CONTEXT / BACKGROUND.IES Arucas-Domingo Rivero welcomes students from an urban area very affected by the economic and social crisis that exists in the northern region of Gran Canaria. It is a half rural urban area where the means are in general very scarce as a result of the decline of the primary and industrial sector and the conversion of the municipality into a dormitory city due to its proximity to the capital of the province. The level of English or another language is very low. A percentage of 25% access the training cycles by the specially designed access test, so it can be considered that in large numbers come from school failure. In these students the level of languages ​​is lower than in the average of the rest of the formative stages of the IES.The institute has developed several Erasmus + mobility projects in higher education and has extensive experience in professional training, which shows great interest in remaining competitive in new teaching-learning strategies.NUMBER, TYPE AND PROFILE OF THE PARTICIPATING STUDENTS:Number of participating students: 9.Age: 6 students under 20 years old, 2 students between 20 and 25 years old and a student over 30 years old.Gender: 8 male students and 1 female student.Professional profile: 5 students of the cycle of intermediate degree of commercial activities, two of the cycle of average degree of electrical and automatic installations and two of the cycle of average degree of mechanical manufacture (welding and boilermaking).Knowledge of languages: low in all cases.Social profile: In 89% of the cases with a low social profile and with great needs due to geographical origin or economic profile of the families.NUMBER, TYPE AND PROFILE OF PARTICIPATING PERSONNEL:2 teachers with training responsibility in the business activities cycle. One of them is an English teacher and member of the center's management team.1 teacher with training responsibility in the cycle of electrical and automatic installations.1 teacher with training responsibility in the mechanical manufacturing cycle.ACTIVITIES PERFORMEDNine mobilities of students: four to Germany and five to Italy.Four mobilities of personnel: two to Italy and two to Germany.RESULTS AND IMPACTS ACHIEVEDSTUDENTS.For the students, the main impacts observed are the following: improvements in the capacity of labor insertion, improvements in the curriculum, improvement of English language skills, improvement of hidden curriculum in aspects such as personal maturity and a sense of responsibility.TEACHERS.Mobilities have given them more motivation and incorporate innovation in teaching practice. They have also been able to spread the new concerns through the meetings of didactic coordination department and in the coordination of professional families at the regional level.INSTITUTIONUndoubtedly, the project has achieved a considerable improvement in the estimation of the medium grade cycles of our institute since an offer that has traditionally been considered of quality, have been added some methodological improvements not yet materialized but perceived by the students as possible for participation in European projects.The number of students who wish to complete their studies of middle grade cycle has also increased due to the possibility of participating in a mobility program.The center has also deepened its internationalization strategy thanks to the improvement of the competence in the search for new European partners according to the requirements of the didactic coordination departments.On the other hand, the training center has been able to develop a cooperation project with a Senegalese institute basing the project on the learning embodied in the know-how of the center thanks to the development of projects such as the one we have been reporting.

“PRACTICES IN EUROPE FOR VET STUDENTS”.

This project is intended for 14 students of Vocational Formation and Training from the six areas we have in the I.E.S. Santa María de Guía: Administration and Management, Electricity and Electronics, Community Care and Socio-cultural Services, Health Care, Transport and Maintenence of Vehicles and Hotel and Business Catering and Tourism in Santa María de Guía High School. The students will carry out their 30 days of internship in companies in Reggio Calabria (Italy) in order to boost the international dimension of their training. The High School's Board of Management, many teachers from different teaching teams, and teachers of Professional Training and Guidance are all fully involved in this project. These internships will be accepted as part of the training module undertaken by students as part of their professional training. The principal aims are to improve the skills and competencies of the students of Vocational Formation and Training in order to facilitate their integration into the Spanish and European Labour markets, as well as understanding different methods of labour organization industrial production and innovation in various production sectors. The results that are expected are principally that our students feel it is possible to include carrying out internships and possibly even entering the labour market in various European countries to their professional expectations. Furthermore, we wish to achieve that the experience of our students and teachers in the world of work and education in other European countries could broaden our professional and socio-economic horizons and allow us to improve the quality of our training programmes. The mobilites will take place between November 2016 and June 2017.

"Annex I of the final agreement established that 4 student and 2 teacher mobility as well as a accompanying person would be developed. 100% of the planned mobilities have been carried out, so the quantitative objectives have been met.The 4 student mobilities have been from students in the middle cycle of computer science and have been to Calabria, Italy. As can be seen from the final survey, all opinions are satisfactory, in fact, we propose, in future projects, that the student's stay be extended twice (to 2 months, instead of 1).Participants have complemented their training by learning new ways of working and in some cases they have known different technologies. We also highlight as an achievement the fact that they have been integrated into work teams from another country and in another language, learning other cultures. This improvement reverses not only in direct participants; On the one hand, the improvements learned are shared and, on the other hand, a culture of openness to the outside is being woven that is spreading to the rest of the community.Results we appreciate in the students have been:Acquisition of competitive advantages in their professional skills, knowledge of other working methods, improvement in language skills, openness and flexibility through knowledge of other cultures, development of their social skills and acquisition of personal values ​​such as self-confidence.The 2 staff mobilities were carried out by:a FOL partner in Calabria, visiting a marketing and design company (PMopenlaab s.r.l.s.). There she was able to obtain knowledge about the marketing projects for the growth of new companies and as a strategy for the promotion of the territory that were successful in PMopenlab s.r.l.s.The other staff mobility was made by a colleague from the IT department to Malta, visiting a school (De La Salle College Malta). There he attended meetings with the management team with the aim of acquiring knowledge about the management of the center and the Maltese education system. He also attended several 5 days of Job Shadowing during several daily classes of different computer-related subjects. There he observed how they were taught, what methodologies were used, what profile the students had, how the exams were performed, etc ...As a consequence, the teaching staff has improved the ability to work in a team and the experience implies an improvement in the quality of teaching-learning activities, motivation and satisfaction in daily work, greater capacity to provoke the international opening of the center, improvement in creativity and innovation capacity.The person who accompanied the students was a teacher of the IT department. We had planned 10 days of accompaniment, but the profile of the students showed us that , with 5 days would be enough. We made her stay in Calabria coincide with the FOL teacher who performed the mobility. In this way, we thought it was better for both. In fact it was.We have also established contact with a German center that allows us to send students to do internships in future projects, as well as send teachers to do job-shadowing there. We will also organize this course interships for 2 students of the Computer Science specialty for 4 weeks in companies of our island. The center is the ""Berufskolleg Alsdorf"" in Alsdorf. It all started with a visit of 4 teachers to our center, where the possibility of collaborating successfully was raised.First, the collaboration is going to be in this way. In the future we plan to find another partner and start documenting ourselves to create a consortium and expand collaboration."

The project was designed for participants from cycles of half degree in commercial activities, assistance to persons in situations of dependency and FPB's business services. We set out to achieve five objectives common to all mobility participants: participants provide a real experience of training/internship in a European environment. Improve their knowledge of foreign languages. Reduce school drop-outs early, in the case of the students, especially those in basic vocational training. To provide participating teachers of new tools that help you improve your teaching practice and develop cultural skills. Country: Italy. 7 mobility of students of vocational training (5) and (2) basic vocational training were. Three teachers and a companion, also teacher of FPB. In principle, the mobilities were going in to two areas of Italy; a Ascoli Piceno, Trento (Rovereto) to Reggio Calabria, but we have an adverse circumstance. The earthquakes occurred in the Region of Piceno generated doubts about the suitability of mobility to the region. Students and their families expressed their fear and doubt to go to that part of Italy, faced with this situation the leadership of our institution and Coordination decided to mobility to undertake all in the region of Reggio Calabria. This did not mean a change in the budget since subsidies in both places are the same. At the last moment one of mobility failed, one of the students of TAPSD resigned due to personal problems, and had no time to make the change by another student.Our students of media cycles were two months and a half and the FPB's 14 days, all in Reggio Calabria. Integration into the companies according to their professional profile was satisfactory. In addition were completely autonomous in their daily lives which allowed them to improve their skills and abilities. We got to stay in this new environment allowed them to develop the capacity to understand the cultural differences, come into contact with that culture and learn to mediate the differences. In the case of the FPB, it is important that students who have not adapted to the educational environment knew to stay in the system, end their studies and obtain their professional qualification. Comment it has been a success where students have shown interest in obtaining your qualification, improve attitude, class attendance and feel valued, like any other student center which has option to European mobility. In terms of the profile of the students: all participants presented request for mobility and their educational teams evaluated preparation and mastery of skills in each of the fields, as well as his personal spirit and adaptability to new circumstances that might bring them life in another country, another language and another way of working. Assessed knowledge, initiative in learning a language and attitude. Activities: care to persons in situations of dependency are worked with elderly and disabled in situations of dependency, from personal hygiene, mobility exercises, physical and cognitive stimulation activities... Sales activities were conducted in commercial activities, control of warehouse, shop windows and interior design, attention customer rating difference between local here trade with the projection that in Italy or Italians management form dominated by the family trade albeit with franchises of major brands. They were 3 mobilities of trade and Marketing teachers (one passenger) and 1 of care for people in a situation of dependence. Teachers applying for participation in project that is evaluated by the projects Committee, chaired by the Director of the Centre and is evaluated according to the criteria published on the Web site of the Center. The activities carried out by the Faculty: in commercial activities were carried out observation and learning levels of management, merchandising, sales, interior design and packaging-related. Professor TAPSD was job shadow to a counterpart Center with the same teachings where noted how developed educational training and companies where performed at their practices. We believe that mobility have allowed teachers greater involvement of its European, educational work, fostering a greater vision of labor and professional mobility. For reasons unrelated to the project last mobility of teacher training of TAPSD failed.