The organizations involved in this project have been: Ayuntamiento de Dos Hermanas (Dos Hermanas Town hall) as Coordinator of the Project and the following Secondary Education Centres: IES Vistazul, IES El Arenal, IES Gonzalo Nazareno, IES Hermanos Machado and CDP Ergos as sending organisations. Number and profiles of participants : 35 young trainees enrolled in the Vocational Centres that take part in this project, within the following intermediate cycles: Microcomputer Systems Networking , Pharmacy and Pharmaceuticals, Machining , Physical and Sports Activity in the Natural Environment. The age of the participants was from 18 to 38 and had no previous work experience.The distribution of the grants was: IES El Arenal- 1 grant for Vocational Training Student FCTCDP Ergos- 6 grants (3 for graduates and 3 for Vocational Training Students FCT)IES Gonzalo Nazareno- 6 grants (2 for graduates and 4 for vocational students FCT)IES Hermanos Machado- 17 grants (2 graduates and 15 for vocational students)IES Vistazul- 5 grants (2 for graduates and 3 for vocational students FCT)Program:Training period of 16 weeks for students newly qualified.Training period of 10 weeks for students who have completed their compulsory Vocational Training period in the following countries: Ireland, Italy, and Portugal.Steps that have been taken: Identification of needs , creation of a local network, meetings for the preparation of this proposal, survey on the potential target audience to test project acceptance , creation of transnational networking, information , recruitment, selection and preparation of participants , organization of logistics and paperwork, departure to destination countries, trainings start and follow up, monitoring, evaluation of participants , validation and certification of students, delivery of certificates, overall project evaluation , impact, justification before the SEPIE , employability assessment , dissemination of results.Project outcomes that have been achieved:For the participants:•Participants have acquired specific expertise needed in their professional sectors•They have had a first professional experience.•They have now a versatile and multi skilled professional profile, so they are now capable of adapting to the specific needs of different companies •They have improved a second language and have learnt about the culture of the hosting country. •They have learnt how to use and apply new technologies in the working environment. •They have learnt about the production and management systems in each sector. •They have completed a qualified training which will enable them to be competitive. •They have obtained an official recognition Europass Mobility.•They will stand out among other job seekers when entering into the labour market. •On a personal level, they have improved their skills and their individual and transversal competences, strengthening entrepreneurship spirit, improving their ability to adapt to changes. •They have been able to reduce geographic, linguistic and economic barriers that are inherent to the fact of living in a foreign country.For the Partners and the Coordinator of the project:•We have promoted the mobility of our young people, which will have an impact on personal, social and professional development of the participants;•We have encouraged professional specialization of each participant by covering his/her specific needs; •We have enabled participants to get in contact with new business organizations, models, methods and working tools ; •We have enhanced and strengthened the knowledge of foreign languages. •We have used new technologies in our everyday work; •We have enhanced interest for training, so we expect to reduce the rate of absenteeism. •We have created a transnational network of cooperation between companies and public and private entities. •We have favored the integration of our young people in the labor market at local and European levels, which reduces the unemployment rate.Long terms benefits:•This project has strengthened our network and will facilitate the exchange of ideas and projects.•We have enlarged our partner network, and we will adapt the experience and knowledge we have gained during this project to the benefit of our schools (eg implementation of new technologies or working methods, introduction of new elements in teaching programs, etc.) and will disseminate the results in other centers. The partners also seek to consolidate its internationalization in mobility projects as part of a long-term strategy. Therefore, this project will help us to develop our long-term partnership, and in the future we hope to further engage other public and private institutions to participate in future proposals.

Organisations involved in this project: Ayuntamiento de Dos Hermanas as Coordinator and ES Vistazul, IES El Arenal, IES Gonzalo Nazareno e IES Hermanos Machado, CEPA Soc. Coop. And (Proyecto ERGOS), IES Torres de los Herberos, Colegio MªZambrano y Equitación Sevilla SL (Centro Ecuestre Carlos Espigares) as sending organisations. Number and profile of the participants : 44 young between trainees enrolled in any of the Courses with certificate of professionalism promoted by the city council, enrolled in any of the Vocational Centres that take part in this project, in any of the following intermediate educational levels : Microcomputer Systems Networking , Electrotechnical installations, Pharmacy and Pharmaceuticals, Machining , Physical Activity in the Natural Environment, Bodywork , Horseback Riding, equestrian training and tourism, and profesional development in Basic Service Administration or Computing and Communications. The age of the participants will be between 18 and 25 and have no previous work experience. 20 posts are reserved for senior students, other 14 posts will be reserved for students recently qualified and the other 6 will be for students from profesional development in Basic Service Administration or Computing and Communications and last 4 for students enrolled in any of the Courses with certificate of professionalism promoted by the city council. Program: Training period of 16 weeks for students newly qualified. Training period of 10 weeks for students who will complete their compulsory Vocational Training period and for the ones from profesional development in Basic Service Administration or Computing and Communications. And students enrolled in CityCouncil Courses Countries: Italy, Portugal, Malta, Ireland and Sweden.The final results have varied from the planning that due to the exceptional situation of the Pandemic has forced to make 5 calls and reconvert PRO places for SHORT and convert the teacher's place for student mobilities. In the end, 43 of the 44 registered participants were sent, with only one cancelled due to restrictions on entry to the destination country by the COVID. From the initial plan of 31 SHORT and 12 LONG stays, 36 SHORT and 10 LONG stays have been carried out (in reality 8 since two participants interrupted their stay in Portugal after a week's stay and resumed it in July of the same year). Initially the distribution by country of the LONG grants was 6 to Italy, 2 to Sweden, 2 to Ireland and 2 to Portugal, and 4 to Italy and 4 to Portugal were carried out; as for the SHORT grants, 18 were planned to Italy, 8 to Portugal and 4 to Malta and 31 to Italy, 3 to Portugal and 2 to Malta were carried out, one of those to Malta being cancelled due to restrictions on entry to Malta by the COVID. Activities to perform: Identification of needs, creation of local network, meetings for the preparation of this proposal, survey on the potential target audience to test project acceptance , creation of transnational networking, information , recruitment, selection and preparation of participants , organization of logistics and paperwork, departure to destination countries, trainings starting and follow up, monitoring, evaluation of participants , validation and certification of students, certificates delivery, overall project evaluation , impact, justification before the SEPIE , employability assessment , dissemination of results. Expected outcomes and impact: For the participants : • Acquire the specific expertise needed in their professional sectors • Have a first professional experience • Get a versatile and multiskilled professional profile, capable of adapting to the specific needs of each company • Acquire / improve knowledge of different languages and cultures of the host countries • know and use different applications of new technologies in the working environment • Knowing the production and management systems in each sector • Acquiring a high qualified training which will enable them to be competitive • obtain an official recognition ( Europass ) through the validation and accreditation of the skills acquired in this period of work experience • Standing out among job seekers when entering into the labour market • on a personal level , improve their skills and individual and transversal competences, strengthening entrepreneurship spirit, improve their ability to adapt to changes. Reduce geographic, linguistic and economic barriers that must be faced when living in a foreign country. For partners and for the coordinator: • Promoting the mobility of our young people • Promoting personal, social and professional development of the participants • Promoting specialized training according to each participant profile • Make the participants know new business organization models, as well as new methods and working tools • Enhance and strengthen the knowledge of foreign languages. Use new technologies as a tool for everyday work • Enhance interest in training so that the rate of absenteeism is reduced. Create a transnational network of cooperation between companies and public and private entities. Enable the integration of our young people in the labor market at local and European levels. Reduce the unemployment rate. Long terms benefits: Strengthen our network and facilitate the exchange of ideas and projects. The partners will increase their network, will benefit from the shared experience will adapt the knowledge they will gain during the mobility to their schools (eg implementation of new technologies or methods of work, introduction of new elements in teaching programs, etc.) and will disseminate the results in other centers. The partners also seek to consolidate its internationalization in mobility projects as part of a long-term strategy. Therefore, we hope that this project will help us to develop our long-term partnership, and in the future we hope to further engage other public and private institutions to participate in future proposals

The project Jóvenes de Almendralejo is the result of our concern for the difficult working situation of our youngsters, either students and recent graduates, which is increased by the lack of businesses in our town. For that reason, the main objective of this project is to encourage the labour insertion of the participants in this project. The project has been developed by a Consortium of partners lead by Almendralejo Town Hall together with 3 Vocational Centers which have acted as Sending Organisations to this project. These are: ES Carolina Coronado, IES Santiago Apóstol e IES Arroyo Harnina. After a Selection Process which was transparent and open to the public, the Project allowed that 35 participants (17 women and 18 men) – aged 18-43- completed a qualifying training period in Eurpean companies form different countries including Italy and Portugal. The profiles of the participants were: Auxiliary Nursery Care, Business Administration, Animation of Physical and Sport activities in natural environment, Proficiency certificate (2nd level) and Oxy-gas welding and and mig-mag welding, Basic laboratory Operations; Mechanics, Telecommunication Installation; Proficiency certificate (3rd level) on Information and Visitors Care (tourism). By implementing this Project, we have coped with the following needs:- Acquiring the knowledge, (theoretical and practical) that actual market demands and that are needed for developing their professional tasks in different countries of the EU: - Obtaining the Europass Mobility certification by the validation and recognition of the competences that participants have acquired during the training period. - Possibility to complete a variety of activities regarding both, content and difficulty, during the training period, enabling the participants to develop the skills and competences inherent to their professional profiles and obtaining the certification for those that have completed the compulsory training modules that correspond to their studies. - Developing language skills by improving Portuguese and Italian, which will increase their competitiveness when developing their professional careers. - Those students with less economic resources have received financial support so that they have been able to complete the programs, and have improved their competences minimizing at the same time the gap of opportunities with other students with more resources- Acquisition of values such as respect, tolerance and intercultural appreciation. - Students have grown up, especially those Youngers who hadn´t lived away from their background before. They have acquired greater autonomy and have learnt to overcome situations (like problems of coexistence) and to sort problems out. - Personal training, they have realized that they are able to face other realities, know other cultures and insert themselves into them. The activities that have been done were: - Preparatory phase: (Oct 15 - August 16). Draft of the proposal, Signature of the Agreement, Activity Plan. - Publishing and Dissemination of the Proposal, Selection of the Participants for each of the destination countries. - Formative sessions and informative meetings prior to each departure- Organization of the documentation according to the different flows- Mobilities: 5 different flows: Jan-Apr 17 / Mar-Jun 17 / Jul-Sept 17 / Oct-Dec 17 / Jan-Apr 18 / Apr-Jun 18. Monitoring and evaluation for each flow-Evaluation and dissemination (17- Oct 18). Throughout the project, as well as the dissemination phase.The results and impacts achieved have been:For students: Acquisition of new skills at professional and linguistic level as well as and other transversal competences such as personal development, maturity, independence, etc., acquisition of a more versatile professional profile, knowledge and use of the different applications of new technologies in the environment in which they perform their work experience, knowledge of the productive and organizational system of their sector, realisation of a quality training period that will allow them to be competitive, obtaining the EUROPASS, obtaining the corresponding vocational school degree, being differentiated when they try to enter the labour market. For the consortium: Expansion of the European work network. The Town Hall is very focused on the management of all types of European projects, because this is increasing the interest of our citizens in Europe. In the long term, the revitalization of mobility among our students will promote a new spirit and interest in training education, since they will see new training opportunities for employment, they will see the benefits that the training program has meant for those who have already participated. School absenteeism rates will be reduced too.

Project context La Salle is an Educational Institution, that practically from its origins more than 300 years ago, has a multinational vocation. With our presence in 82 countries and an organisation divided in Educational Missions by regions. Spain belongs to the RELEM region and it is part of the ARLEP district (La Salle Regional aggrupation for Spain and Portugal). It is La Salle ARLEP, with 17 vocational schools, the responsible of presenting the project ERASMUS PRO LA SALLE 2018, as a continuation of the project LA SALLE DREAMS ARLEP ERASMUS PLUS. In La Salle ARLEP, we have developed a common project because our vocational school networking is constant. We have identified axles that gather our pedagogic proposals for vocational studies. One of these axles is the internationalization of our students and we pretend to make it true through this kind of initiatives. Project objectives 1. Following with the mobility Erasmus+ projects that we already started with LA SALLE DREAMS ARLEP ERASMUS PLUS consortium. 2. Starting, as a school network and each La Salle school in particular, the implantation of the first level of each one of the axles; what it takes necessarily to the development of internationalization proposals. 3. Keep working in the improvement of our teachers’ linguistic competence, action key of the Internationalization axle. 4. Keep working in the improvement of our teachers’ professional competences, action key of the Professional Skills axle. 5. Establishing mechanisms to incorporate in our centre new methodological proposals that our teachers could have experienced during their mobilities. 6. Developing professional competences in our students, through the teaching-learning process in an international context. 7. Offering the possibility to our students of increasing their linguistic competences thanks to mobility projects. 8. Encouraging the acquisition of transversal competences (key action of the professional skills axle) which favour our students’ labour insertion. Consortium Activities For the students, we are going to work 4 mobility types, all of them oriented to the realisation of the FCT Vocational Module (trainee practices in job centres): 1. Short mobilities. We understand as short mobilities the ones where the vocational students take part and the mobility lasts for six weeks (half of the FCT module period in Spain). 2. Mobilities for students enrolled in Formación Profesional Básica (Basic Vocational Studies Programmes). These mobilities are designed to last 24 days. This kind of mobility can be very positive for this kind of student typology. 3. Mobilities Erasmus Pro>90. The students carry out all FCT Module during the mobility. This means that the mobility is over 90 days (around 92, according to the calendar). 4. Mobilities Erasmus Pro Plus. We call Erasmus Pro Plus to mobilities that will be carried out for five months by our students. For the teachers 1. Job-shadowing. Participation in job-shadowing periods in other countries vocational schools with the goal of knowing and learning about other educational systems, methodological proposals, vocational modalities and also the relationship that exists between companies and these school centres. Additionally, we pretend to visit companies related to the area of studies offered by the vocational centres visited during the job shadowing period. 2. Preparatory visits previous to Erasmus Pro mobilities. This includes Mobilities Erasmus Pro and Mobilities Erasmus Pro Plus. Expected results 1. Improvement of linguistic and professional competences of students and teachers. 2. Improvement in the working processes in the vocational centre and the consortium, intrinsic to mobility projects management. 3. Improvement in the associated rates to the spread and impact of European projects. 4. Improvement in the implementation of good practices thanks to the experience gained through participation in European projects. 5. Increase in the students and teachers’ satisfactory rates associated to the participation in the project. 6. Increase in the employability of our students. Project diffusion Our consortium diffusion project plan objectives are: 1. Announcing to all the agents involved the approbation of the project. 2. Announcing the execution of the ERASMUS PRO LA SALLE 2018 project. 3. Achieving that actors involved in the project learn about the transcendence of participating in it. 4. Easing to personal and/or actors, different mechanisms of access to the information about goals achieved during the execution of the project. 5. Developing mechanisms to involve the partners abroad in the project diffusion duties. Evaluation Through the defined panel of indicators. Participants The components of the consortium are the 17 La Salle Vocational School in Spain, that is to say, LA SALLE ARLEP. All these schools are leaded by La Salle Virgen del Mar of Almeria.

SOPEÑA SAN PABLO is a specific center for vocational training and a pioneer in Andalusia in training cycles in the DUAL system,. It has carried out during the last three academic years the implementation of this project 2018-1-ES01-KA102-048265. Despite the innumerable inconveniences caused by the Covid-19 pandemic, we consider that this project has been a success, taking advantage of 17 of the 18 student mobility granted, all of those for teachers and the four planned preparatory visits. For this, the possibility of extending it for one more academic year has been key.This project has allowed us to continue advancing in the development of the strategic line to improve the quality of the professional training of our students and the qualification of our teachers, as well as in the line of development of internationalization, responding to what is intended in the strategic plan of our center.This project has allowed us to advance in our mission of providing students with quality training that enables them to enter the job market today, which cannot be achieved without taking into account the European dimension. Located in the San Pablo area, it attends more than 500 students, mostly from medium-low social and economic backgrounds.The intended objectives and that we consider successfully achieved have been:1 Offer quality professional training that qualifies our students and allows them access to the labor market. One student continues to be hired at the destination company in Malta and many others on their return have been inserted into the labor market in our city. 2 Make our students aware that they have the option of applying for a job throughout Europe. They all acknowledge feeling more qualified and consider the possibility of expanding their employment horizons by opting for a possible job placement in another country. 3 Motivate continuous training throughout professional life. Almost half of the participating students have expanded their training aspirations and have enrolled in higher grade cycles. 4 Promote personal growth and the development of social skills. They all acknowledge having gained in maturity, self-confidence and independence. 5 Improve language skills. Almost all of them have improved their level of proficiency in the language of the destination country and are generally motivated by learning other languages ​​and / or learning English as a vehicular language. 6 Learn new successful tools for monitoring and evaluating students in the European DUAL VET systems. The experience of our teachers in job-shadowing mobilities both in the Berlin and Wroclaw professional centers has meant contact with good practices that have been incorporated into our work as trainers as far as possible. 7 Know the way in which the DUAL FP study plans favor the insertion of students with special needs. This aspect has been dealt with in depth in the mobilities of teachers, both in Germany and Poland, with a notable sensitization effect. 8 Consolidate a network with European companies. The relationship with many companies has been consolidated and contact with many others has been initiated.The mobilities finally carried out during the period between the 2018/19 and 2020/21 academic years have been: - VET PLONG: 17 mobilities of the 18 granted, all of them Erasmus Pro for the completion of FCT (Training at the working place) or a second practical training for recent graduates. Destinations: Italy, Portugal, Ireland and Malta. This has favored the achievement of objectives 1, 2, 3, 4 and 5. - VET PADV: 4 in total, to the aforementioned destinations. They have made it possible to strengthen relations with host companies and to know in as much detail as possible the tasks and possible shortcomings, improving preparation and guaranteeing the highest quality in practical training. Objectives 5 and 8. - VET STA: 4 observation mobilities to Berlin and 2 to Poland. As our pioneer center, on a voluntary basis, in the implementation in Andalusia of VET cycles in the DUAL system, this proposal is an essential element to achieve objectives 6, 7 and 8. In addition, the execution of this project has provided other results with benefits in the medium and long term. The experience has meant a turning point for our students in their personal and professional development. The mobilities of the staff, with the contributions upon their return, have been an excellent improvement for our educational project.