 – 11 month periods. * 15 staff x A3 - Teaching/training assignments abroad – in Denmark, Germany, Malta and Portugal. Duration – max 1 week.* 10 staff x A4 - Staff training abroad – Hospitality & Catering staff attended ‘Cook Masterclass’ courses in France and training in Italy. Duration – max 1 week. * 45 students x A5 - Short term mobility of VET learner – in Denmark, Germany, Malta, Netherlands, Portugal, Slovenia, Spain for Early Years, Training & Skills, Hairdressing and Barbering, Art & Design and students from cross-curriculum with special education needs. Students carried out their training in a VET institution or in a company for a 2 or 3 week mobility period. Early Years students took part in training activities that run parallel to Key Action 2 project ‘International Learning Module for Early Years Education - EYE’ – (2017-1-DE02-KA202-004276) along with students from the 6 partnering countries.7 students that undertook a mobility have a statement declaring that they have special education needs and 3 students declared that they are from a background with fewer opportunities, however we believe the number to be higher for both categories considering our student demographics. The 10 students selected for Denmark all receive additional support from the college’s Learning Link services. The training experience showed them that neither their special needs nor backgrounds places any boundaries on the opportunities that are open to them. They’ve been encouraged to continue with their learning and enhancement of their employability skills since their return home. 2 of the students are recent graduates.Project activities fitted extremely well into the overall key strategies of the Erasmus+ Programme, NWRC and the wider region; where the focused approach is on better education and development of skills. Students feel that by taking part in this project that they have developed their core employability skills which will help them secure a job after finishing college. We had asked our host partners to include elements of enterprise and entrepreneurship in the training activities organised for our students. It has been difficult to properly assess the impact of mobilities with the college shutting down in March 2020 and reduced contact with students however most of the students who undertook an ERMASUPRO activity have now graduated and secured employment in their field. Students have progressed on to other FE or HE courses at NWRC, some have started university and others have taken up employment.Participating staff have returned from mobility with ideas to enhance teaching and learning, how to engage more with industry and embed entrepreneurship within their classroom and curriculum. Staff are also keen to provide international opportunities to their students and develop their international networks.

The overall objective of the project is to be seen as part of the school's strategy NEXT 2020, which strives for better education for more in a valuable cooperation with the outside world. NEXT will help to improve teachers and counselor qualifications, so that they have stronger abilities to work with internationalization within their respective fields. Working and studying in other countries must be made easy for both the school’s students and teachers. This project is geared towards the students and teachers at NEXT who wish to go abroad to further improve upon their competencies, especially in connection with language and culture. This opportunity provides a chance for many students to develop their personal competencies as well and, perhaps, to get the motivation to go abroad for even longer periods later in their educations. NEXT as an institution will create a clear international profile that will make a difference. Therefore, NEXT feels obligated to ensure that its teaching staff is kept up to date on international demands within individual professional disciplines and methodologies. To do so and to ensure quality teaching, there is a continuous need for employee training at the school. Also, the school’s high prioritization of internationalizing students helps to strengthen their professional profiles, as well as their personal and intercultural competencies. For the second time, we include ECVET in our mobility project. This involves the prepared ”Memorandum of Understanding”, which is signed by our partners and us and is attached to this application. We have also attached our ”Learning Agreement” form, which we will use to formalize the commitment of our partner, the student and us in connection with the forthcoming mobility initiatives. Learning Outcome will be agreed upon in advance in each circumstance and attached to the “Learning Agreement” document. Which competencies students will obtain in the course of each mobility initiative will be drawn up in a “Transcript of Records” and attached to the student’s EuroPass Mobility certificate. This application covers: 98 VET student work programs 40 EUX student school- and work programs 28 HHX- and HTX student language and work programs 4 accompanying teachers 8 teacher work or training programs We expect programs to run during the entire project period, as we also expect to incorporate programs in different European countries. The needs and wishes of individual students and teachers are considered in determining destinations. Most often, students and teachers have a good idea of where they can be challenged appropriately and obtain relevant professional inspiration. This project is expected to strengthen the school’s international work. The participation of more people in training abroad will set greater focus on internationalization in general. NEXT expects that a number of teachers and counselors will become more motivated to work actively on this front, using this opportunity to include international projects in their teaching. The level of professional language abilities will also increase. Students will be expected to have a more international profile and use their newly obtained knowledge in their educations.

Over the past two years, our national mobility consortium Zealand Learning Mobility has implemented ZLM17. During this period we sent 157 people (97 pupils, 6 accompanying teachers, 52 staff mobility and 2 teacher mobility).As described in the application, the project has helped to manage:1. Our students and staff's international outlook and knowledge, linguistic skills and intercultural competences through their participation in educational stays abroad, which enable them to act in an educational sector and in a labor market with an ever-increasing degree of internationalization. 2. Quality assurance of educational stays abroad through a deeper integration of ECVET 3. The international relations of our institutions and collaborate with other European schools, companies and social partners through the rollout of ECVET, as we will jointly develop new procedures to ensure the transparency, validation and recognition of learning outcomes. educational stays abroad.Among the participants there was great satisfaction with the quality of the mobilities, cf. the participant reports.In order to ensure the greatest possible realization of the project budget, a number of different actions have been taken. During the project period, we added two new national sending partners - EUC Syd and SOSU H, and that we were granted an additional grant, as there was a need for a larger number of employee mobility than we were originally granted.Despite the efforts described above, unfortunately, it has not been possible to realize more than 80.32% of the budget, this is mainly due to the fact that some partners in the consortium have had organizational changes or replacements on the post as international coordinator. So while a few of the consortium's members (ZBC and CELF) have been paying extra attention and the addition of new national broadcast partners, it was not enough to secure a higher budget realization. Finally, a larger CELF's flow was unfortunately placed in our 2018 project due to a misunderstanding, which could have contributed to a greater budget realization.Overall, the project has been a success, and support has continued to continue the international work at all the schools in the consortium.

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.