Col•legiBadalonès (CB) (www.badalones.com) is a vocational training institution that trains its students in the field of business and administration. It provides both initial vocational training and continuous training to employed and unemployed people.a) We want to encourage international mobility among vocational students to complete their training in other European Union Schools, either by training intership periods in the companies (once they have finished their studies) or training periods during the course of their studies.b) It is our intention to broaden studentshorizons and make them aware of job opportunities beyond their immediate environment, and, of course, outside Spain This way, we will help them not only in their professional enrichment but in personal and human development, getting to know the culture and the way of life of their host country.c) Another aim is to create European awareness in the field of labour and academic education of our students to be aware that they occupy a common space in the area of training, both professional and human, labour, and being also aware of the importance of common heritage history of the European Community.The main goals of our institution are:a) Enhancing the learning of languages by bilingual Spanish-English different subjects of the training courses taught at the center. b) Acting as an educational reference for our city, Badalona (220,000 inhabitants)c) Ensuring the full dissemination of European Projects developed in the school in different media: our webpage, radio, tv and magazines. The work programme is as follows:1. Agreements are reached and letters of intent are signed with the host organizations or polytechnics.2. Students and teachers are informed of the terms and requirements for the placement.3. A committee selects the students who are taking part in the project.4. These students start receiving extra language lessons on the target language. These lessons will be reinforced by a two weeks language and cultural training in the country of destination.5. We send the host organization information about the students profile; the modules they have studied and the task they are expected to carry out in the company together with the students European CV and a letter of intent. The host organization will receive this information at least two months before the actual work placement takes place.6. Based on this information, the host company will find a suitable workpacement for the students and will put them into contact with the tutor in the company. They will also help the students find accommodation. 7. The coordinator, the student and host organization will sing a contract assuming responsibility for the project.8. The coordinator will inform and provide the tutor in the company with the necessary tools for the monitoring and evaluation of the training.9. We will be informed by the tutor and by the students him/herself every 15 days.10. The project will be assessed continuously by all the parts involved in the project before, during and at the end of the project. We will also assess the impact of the project on the employability of the students.11. The placement is a compulsory module in the student’s curricula (the 350 hours practical training in company’s module) and it will be recognized accordingly. The students will also be certified by the host company and both the coordinator and the host company will sign the Europass certificate.12. The mobilities will take place Turing the third term of the school year, which are the set dates for Internships at work placements.13. The project aims for students to do professional internships abroad. Our school is in contact with other schools and companies in Germany and Finland, where our students will spend periods of 4 to 8 weeks working in companies. At the same time, they will attend English classes to reinforce their acquired knowledge during their stay in the foreign country. 14. Students will stay with students’families from the schools we collaborate with. The schools involved in the project are: Helmi Liiketaulosopisto (Helsinki), Mercuria Business School (Helsinki), Riemerschmidt Wirtschaftschule (Munich), Städtische Rainer-Werner-Fassbinder-Fachoberschule für Sozialwesenand our own school, Col•legiBadalonès (Badalona).

The project is open to interested 9th and 10th grade students and those in their final years who attend the municipal Riemerschmid commercial school in Munich (RWS). Our students are in the preparatory phase for a commercial vocational training and their graduation can be accredited with up to one year on the training period. As today’s training companies more and more often demand students to have social and intercultural skills as well as they expect high geographical flexibility, we would like to offer our students the possibility to develop into this direction through this Erasmus+ project. The participants shall be strengthened in the development of their personalities and their European identities by staying in host families, immersing into a foreign culture and gaining work experience abroad under realistic circumstances. This shall take effect not only when staying in other European countries but also shall it support open conduct with European trainees here in Munich. At the same time, the willingness of the participants to live and work abroad in Europe shall be increased. Of the originally planned two flows with a total of 24 students, only one flow with 12 students could be implemented as intended as the 12 participants of the second flow could not travel due to Corona even though the project and their stay had been fully planned. Teh 12 participants of the firts flow completed an intertwined series of workshops in Malta within two weeks, which was documented by the Europass mobility to increase the students’ chances of finding a vocational training position. Apart from deepening their professional practical competences through initial training in new learning surroundings and an introduction to new work practices and organizational structures, the participants first and foremost have come to realize the importance of foreign languages as a prerequisite for communicating at their workplaces and in their social environments. Furthermore, this period abroad served the purpose of improving social skills like the ability to work in a team, gaining a sense of responsibility and dealing with conflicts in a culturally different environment. In addition, personal skills such as politeness, punctuality, independence, resilience, perseverance, dealing with homesickness and the ability to adapt at the workplace and in the family should be strengthened likewise. The participants of the second flow had been prepared for their stay in Malta regarding both substantial and linguistic aspects. The RWS and its partners were responsible for organising the selection and preparation of the students and for finding suitable host families. The work placements facilitated above all practical competences but naturally also social and intercultural skills. The host families integrated the students into their family life; they gave the students an understanding of their culture and facilitated especially social and intercultural skills. While completing the work experience abroad, all participants kept in touch by e-mail. Furthermore, the project coordinator visited the students and the locals partners. The stay also offered the possibility for a cultural programme together with the participants. At these meetings, the students could give personal feedback. They commited themselves to informing the project coordinator about their further activities via e-mail on a regular basis. In addition, they kept a report book and updated a blog with current reports and pictures. Once the participants had returned, all phases of the project were evaluated. The results are meant to enrich the planning and realization of future flows and projects. Together with our students, the results have been disseminated on a local and regional level.

BACKGROUNDDue to new competence based learning in curriculum we in Helmi put an effort to work-based learning and eLearning in order to improve learning, completion and employment of students. In these learning models the role of guidance is essential. In the model of this project we utilise also the perspectives of students and companies, because then the perspective of customer guides the planning and enables to create an qualitative customer oriented educational service product.AIMSThe wide aims of this project are- to improve the learning outcomes of work-placement by utilizing eLearning platform as learning and guiding environment- to increase co-operation of schools and companies by offering companies a tool with possibility to familiarise student to the company before the work-placement and help companies to improve company’s familiarizing material more learning friendlyThe concrete aims of the project are1) to create a eLearning platform (tentatively Moodle used by Helmi), a. where student planning for work placement abroad can familiarize beforehand to relevant vocational skills demonstration material, to work placement abroad in general, to practical matters of work placement company and to receive personal guidance during work-placement period 24/7.b. In the same platform work placement instructor can meet the student and guiding teacher beforehand and create company’s familiarizing material (e.g. videos, interviews) to eLearning platform in co-operation with teacher and student.c. Teacher can produce material to eLearning platform, guide student in work placement tasks and support work place instructor 24/7.2) to plan and build to eLearning platform a pedagogical guidance model which supports the work placement abroad, including e.g. material production, guidance, evaluation and collecting feedback.NUMBER OF PARTICIPANTS AND THEIR PROFILETo this project participate the following foreign companies and schools:Scancoming Spain, ESP; Fasada Incoming, ESP; Laventeli, FRA; Scancoming London, GB; Banbury Museum, GB; Koning Willem I College, NL; Collegi Badalones, ESP; RWS, DE. To activities participate 60 1-3. class travel&tourism and business students and 20 teachers and eLearning experts. MAIN ACTIVITIESIn the beginning of the project all the project members fill an questionnaire where we try to map the present state of guidance and expectations to improve them. In autumn 2016 we plan and create an eLearning platform and content to it (general practices in work-placement abroad, vocational skills demonstration, eLearning guidance model (24/7), familiarizing material of companies). During their work-placement, guidance of the student will be done by job instructor of the company and guiding teacher who will visit student once and guide her in other times by eLearning platform 24/7. During visits to partner companies and schools guiding teachers discuss with job instructors and person in charge of partner school about the state of familiarising students to company’s customs and success of guidance and plans to improve them. After first year of the project, summary meeting will take place, where we evaluate the results of Questionnaire 1-2 and the results of discussions with partner companies and schools, and make the plan for 2. year of the project (improvement). After second year, in the end of project in final summary meeting, we evaluate the results of all questionnaires and discussions and the fulfillments of aims of the project.RESULTS AND IMPACTS:A) Students: During two years 60 students will perfom work-placment abroad in professional and innovative company. The skills of student improve significantly, because with the help of eLearning platform: she has familiarized to work-placement company before work-placement, she has been able to ensure learning objectives while working and she has had chance to receive guidance 24/7.B) Partner companies: They have received concrete help, equipment and benefit with the help of eLearning and guidance model showing how to familiarize students to company. The guiding skills and eLearning skills of job instructor have improved. Commitment to co-operation strengthens.C) Partner schools: They will receive a tested eLearning platform model and pedagogical guidance model, which they can utilize with their students’ work-placement periods. Commitment to co-operation strengthens.D) Guiding teachers: With the improvement of guiding and eLearning platform using skills professional identity strengthens. Substance skills improve when discussion with company’s job instructor is possible 24/7.E) Helmi: Helmi has an learning improving eLearning platform and 24/7 guidance model, which can be used in all guidance and share know-how to other schools and companiesAs a longer term benefit reciprocal cooperation between foreign companies and schools and Finnish schools improves education to be more business oriented and qualitative.

At Badalonés College, during our more than 120 years of teaching, we have been constantly adapting to changes in society. We firmly believe in people's effort and cooperation. That's why we have an International Project within our educational project that we want to consolidate. To do this, it has been necessary to involve not only our students, but also our staff (teachers or service staff). Through this project, we have improved the practices and linguistic skills of our staff, especially the service staff. Consequently, it increases their integration into this project and their motivation. In this way, the center gives the possibility to all the staff to improve professionally and personally thanks to the international experience. It gives a real impact to our educational project. Our staff has participated in three mobility (two of the kitchen staff and one of the teaching staff) to carry out to do job shadowing and improve our their good practices. Moreover, they did a structured course (by the service staff), the improve the linguistic skills and in the future, to be able to carry out CLIL methodology (the participant, at the moment, also works as a techer). Thanks to this project, we have achieved short-term objectives (improve good practice and improve linguistic skills) and also have improved the school menu with a new recipe and we have expanded our international contacts in order to get a new one destination, UK, where our students will be able to do work practices and our staff could continue improving their good practices. In recent years, new methodologies and pedagogical innovations have also emerged and we are progressively adopting them in our service. In this sense, our pedagogical commission dynamizes all the knowledge that we are acquiring including those of this project, since the participants have made diffusion of their respective movilities. As a result, we have consolidated our educational project by offering quality and innovative education that includes the values of solidarity and environmental respect, as well as improving the educational competencies of our staff to be able to offer a solid International Project. In conclusion, we are an educational center of reference in our town.

Col•legiBadalonès (CB) (www.badalones.com) is a vocational training institution that trains its students in the field of business and administration. It provides both initial vocational training and continuous trainingto employed and unemployed people.a) We want to encourage international mobility among vocational students to complete their training in other European Union Schools, either by training intership periods inthe companies (once they have finished their studies) or training periods during the course of their studies.b) It is our intention to broaden studentshorizons and make them aware of job opportunities beyondtheir immediate environment, and, of course, outside Spain This way, we will help them not only in their professional enrichment but in personal and human development, getting to know the culture and the wayof life of their host country.c) Another aim is to create European awareness in the field of labour and academic education of our students to be aware that they occupy a common space in the area of training,both professional and human, labour, and being also aware of the importance of common heritage history of the European Community.The main goals of our institution are:a) Enhancing the learning of languages bybilingual Spanish-English different subjects of the training courses taught at the center. b) Acting as an educational reference for our city, Badalona (220,000 inhabitants)c) Ensuring the full dissemination ofEuropean Projects developed in the school in different media: our webpage, radio, tv and magazines. The number of participants met the number of mobilities that were given to our school. That is to say, 10mobilities for students and 4 for teachers. As for students, 6 mobilities were done by girls and 4 by boys. All of them are doing Initial vocational Training in Business and Administration at our school. One of thestudents comes from a foreign origin, applying our attention for students diversity. The teachers participating in the mobilities were women in all cases, and tehy are teachers at vocational Training Level inour school. We value the experience as a very positive one. The Project has enabled students get personal skills which improved their self-confidence and personal autonomy, it has reinforced sociable skills inmulticultural environments and it has made it possible to develop language skills which are basic in the current economical and social situation. Furthermore, it has allowed students to get deeper knowledgeabout skills which are needed in the world of work nowadays.Regarding teachers, the set aims which were greatly achieved were: learning from the experience and good methods of the host institution, improvement of the skills which are required for current job positions in theworld of education and maximizing the same line of work and the good relationships generated during the mobility which has made it posible to have a bigger number of host partners, number incoming teachersand students in their internships as well as the number of multilateral international projects. All in all, all these mobilities have allowed students achieve the aims which were expressed in their application formssuch as: minimizing school dropout ( school abandonment has been 8% in this year, 5% less tan on the previous school year), improvement of their English (90 % of students hav eimproved their langugae skills,according to training and evaluation done by OLS), empowering mobility during their training (50% of students will have enjoyed a mobility before finishing their initial vocational training studies), increasingtheir employability (90% of students are developing a payed job in some company within our city area). For teachers, these mobilities have allowed the updating of their educational, cultural and language skills andnew realationships with schools in Sundswall and Linkoping in Sweden, Oxford (United Kingdom), Jekabpils (Latvia), Lyon and Clermont Ferrand (France) and with new cooperating companies in Sweden, finland, Latvia and Germany.