"Within the Erasmus+ program we have successfully implemented the project ""Job Route - journey to job"" in the school year 2015/2016. The name of the project already says that we have directed the students to the path leading to work and employment, and the employees have been enabled to upgrade their careers. This was the sixteenth year in a row, when School centre Nova Gorica (SCNG) organized the mobility of students, who passed the internships abroad.Partnership in the project was numerical; there were 12 different partner organizations. The specificity of the project was the division into activities A1, A2 and A3. In the first part of the activity (A1) we cooperated with six secondary schools and two intermediary organizations. School organizations have numerous vocational education programs and the intermediary organization have many years of experiences in organizing mobilities with network of companies, where students had practical training abroad. In only two cases, students did the practical training in a school workshops, and all others in companies and other working organizations (estate, retirement home, hospital) or at craftsmen. In the second part of the activity (A2), we implemented 6 different flows of staff, who went abroad with the aim of job shadowing. There were three individuals, two couples and one group of seven people, who participated at job shadowing. In total, 43 mobilities of students, 9 mobilities of accompanying persons and 12 participants of job shadowing were planned in an application form. We organized 12 mobilities more than planned. There were 49 mobilities of students, 13 mobilities of accompanying persons and 14 participans of job shadowing for staff. In total, 64 mobilities were planned, and 76 were implemented. The main purpose of the project was to provide 64 people with an international experience in a foreign school or work organization (company). In this way, we have expanded the process of internationalization at the School centre Nova Gorica. Students have passed practical training abroad in different vocational education fields, from 2-4 weeks. In the first week of mobility each group was accompanied by a teacher, except in one case, there were two teachers. In the activities A1, we enabled the students to acquire new professionally skills and competences, as well as other skills, in the areas of vocational and education programs such as computer science, electrical engineering, woodworking, automotive service, mechanical engineering, mechatronics, logistics, healthcare, gastronomy, agriculture, enviromentalists, trade and commerce, economics and have recognized mobility as part of the learning process. In the activity A3 were 11 groups of students accompanied by 13 accompanying persons who also acquired new professional knowledge from the areas they teach.In the activity A2, 14 persons were at job shadowing in various workplaces in six school organizations abroad.Other goals of the project were: students realized the school system of the host country, upgraded theoretical knowledge and applied it in practice, learned the characteristics of the work process and the labor market abroad, developed linguistic (practical communication) and intercultural competences (customs of the foreign cultural environment) and actively spend free time (learning about the cultural and historical characteristics of the host country).We wanted to help accelerate the cooperation between vocational education institutions in Slovenia and partner organizations in a project Job Route. The part of ŠCNG is also Intercompany training centre, which includes the Erasmus + projects, cooperates with various organizations in Slovenia (Vocational Education Center, Institute for Education, Ministry of education, Employment Service, Chamber of Crafts, Enterprises and Craftsmen) and foreign related organizations.Experiences in organizing projects of international mobilities teach us that it is best to work with educational organizations abroad that help us organize work placements in school workshops, work organizations, companies and craftsmen. We work with the majority of partner organizations in a way of reciprocity, which means that students from partner schools come to Slovenia for practical training. In this way, our students can acquire quality knowledge, which is result of good partnerships. Through the implementation of the project, we wanted to improve the skills of professional flexibility for our staff and to accelerate the process of internationalization at the Nova Gorica School Center, which we believe we have succeeded."

This project enabled 1 member of staff and 10 students to complete mobilities in Europe.The staff mobility enabled us to forge stronger links with a partner European college, which resulted in us receiving of one of their members of staff and a group of interns. The student mobilities enabled students to work and complete research projects abroad. All of the mobilities were successful and extremely valuable to our Division.

The consortium implemented all the actions planned in the Euroexp 2017 project as regards learner and staff mobility, both in numbers and quality.5-week internships for 96 students and 2- week Staff mobility for six teachers were organized.The mobility experience took place in different locations in the UK, France, Spain and Austria.With the goal of broadening the project internazionalization, as planned in the project strategy, two new partners in two new countries have been introduced.These are the Czech Republic (Prague) and Slovenia (Maribor)- countries that, as competitors in the wine market, can provide good quality training opportunities in the sector.As regards Learners, during the first week abroad they were involved in activities related to language preparation and cultural induction to the local working sector. In the following four weeks, the learners were involved in full time internships in local enterprises. These internships were organized following ECVET procedures in order to be recognized as a School-Work experience and to obtain the Europass Mobility certificate.The learners were students who had just concluded the 4th year of secondary education in the following fields: viticulture, enology and environmental management, tourism and reception, foreign languages, catering, administration &marketing.The learners’ profiles were representative of the actors that operate, in a strategic and integrated way, in the processes of production, transformation, sale and marketing of their territories’ enogastronomic products of excellence; in the quality reception services; in the fields related to administration-management, trade and marketing.As regards the learners, the main goals fulfilled by the project have been the following:-Development of professional competence in the related fields-Improvement of linguistic competence, also in the specific microlanguages-Evaluation of the personal skills and features necessary for employability, developing adaptability, flexibility and team work skills.In addition to this, the experience in a new and international context helped to promote and enhance the learners personal autonomy and responsibility, curiosity, personal initiative, problem solving and self- learning. Living abroad for five weeks has also helped the learners to improve their relational skills and develop cultural openness and a sense of belonging to Europe.The Staff involved in the mobility was composed of four teachers in the humanistic field and two teachers in the practical and technical field. In the UK, they were involved in a program of learning and job shadowing related to CLIL methodology.All the actors involved, learners and staff, sending institutions, receiving partners and firms, expressed a positive feedback of the project when in progress and a general appreciation of the results achieved.The learning results achieved add an extra value to the education of all the participants. As regards learners, these results integrate school education and enhance their employability in an economic environment that has become more and more international, with a strong export of high quality goods and that, in addition to this, attracts a significant share of foreign inbound tourism.As regards Staff mobility, the sending schools are now capitalizing the results as follows: an interschool Clil teamwork has been created; improvement of CLIL modules taught in the classes; the participants are training other colleagues and are preparing the teachers that will take part in the next stage of the mobility.As regards internazionalization, each school is working in order to enhance both its own educational offer and the cooperation with other European partners.In order to help the development of its internationalization plan, each school has increased the number of language certifications for students and teachers. It has also increased school exchanges, the hosting of foreign teachers in job shadowing and of learners for internships of two/three months in local enterprises, participation in projects with international relevance and with other funding sources.The project implementation has helped the consortium to further strengthen the existing bonds with the local productive, educational and institutional bodies, thus narrowing the gap between school and work.

The project funded the successful completion of 10 student traineeships to 4 countries, namely Spain, France, Italy and Portugal. Students received on-the-job training in a range of wineries and vineyards. The broad objective of all of these mobilities was to compare and contrast practical winery and vineyard management between the countries visited and the UK in order to improve knowledge of vineyard and winery practices and to enhance theory with practical experience. Training took place in a wide range of areas including: harvest management, vineyard management, understanding sustainable vineyard and winery management, all aspects of winemaking and laboratory measurements of grapes and wines. This knowledge was shared amongst their peers back at Plumpton College to enhance the understanding and performance of the student cohort. In addition to this, the traineeships interacted with the hosting organisations is a way that promoted cross fertilisation of ideas and practices. The 10 traineeships were all well received by the hosting organisations and enhanced their understanding of European languages and cultures.The project also funded an outgoing staff mobility for teaching between the UK and Austria. This took place at IMC Krems at IMC Krems classes were taught on the UK Wine Market and English Sparkling wine including a lecture and tasting for undergraduate students. During the lecture the class explored market structure, trends, opportunities and major players in the UK wine industry. The member of staff also spent time with industry professionals, and attended classes and shadowed peers to learn more about wine tourism, marketing & strategy as well as regional wine styles/winemaking practices. All of was migrated to courses taught at Plumpton to enhance the Wine Business Program.

The project consisted of:6 student mobilities, allowing them to gain specialised skills abroad. This is particularly important for students in wine production, as the UK has a very new and developing industry, compared to those in some countries in Europe.2 members of staff, who were sent to gain knowledge and skills in other educational institutions focussing on wine in Europe.