HLA - Die Flensburger Wirtschaftsschule has written the HLA Student and Staff Mobilities application on the basis of the school's charta and its further education programme . The school's charta focuses on the individual development of students and offers additional qualifications. As certified Europe School we search and cultivate cooperation with our national and international partners. This includes workplacements abroad, one important aspect of our new supplementary qualification Europakaufmann/-frau which focuses on foreign trade aspects. With an 80% export quota Flensburg is export location for Schleswig-Holstein. This requires experienced personnel in the foreign trade sector. As there are more small and medium sized companies in the Flensburg area there is a special need in allrounders. Therefore more apprentices are asked to apply for an internship abroad. HLA's quality management focuses on nationwide competencies and innovative lifelong education. Therefore students and teachers are involved in further education. The school's charta and further education programme claims that students and teachers need further education on a national and international basis.The project HLA student and staff mobilities aims at 27 students and 31 tachers. Gaining theorethical and practical experience in companies (students and teachers) and teaching experience including lesson observations, job shadowing are the focus of the project. Exchange of experiences - methods and ICT-related topics - should lead to a network of vocational colleges and companies in order to become familiar with intercultural learning and behaviour. Results will be recorded on a common platform which can be used internationally. All participants have to write reports, best practice will be published on the platform.

PROJECT'S CONTEXTWe work in a secondary school in Alicante's region. Our school has got 850 students. We have got secondary school classes, baccalaureate, vocational training ans associate degrees.For 7 years our school has been developing its own European identity by participating in different programs such as PAP, LEONARDO and ERASMUS. Now we are taking part of ERASMUS+ programs.The project has been supported by the management team and also by the staff and the school board members. This project belongs to theschool's Annual training Plan and it includes the following items:1. New methodologies training focused on the developement of CLIL programm. We work to apply new learning styles in order to use them in our plurilingual programm. We are particullary interested in ICT's .2. New methodologies training based on basic skills training. We look for promoting motivation in students as we keep in mind their intercultural profile. 3. Improving linguistic skills in order to develope international projects such as Scolarship associations (KA2) for students and teachers.PARTICIPANTS: NUMBER AND PROFILEAfter asking for a 9 teachers' project we got to the 6 people's project. These 6 teachers belong to different departments:1 Technology teacher, taking part in the plurilingual's school programm.2 Philosophy teachers, participating in the plurilingual's school programm.2 Spanish Teachers.1 Economics teacher.These teachers take part in the enterprising's role of our school, and they also colaborate with future scolarship's associations. Their main goal is to improve the intercultural skills related to international projects, making progress with English,DESCRIPTION OF ACTIVITIESParticipants took part in two different training courses.One of the courses took place in Oxford. Teachers visited the LAKE SCHOOL OF ENGLISH ACADEMY. There, 5 teachers took part in the ENGLISH FOR EFFECTIVE COMMUNICATION's course (from the 6th to the 10th july 2015). The five teachers belong to the Spanish, Philosophy and Economics department.The second of the courses took place in London, in the ADC COLLEGE. The course was called CONTENT AND LEARNING INTEGRATED LEARNING(from the 12th to the 16th october 2015). It was based on CLIL methodology and it was focused in order to teach how to design different kinds of activities. The Technology teacher visited this course.We found both courses through the School Gateway website.We created a site on the net where we explain the project. You can visit it on the European Programms of our school's website www.iesvalledeelda.com or at https://oxford2015k1.wordpress.com/, and also through twitter @ies_valledeeldaResults1. there has been a significant improvement and strength in English by teachers in both activities given the dip that occurred in that language during classes in schools with a high level of quality in their learning processes .2. as a result of both activities have expanded the resources and knowledge bank both in improving communication in English and applying CLIL methodology in all courses in our school but especially with those included in the plurilingual program.3. has contacted potential partners from Germany and Slovakia to share experiences in the use of CLIL methodology and to study the possible implementation of School Associations KA2 especially in the fields of music and STEM subjects ( Computer Sciences, Technology and Mathematics.4. has been an important approach by all participants in both courses to the culture of different countries that participated in the different training activities.Impact1. Improvement in the English language proficiency of students. Establishing a valuation of it in the medium term by study results2. Increase of 20% of bank resources, knowledge and teaching strategies for teachers. A provision of the teaching staff3. Contact with potential partners for programs KA2 School Association.4. Transmission of European social and cultural values that teachers acquired in their activities. Powerpoint and BlogLONG TERM BENEFITS1. Strengthening and improving the plurilingual program.2. Improving key competencies to the objective 2020.3. Ability to find partners in the learning activities or by Etwining tool to get KA2 School Associations

"BISK:The target group of this student mobility project are 20 apprentices who are being taught in the so-called ""dual system"" of vocational colleges situated in the administrative region of Arnsberg. The applicants' vocational colleges are not offering any internships abroad yet or the specific student's profile does not match the requirements of his or her college's own mobility project.Throughout the duration of the project the apprentices absove a four-week internship abroad, which should at least partly take place in the school holidays so that as few days of school as possible are being missed. In coopaeration with our European partners the apprentices can choose between the following countries: Spain, Slovenia, Finland, Poland and Croatia.Before travelling a one-day preparatory course, held by the staff of our institution, the local govenment in Arnsberg, is mandantory. This seminar focuses on cultural as well as linguistic issues and the management of possible crisis.One central aim of the mobility project lies in the communication in a foreign language, mainly in job-related situations. This does not neccessarily include the official language of the host country as English can be used as a lingua franca. Additionally, getting familiar with foreign markets, people and cultures should be seen as personal gain instaed of a meanace. Last but not least, the development of the own personality is a prime aim of the mobility.Furthermore each apprentice agrees upon an individual learning agreement with his or her college teacher and/or job trainer which correlates with the current curriculum or professional tasks. This learning agreement has to be fulfilled throughout the training abroad. Contentswise it could include a comparision of work procedures in both countries or the investigation of job-related issues. This work should include a presention to be introduced at college and/or the training company after the mobility.DKPBB:The target group of the staff training abroad are eight teachers from vocational colleges that are members of the team AG2 ""Deutsch-polnische Kooperation in der beruflichen Bildung"" (team 2 ""German-Polish cooperation in vocational training""). This project aims at supporting the individual college's strategies for international cooperation, especially with the neighbouring country Poland. On the long run set modules within vocational training shall be acquired at the respective partner college. Certain subject matters shall be enriched by specific know how of the participating companies. This will ensure a qualitiy intensification in vocational training.A workshop focusing on the intercultural and linguistic preparation of the participants will take place before travelling to the Polish partner school. Additionally, the program of the visits will be addressed here: It should focus on getting acquainted with the Polish education system, especially with vocational training, as well as investigating perspective host companies and accomodation for apprentices. Moreover, possible contents of modules within vocational training should be planned.After all participants have returned from their Polish partner school, another workshop of the team AG2 ""Deutsch-polnische Kooperation in der beruflichen Bildung"" (team 2 ""German-Polish cooperation in vocational training"") will provide the opportunity for all members of the team to exchange information about the experiences gathered abroad. This will help to optimize the further German-Polish cooperation."

The project BEST (Better education, skills and training) is a logical continuation of Life Long Learning Programmes, which have been organised for the mobility of students, staff and transfer of good practices among our European partner schools from Croatia, Finland, France, Germany, Spain. The Upper-Secondary School of Electrical and Computer Engineering and technical Gymnasium has been participating in many EU projects which are the basis of developing partnerships among schools and companies from the computer and electrical engineering field of expertise. Our students need support in acquisition of competences (professional skills within professional orientation and learning outcomes for six qualifications: automated systems technician, electrical systems technician, multimedia operator, electrical power technician, communication systems operator and programmer). We would like our students to gain knowledge, skills and competnces in the areas where the proper equipment is not possible for a school to provide. The machinery and hardware in the field of automated systems development is too expensive and massive and the professional skills can be acquired in a professional environment only. The programing of microcontrollers, embedded systems, programming languages, software packages and multimedia systems services (Installing audio input devices, Installing microphones and loud speakers), preparation of different events are best learnt in authentic environments, hence the need for practical approach in companies dealing with such knowledge and equipment. Such competences include teamwork, support of mentors and tutors in companies. Since the staff must be constantly improving the professional skills based on the rapid industry development, enhancing employability of students, the mobility of staff, development of a close partnership among the partners in education and job shadowing are absolutely necessary for the staff in our partner schools and companies. At the same time mentors in the companies observe, supervise and better criteria for students to be assessed according to the EQF and marked according to the Slovenian credit system and ECVET. The learning agreements and learning outcomes of participating students are constantly checked and adapted to the needs of the companies. The partner schools signed a Memorandum of Understanding in 2013. The partners agreed to exchange students and staff among our schools, provide companies to enhance the professional skills and competences of students, improve the staff knowledge of the newest technologies, transfer improved skills and knowledge of participants into improving the school curricula, personal and professional and employability of the participants in the European labour market. As a school we cannot provide equal equipment for the students to use during their practical period (72 lessons in 4 years) and their practical approach is too academic for the labour market and the later studies, which are the final goal of most of our students. Learning agreements, which are carefully prepared for each participant (by teachers and mentors in companies) with the clear goal to offer students more possibilities in developing competences in authentic learning environment for a longer period than necessary (3-weeks). The industry and students are best served in constant contact trough out the learning period on an international level. We cannot offer equal learning outcomes to the participants without having checked the quality of our education in the European framework for which the alliance of the partner schools and teams of teachers from each school are organised. At the same time students and staff gain confidence, develop their language skills and stay in constant touch with their future employers. This illegible activities will also serve as the basis for the quality raise of the schools involved, especially in cooperation with the national institutes of education and vocational training (ECVET SLO national team), Chamber of Commerce for the development of entrepreneurship among our students. We expect our students to be future developers of the industry, bare sustainable results in providing their own employment, cooperate on the basis of their learning outcomes, have better chances of getting employment through our Europe.

The IES VALLE DE ELDA is a school under the Conselleria of Education, Culture and Sports of Valencia which opened on 21 September 1999. Located in the city of Elda (Alicante), is head and functional and administrative capital of the district of the Middle Vinalopó.The approximate number of inhabitants of the region is 160.000 and the municipalities that compose this area are: Elda with 54,086 inhabitants, 30,000 had Petrer, Novelda with 26,156 inhabitants, Aspe with 18,500 inhabitants, with 12,100 inhabitants Monóvar, Pinoso with 5,970 inhabitants ., Monforte del Cid with 5,082 inhabitants, La Romana with 2,005 inhabitants, 2,000 hab Salinas, Hondón de las Nieves with 1,587 inhabitants, La Algueña with 1,425 inhabitants, Hondón of the Friars with 550 inhabitants and 10,000 inhabitants SaxIt is an industrial area dedicated to footwear and all its derivatives. This industry is characterized by using much labor, much of it female, long working hours with split shifts and work at home, also by the presence of underground economy. This industrial sector is suffering a serious decline due, among other things, to the mass production of footwear from China. Furthermore it stressed the importance of the tertiary sector or services for the reasons already pointed, densely populated, female labor ... reasons for the presence of our cycles in the region, to meet the needs that the family does not can copeOur school has the following structure: 20 Secondary units, 6 units Baccalaureate and 6 training cycles. Currently we have 15 groups of ESO, 3 high schools, 14 groups and Vocational Training Basic Program. Our facilities are adapted to the new teachings, we have laboratories, classrooms, workshops, computers and projectors and all the appropriate equipment, plus a full team that aims to ensure quality public education.Specifically, we have the following specialities:ESOBasic Training of Assistant Commercial Activities.Baccalaureate of Humanities, Social Sciences and Science and TechnologyIntermediate Vocational Training of Commerce and Care for Dependent People (with morning and afternoon shift)High Vocational Training of International Trade, kindergarten (in the morning), Sociocultural Animation (mornings) and Social Integration (in the afternoon). This term we have been authorized to train the High cycle of Viticulture, Family Food Industries, one in Valencia, and with the possibility of deployment of intermediate vocational Bakery, pastry and oils.Our Vocational Training students come from throughout the region.The Center is involved in various programs such as: COMBAS, basic skills, Multilingual Program Excellence, PROA, Coexistence, Solidarity and Quality.With this project we intend to continue with the European dimension initiated in 2009 and to complete the training of students and teachers with skills development applied to the business world in each of our productive sectors.So the whole school community benefits from the influences and currents of the new working methods of European companies in which our teachers and students do their internship.In this project we have developed five mobilities, 4 students and one teacher practices:- Two students of the training cycle of higher degree of Social Integration and one Sociocultural Animation have completed the training module of Workplaces in the Day Center for immigrant children from Association Aster Tre Onlus in Vicenza (Italy) solidarity and intercultural nonprofit entity. All mobilities lasted three months.- A recently graduated student of Sociocultural Animation Training Course has completed a training period of three months in a center for disabled people in the UK called Pennine Camphill Community, we signed a new cooperation agreement.- An interim but with many years of teacher award at our school with the VET specialty of Socio-Community Intervention has done a Job Shadowing in the Asilo Nido Piarda of Comune of city of Vicenza (Italy) for 5 days, where he worked the Italian methodology of grouping vertical and heterogeneous way.The assessment of the project has been very positive for all participants and the impact and dissemination of results has allowed for the course 2015-2016 we have 15 students selected from four different cycles and 4 Vet teachers.