The VET School IES Politécnico Hermenegildo Lanz from Granada (Spain) has participated in an Erasmus+ project for students' internships and for the staff training in order to increase the quality of education, expand professional opportunities and strengthen a cooperation network between different countries of the European Union to comply with the principle of Unity in Diversity. The project consisted of the mobility of 8 students of Medium Level Vocational Traning and 10 students of Basic Level Vocational Training, together with two accompanying teachers, during the academic year 2017/2018. In addition, 14 mobilities have been implemented for the staff during the academic year 2017/2018 for a job-shadowing activity in VET schools. The duration of the stay of the Basic Level students has been three weeks in companies of Italy (Cesena) during the month of May. This group has been accompanied by two teachers, one during the first half of the stay and another one during the second half. These students belong to three specialties: IT, Vehicle Repair and Electrical Installations. Regarding the students of Medium Level Vocational Training, there are four specialties included in the project: Bodywork, Electrical and Automatic Installations, Microcomputer Systems and Networks and Outdoor Physical Activities. The duration of these internships has been 11 weeks, starting in March, and the destinations have been Italy (Brescia), Germany (Berlin) and Ireland (Cork). The internships have been completed as a part of the official module of Internship at Companies, providing students with the possibility to know a different professional, linguistic and cultural context. Regarding the staff mobility, this includes job-shadowing activities during one week. These mobilities have been carried out in the month of April in Ireland (Cork) and in June in Italy (Cesena). The staff includes VET teachers and members of the management team responsible for the organisation of VET teaching. The project has been divided into three different phases: preparation, monitoring and evaluation. In the preparation phase, the IESPHL has carried out the selection of candidates, providing them with linguistic, pedagogical and cultural training before the stay. Meetings have also been organised to inform about all the necessary details before the mobility period, including logistics, quality and safety issues. In addition, all the necessary project documents have been prepared before the mobility period, including learning agreements and quality commitments with the obligations of the parties. In the second phase, a continuous follow-up of the participants has been carried out. The monitoring has been carried out through phone and email. In the case of Basic Vocational Training students, there has been a direct monitoring through the accompanying teachers. The school management team and the teaching tutors have carried out the monitoring of the project and there has been continuous contact with the coordinators of the organisations in the host country and with the participants. In addition, the participants have completed a register where the activities carried out are reflected. The final phase was that of the evaluation and dissemination of results. At the end of the mobility, the participants have obtained a Europass mobility certificate and a certificate issued by the host organisation. In the case of students, the experience has been recognised as a part of their official study programme (FCT). Upon their arrival, the school has carried out the evaluation with the participants and the conclusions of the project have been analysed. In addition, the participants have completed their individual reports to evaluate the strongest and weakest points of the project. In the case of Medium Level Vocational students, they have completed the linguistic assessment to evaluate the progress in terms of language learning. The Mobility Commission has also met to evaluate the management and results of the project. The dissemination of the results has been carried out through the local press, website of the school, as well as the European Platform of Results. With this project, we have tried to increase employment opportunities and guarantee equal opportunities among students. Thus, students have the opportunity to take advantage from a practical experience abroad, increasing their professional skills, as well as their language skills, their autonomy, independence and ability to adapt to new situations. All this will help them in their personal and professional lives in the future. We have also tried to promote the improvement of teacher training, the quality of education and the educational offer provided by our school. Through the proposed activities, it has been possible to continue with an international cooperation network that students promotes quality training and broadens their horizons to work in a context without barriers.

"The project SMartGoldSkills is inserted in the manufacturing environment of Arezzo, which is characterized by strong presence of the gold and silver sector, one of the most traditional and historical manufacturing sectors at national level and representing also the Italian goldsmith in the world. The current difficult economic situation, however, has resulted in a sharp change in the competitive landscape that had hitherto supported the growth of the sector. In fact the project intends to answer to these problems by RAISING THE LEVELS OF DIFFERENTIATION AND INNOVATION within the industry through training and specialization of the YOUTH in innovation process and product. Particularly the project intends to invest in training and specialization of young people in following four sectors: 1) Design and creativity, through the use and learning of 3D modeling, reverse engineering and additive manufacturing (3D printing) 2) Quality control, new materials and applied chemistry 3) Companies automation related to new scenario of the ""smart factory"", to the Internet of Things (IoT) and to the dissemination of sensors and low-cost wireless connections 4) Integration of the value chain: e-commerce, marketing automation, multimedia and social media management which are innovative techniques for product sale and promotion. The areas outlined above are among the priorities of the National Plan Industry 4.0 (2017-2020), and which has, among its key lines, the raising of skills and dissemination of I4.0 culture also through interventions ""Digital school "" and "" School and Work Alternation "". SMartGoldSkills intends to contribute to the increase of employability of young people attending, or have recently completed a course of study in the professional institutions, through two actions: mobility for students of the fourth year and graduates. The schools involved in the initiative are technical and vocational schools that have switched fields of study ranging from chemistry and new materials, to rapid prototyping and new 3D technology, design and art applied to the gold sector and multimedia, the new opportunities posed by open hardware to new marketing automation tools for online marketing. The project will also recognize and validate the LO through linear and clear procedures in compliance with the ECVET. This will be possible thanks to the use of skills and credits recognition methods and tools through Learning units, which shall be capitalized and turned into education and / or training credits. PROFILE AND NUMBER OF PARTICIPANTS 93 STUDENTS (out of 80 expected) took part in the project; they were 17/1- years-old students attending the IV year of the VET schools involved in the National Consortium settled in the province of Arezzo, who participated in the training experience abroad in Germany, Spain, Portugal and UK for 35/37 days. 17 HIGH SCHOOL GRADUATES (out of 25 expected). Young people who have obtained a diploma at the VET schools involved in the National Consortium, during the 2017/2018 school year and who participated in the training experience abroad in Spain, Portugal and UK for 92/93 days. ACTIVITIES The activities of the project were carried out as follows: - Project management (divided into four main documents, enclosing the four key aspects of the sound management of the project: Control and Coordination Plan, Learning and Assessment Plan, Communication Management Plan, Dissemination and Valorization Plan). - Trainees preparation (language, technical, educational and cultural training). - Internships identification and activation (following the selection of participants, the candidate-company MATCHING were carried out in collaboration with the foreign parties, which evaluated the participants profiles according businesses availability). - Ongoing monitoring and ex post. - Final assessment (outcomes, project, good practices). - Dissemination and valorisation.METHODOLOGYThe activated methodologies are, essentially, practical and aimed at achieving effective, efficient and repeatable models.RESULTS AND IMPACT At a general level, the project’s impact was mainly on the school and training world (VET) thanks to: learning outcomes of participants in mobility; acquired skills (life, soft and hard skills); recognition of credits. The dissemination strategy supported the overall objectives and the specific activities of the project: the publication of the project OUTPUT (materials) and in particular, OUTCOMES (results). LONG-TERM BENEFITSIn the long term, we expect: innovation of gold and silver production district in the province of Arezzo; extension of the partnership abroad, both in terms of territories and skills; ability to implement exchange and cooperation projects thanks to the use of other funds."

The project from Call 2018 was intended for 2 groups of 16 pupils of the Secondary Vocational School and the Secondary Apprentice School in Jindřichův Hradec, who were intended to carry out their internship in the north of Portugal in the city of Braga. Departures were planned for June 2019 and June 2020. Together with the first group, two trainees were to travel for a three-month program within ErasmusPro.The first internship to Braga went according to the plan in the previously planned period in June 2019. However, there was a change in participants, as there was not enough interest in the planned 3rd grade students, and therefore only 15 positions were filled by 3rd year graduates (IT and Economics with a focus on Tourism). One position was later filled by a recent graduate of the 4th year of Traffic Operation and Logistics. The graduate originally planned to participate in the ErasmusPro, but due to family reasons she preferred a short-term mobility. Nevertheless, the ErasmusPro programme was implemented in the planned number of 2 pupils - one pupil was, according to the original plan, a graduate of the field of Traffic Operation and Logistics and the other one was a graduate of the field of IT. The school preferred the participation of recent graduates because it recognized that this experience would be very beneficial for students and younger students would have this opportunity in the following years.The second group of the 2018 Call had a planned internship to Braga for June 2020. However, this internship had to be postponed due to the Covid-19 pandemic. For this reason, the school requested the maximum possible extension of the project period. More favorable conditions did not occur until May 2021, and therefore the school decided to set the departure for August 2021.The internship was primarily offered to those students who met the conditions and were already selected for the original date of the internship in June 2020, when they were still 3rd year students. Despite the epidemiological situation pupils wanted to participate.It was planned that the second internship from Call 2018 would be combined with the first internship from Call 2019, so that 3 students of the new field of Mechanics of Machines could also take part in the internship. Due to the one-year postponement, the original third-year students became recent graduates. Pupils were very interested in the internship even after graduation, which was also the reason for choosing the August date, because it did not conflict with a possible start at university or employment. The school wanted to give students this unique opportunity to gain new experiences before the next stage of life. The remaining places were offered to third-year students who had to meet the same conditions of the selection procedure (English test, writing a cover letter, study results, etc.).The goal of the internship abroad was met, as the students applied their theoretical knowledge gained during the study and gained valuable practical skills, which they will apply in their future practice. The content of the internship corresponded to the principles of ECVET and Curriculum of individual fields. Thanks to the deepening of knowledge and strengthening of self-confidence, the interest of graduates in further studies has increased, which is evident among pupils from the internship in June 2019. Due to the date of the 2nd internship (August 2021) this cannot yet be objectively assessed. Pupils gained rich experience for the rest of their lives, joined the work teams and tried to establish themselves in them. They tested their ability to work independently and make decisions in an unfamiliar foreign language environment. They also got to know another culture and, thanks to independence, were able to deal with new situations.They have also changed their attitude in the perception of other cultures. At first, the pupils perceived other cultures and people of different skin colors with contempt and apprehension, because they had not met them in the home environment of the small town. After a few days, people took the diversity without any problem.As expected, the intangible outputs prevailed among the outputs of the practice - experience, knowledge, skills. European tools are considered to be material outputs of the placement: eg. Europass Mobility and Europass CV, which pupils have developed for the placement and can then use it in their job search. During the internship, the photo documentation was used to promote the project, the school and the participants themselves on social networks, after returning from the internship to produce promotional materials that now decorate the corridors of the school.

"The aim of MOB4DIGICOMP project was to answer to the evolution of the economic and production fabric of two manufacturing ""districts"" - handicraft present in Tuscany and Umbria which over the years have consolidated their position of excellence of Made in Italy gold (Aretino) and ceramic (Media Valle del Tevere).The manufacturing /craft sector underwent a sharp change in the competitive scenario due to the well-known phenomena of globalization either for the technological innovation that has affected all the production processes and particularly the manufacture production. The answer that the project intended to provide was to RAISE THE LEVEL OF DIFFERENTIATION AND INNOVATION within the sector through the training and specialization of the YOUTH in the field of process and product innovation.A special attention was done on the training and specialization of young people on four dimensions, namely:1) Design and creativity, also through the use and learning of 3D modeling techniques, reverse engineering and additive manufacturing (3D printing)2) Quality control, new materials and applied chemistry3) Business automation linked to the new ""intelligent factory"" scenarios 4) Integration of the value chain: e-commerce, marketing automation, multimedia and social media management such as innovative product marketing techniquesThe areas outlined above are among the priorities of the National Industry 4.0 Plan (2017-2020), and that, among its key guidelines, the raising of skills and the dissemination of the I4.0 culture also through the interventions "" Digital School ""and"" School—Work Alternation "".MOB4DIGICOMP contributed to the increase of employability of the young people through mobility actions: mobility of third and fourth-year students and newly graduated students. The schools involved were technical and professional institutes and Artistic High Schools with the study specialization coherent with above mentioned sectors. The project also permitted to recognize and validate the LOs through linear and transparent procedures in line with ECVET indications through the use of methods and tools for recognizing of skills and credits through Learning Units that can be capitalized and translated into school and / or training credits.NUMBER AND PROFILE OF THE PARTICIPANTS118 STUDENTS of classes III and IV (of the year 2018- 2019) from the Project Partner Institutions and that carried out training experiences (35, 28 and 21 days) in Germany, UK, Portugal, Spain, France and Ireland. 23 NEWLY GRADUATED/ QUALIFIED in the 2018-2019 from the Project Partner Institutions and that have carried out the the training experiences ErasmusPro (92 days) in companies in Germany, UK, Portugal, Spain and Ireland. There were also realized 4 preparation visits in Spain, Ireland, Uk and Netherland.REALISED ACTIVITIES:Project management (Coordination and Control Plan, Learning and Evaluation Plan, Communication Management Plan, Dissemination and Valorisation Plan).Selection and preparation of participants (linguistic, technical, pedagogical and cultural preparation)Identification and activation of internships (MATCHING candidate-company in collaboration with foreign subjects for the evaluation of the profiles based on the availability of the companies).Monitoring in itinere and ex post.Final evaluation (outcomes, project, good practice).Dissemination RESULTS AND IMPACTThe project had a positive impact on the participating students and on schools that made part of Consortium. Particularly the project produced and generalized an increase of students’ soft skills with a positive impact also on academic achievement during the school year 2019-20 (for students of classes III ° and IV °) and an increase in employability for newly graduated participants.Furthermore, there was a positive impact in terms of internationalization of the schools directly involved, mainly thanks to the participation of several teachers as accompanying persons, which allowed the development of relationships and an increase of the knowledge of various VET systems and working world on the European level.The impact at world of school and of the professional training (VET) was recognized mainly in: training results of the participants in the mobility; acquired skills (life, soft and hard-skills); recognition of training credits."

"The Local Agency for Employment and Training of the Getafe City Council (ALEF) has carried out a new edition of the ODISEO project, in this case ODISE02016 edition, which has allowed 20 students of their professional certificate qualification, mainly young unemployed people, to make professional high quality internship in companies from different countries of the EU, with the fundamental objective of developing their professional skills aimed at improving their employability and, as a result, access to employment once the project is completed.Beyond this fundamental objective, ODISE02016 has foreseen the achievement of specific objectives:- Offer an international professional experience to unemployed people with labor difficulties.- Offer a socio-cultural experience that will improve the socio-cultural skills of the participants.- Give unemployed people of the city the chance to improve their professionally in activities with a good occupation perspective.- Encourage the learning of languages, through theoretical learning and the use in the labor context of other community languages.- Complete the curriculum vitae of the participant using the different existing European tools.- Count on the collaboration of a diversity of social and business entities of Getafe, supporting students to achieve their objectives before and after the mobility.- Strengthen strategic partnerships of the public and private sectors in order to improve the employability of the unemployed in the municipality.- Contribute to the Europe 2020 Strategy, the 2020 Education and Training Strategic Framework, and the Rethink Education Strategy.- Promote local economic development, the development of human resources, and employment in the city of Getafe.These general and specific objectives of the ODISE02016 respond to a previous analysis of the situation of the labor market in recent years in the municipality of Getafe, through which we have known the needs of companies and the unemployed population. For this segment of the active population there is a need for training focused on their specific problems, which increases in less than a year employability and enables a fast subsequent labour insertion.To achieve the objectives, ALEF has had a sufficient number of host organizations, which supported the development of the educational activities of the project during the stays of the participants abroad. These partners have also collaborated in the social integration of the participants, and have helped the ALEF in the follow-up and evaluation of the project.In addition, with the aim of strengthening the possibilities of employment of the participants, the ALEF has had the collaboration of various companies and organizations of the municipality, who have contributed their knowledge in activities of ""mentoring"", in addition to considering the participants in your job offers. They reinforce the institutional implication of social entities and the municipal public sector, in the provision of students for certificate of professionalism courses, as well as in the processes of evaluation and improvement of the project.ALEF has carried out the general coordination of the project, and has organized all the management through agreements with the different parties involved in the mobilities. Likewise, it has promoted a monitoring and evaluation system to achieve quality control, improvement and compliance with all the activities included in the project."