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.

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).

"The project ""JOIN US, SupPORT Me! - Join Opportunities of Inclusion through SPORT and Music!"" was presented by the Egidi IC and born from the need to develop an inclusive education model, as described by the guidelines set by the European Commission and, above all, by the European Agency for Special Educational Needs and Inclusive Education. The focus of the activities was centered on two disciplines, which are well suited to the adoption of inclusive methodologies: Music and Sport. The general objectives were:- improve the inclusive profiles of partner organizations, gain experience in international cooperation and strengthen their capacity to produce high quality innovative results- achieve strategic cooperation between operators in the formal and non-formal / informal education sector in order to develop experimental tools for social innovation and inclusion- implement new forms of learning for SEN students, also thanks to virtual mobility, OER and better use of ICT- develop new tools and methods for professional development of teachers and Heads, for better initial education and continuing trainingThe specific objectives were:- implement an inclusive learning approach focused on the learner, where personalization starts from the needs and interests of all the students, with music and sport as focus- directly train 30 teachers and 5 Heads from the partner schools- codify two new profiles of inclusive teaching for music and PE teachers, useful for both initial and in-service training (big- OER), which can be obtained through attendance at two training courses (small-OER), both IOs of the project- launch a permanent mixed operational task force composed by school / experts / stakeholders that organize the internal functional structure and lay the foundations for a constant structured dialogue with parents and institutionsThe project proved to be a substantial success and the achievement of the objectives was guaranteed by a very broad and heterogeneous partnership, composed of 5 schools (Italy, coordinator, Slovakia, Estonia, Romania and Turkey, the latter leaving the project at the end of the first year due to force majeure causes) and 5 scientific partners from the world of private social (Italy, Lithuania, Belgium, Sweden and UK). For the duration of the 36 months, schools have involved pupils - also SEN pupils - aged between 11 and 13 years, teachers and Heads, while non-school partners have participated with their own trainers and researchers. The following activities have been implemented:1. Research, elaboration and codification of the 4 Intellectual Outputs approved by the National Agency:1.1. An e-learning training course for the learning of inclusive methodologies through music, designed to transmit skills and abilities to all teachers (working with students aged 11-13) who wish to enrich their lessons with music elements aimed at the inclusion of disabled students. It is be made available as a ""small-OER"";1.2. An e-learning training course for the learning of inclusive methodologies through sport and movement. It is be made available as a ""small-OER"";1.3 Profile of the Teacher Included - Music, made available in the form of ""Big-OER"".1.4. Profile of the Inclusive Teacher - Physical Education, made available in the form of ""Big-OER"".These intellectual products have been the subject of two multiplier events, held respectively in Italy (26/05/2017) and in Brussels (26/09/2017) at the European Parliament, with the participation of the Czech European Commissioner Věra Jourová and Petra Goran, Member of the Directorate General for Education and Culture of the EC and editor of the report ""Structural Indicators for Inclusive Systems in and around Schools"".2. 8 mobility activities, of which:- 2 joint training events for teachers in the UK and Sweden, leading to the development and exchange of good practices on inclusive methodologies through music and sport- 5 blended mobility for learners (with virtual and physical parts), which have had the main purposes of allowing students with special needs to participate and teachers to experiment the methodologies learned- 1 short term exchange for pupils that took place in Brussels, at the European Institutions with the involvement of the highest representatives.An important impact has been achieved at local, national and European level; the project has brought and will bring long-term benefits as it aims to build a structured dialogue with stakeholders and policy-makers and focused on the learning processes of the school staff."

"The ""Centro de Formación Internacional Reina Isabel"" is a Vocational Training Centre that offers Intermediate and Advanced Training Cycles. It is approved by the Ministry of Education of the Andalusian Government and registered in the State Register of Non-University Teaching Centres. As reflected in the name of the centre, we are an Educational Entity that is strongly committed to INTERNATIONALISATION, with the aim of giving our students a training for the future that is adapted to the requirements of the labour market. Therefore, we incorporate the MOBILITY of STUDENTS AND NEWLY GRADUATED for work experience in companies and of TEACHERS and DIRECTORS for training, as transversal elements included in the STRATEGIC PLAN of the centre.In addition, we pursue excellence by including the following aspects in our training offer- Commitment to a learning model based on practice.- A commitment to investing in equipment and materials used in the delivery of training cycles.- Inclusion of training in English within the students' school hours.- Inclusion of the offer of training stays in Europe, within the centre's didactic programme and within the framework of the Erasmus+- programme.The following activities have been carried out in this project- PRO. MOBILITIES - 19 mobilities in 3 flows (September 2018 5 mobilities to Italy, January 2019 4 mobilities to Italy and FCT 2019 10 mobilities to Italy)- SHORT MOBILITIES 13 mobilities to Italy plus 1 accompanying personThe profile of the participants: INTERMEDIATE LEVEL QUALIFICATIONS:- Technician in Pharmacy and Parapharmacy- Technician in Auxiliary Nursing Care (2 groups)- Technician in Driving in Physical Sports Activities in the Natural Environment.The students enrolled in our Medium Degree Cycles have a heterogeneous profile. Most of them are students who left the ESO and were not selected in the access tests to cycles taught by public centres. The families decide to make an economic effort to offer their children a professional future.Students in these cycles are usually between 17 and 24 years old, although there are also older students (mainly women over 40 who have left the labour market and are now looking for new training to enable them to return to it). One 40-year-old student has participated in the PRO mobilities and four students between 43 and 56 years old have participated in the SHORT mobilities of the first year. The rest of the students are between 18 and 24 years old.PRO MOBILITIES - 9 students in the Nursing Assistant cycle, 2 students in Pharmacy and Parapharmacy and 8 students in Conducting Physical Sports Activities in the Natural Environment.SHORT MOBILITIES. 8 students of Nursing Assistant, 2 students of Technician in Conducting Physical Sport Activities in the Natural Environment and 3 students of Pharmacy and Parapharmacy. The objectives that we have achieved with the realization of these mobilities areOBJECTIVES c/p:- To reinforce the inclusion of the European Perspective in the Centre's Plan.- Maintain in the training offer, mobility grants for first and second year students and recent graduates of the Intermediate Level Training Cycles.- Raise awareness among the educational community (teachers, students and families) about the advantages of mobility within the Erasmus+ Programme - Publicise the fact that this is a programme to which candidates have access on an equal opportunity basis.- To widen the field of job search, outside the Spanish labour market. The impact of the project has been produced on our school and the educational community, more and more students are interested in participating in an Erasmus programme.On the city of Granada and the provinces, on the students' families and above all on the host companies where the students have started to work. The EVALUATION SYSTEM has detected to what extent the objectives of the Project are achieved, identifying possible deviations from the partial goals proposed (degree of satisfaction of participants, impact on employability, evolution in the level of languages, number of European entities contacted, number of people reached by the communication actions, etc.). The COMMUNICATION PLAN has been and continues to be extensive. Through the centre's website, at the doors of each of the classes there are posters informing about the Erasmus programme from the beginning of the course, in the local press and radio when we announce the training programme that we give, we include the possibility of participating in an Erasmus programme.The centre has a DEPARTMENT OF MARKETING dedicated exclusively to the diffusion and communication of all the projects that are executed in the centre, through social networks, web,news, radio, local TV."

1.- BACKGROUND: The Mobility Consortium that promotes “NEXT STOP EUROPE” Project is constituted by six schools from small rural cities located in the line between the provinces of Seville, Córdoba and Málaga.- “Aguilar y Cano” VET School, (Coordinator and Sending Organisation - Estepa, Sevilla) - “Flavio Irnitano” VET School (Sending Organisation – El Saucejo, Sevilla)- “Juan de la Cierva” VET School (Sending Organisation – Puente Genil, Córdoba)- “Ostippo” VET School (Sending Organisation – Estepa, Sevilla)- “Francisco Rodríguez Marín” VET School (Sending Organisation – Osuna, Sevilla)- “Sierra Sur” VET School (Sending Organisation – Osuna, Sevilla)The main objective of the “European Development Plan” is to promote the internationation of the schools of this geographic area. With the establishment of the Consortium seeks to optimize the management and administration of the project and maximize its impact in the territory.2.- OBJECTIVES OF THE PROJECT AND PROFILES OF THE PARTICIPANTS2.1.- GENERAL AND STRATEGIC OBJECTIVES- To raise the attractiveness of the training offer of the schools / - To establish direct lines of cooperation with the labour market / - Incorporate the international dimension to the educational projects / - Achievement of the “Charter of mobility Erasmus + of Vocational Training” in the future / - Promote the use of tools for the recognition of competences and knowledge at the European Level (Europass) /- Fight against radicalisation and xenophobia through the generation of an European conscience and social cohesion. 2.2. - SPECIFIC OBJETIVES- To provide 74 traineeship periods of 90 days in companies abroad (ITALY 69, PORTUGAL( 5). These mobilities are aimed at STUDENTS in the second year of their Vocational Training to perform the obligatory traineeship in companies (FCT) and recent graduates - Developing training periods for the STAFF abroad (JOB SHADOWING)- 16 Mobilities of 5 days in ITALY (13), FINLAND (1),. – METHODOLOGY: Joint project management and optimization of the quality of their activities through synergies. The participation of a company with an extensive experience in the field of mobility projects help to optimize the management and administration of the Project. We collaborate with EUROPEAN PARTNERS, whose main task is to contribute to there being a perfect harmony between the profiles of the participants and the activities to develop in the host institutions (KEY ACTIVITY). The involvement of partners adds value to the logistical and organizational blueprint.4. - .5.- DESCRIPTION OF RESULTS AND IMPACT5.1 IMPACT ON STUDENTS AND RECENT GRADUATES: Academic and Professional field (improving the level of employability and academic skills), Personal and Cultural field (values of European citizenship, adaptability, future prospects, autonomy...).5.2.- IMPACT ON STAFF: improvements in teaching performance (indirect impact on students), their involvement and ownership of the European perspective as a strategic school line.5.3.- IMPACT ON COMPANIES MAKING UP THE CONSORTIUM: Mobility incorporated as a permanent strategic part of its education project (European Development Plan). The Consortium gots in contact with more than 100 European partners.5.4 IMPACT ON EDUCATIONAL COMMUNITY: It is expected that the number of young people interested in participating in mobility experiences will grow in the new project 2018 -