The PERCIVAL project is presented by the consortium made of the public tertiary vocational education institutes (ISIS) “Einaudi Ceccherelli” in Piombino, “R. Foresi” in Portoferraio e “B. Lotti” in Massa Marittima (which signed a network agreement called “A.T.L.A.S. - Alberghieri Toscani del Litorale Area sud) and Accademia europea di Firenze. The project aims at valuing and make tangible the European dimension of VET provisions (concerning hotellerie and touristic reception), giving all participants (LEARNERS) the opportunity to go through an international internship. This would allow them to put their skills and competences to the test and to observe the labour market “from within” in an international context. Not only will they be able to further develop their language skills and technical abilities, but they will also acquire competences with respect to intercultural relations, entrepreneurship and communication. At the same time, the project aims at providing the involved TEACHERS and STAFF with an experience to improve their in-service training outcomes, acquiring competences and knowledge about competence-based learning design, CLIL teaching, design of alternate training, which take into account the local resources, curriculum needs and students’ expectations. The project proposes international internships for 76 students enrolled in 3rd and 4th grade in the different sectors/specialties taught in the Institutes members of the project consortium: tourism, hotellerie, reception services, food and wine, and a number of complementary sectors such as social and healthcare in touristic environments, administration, finance and management of reception structures, maintenance and technical assistance in reception structures. For 15 newly graduates the project proposed longer mobilities, called “ErasmusPro mobilities”, with the aim of enriching their employability profile and support their motivation, especially in cases of school failure or other difficulties. These mobility experiences will be real work experiences/placements lasting 150 days, this improving participants’ chances to find a job. The mobility programmes for 9 teachers will last only 7 days, implying job shadowing and observation at VET providers in the UK, Spain and France. They will have an insight into learning design methodologies (e.g. competence-based design and evaluation; CLIL; laboratory-based learning, alternate training, etc.) so to take back to the Institutes a fresh view of how learning methoodlogies can be innovated and improved. The project implementation will positively impact the addressed target groups: LEARNERS (STUDENTS and NEWLY GRADUATES): Development of key competences; personal development, increased awareness and autonomy, critical thinking, ability to take informed decisions, entrepreneurship; improvement of social relationships in the different contexts (school, family, friends) and prevention of bullying. Employment for newly graduates. STAFF / TEACHERS PARTICIPATING IN THE MOBILITY PROGRAMMES: Improvement of their professional competences with respect to: competence-based learning design; co-design of alternate training (with companies and other labour market actors); design and management of transnational projects. STAFF / ACCOMPANYING TEACHERS: Acquisition of new technical/professional skills and competences; increase of their motivation to participate in international mobility programmes; increase of their awareness about job opportunities in the hosting countries. CONSORTIUM (STAFF and ORGANISATIONS): Acquisition of skills to manage transnational projects and mobility programmes; strengthening of the alternate training programmes; improvement in the capacity to contribute with innovative elements to the design of school curricula; improved use of the EUROPASS CV and MOBILITY tools, benefiting young students and graduates.

The Improving Skills project was promoted by EFTA - School of Professional Training in Tourism of Aveiro, Lda., Constituted in 2006 and currently the only school in the region dedicated exclusively to the areas of Tourism and Leisure and Hospitality and Catering. EFTA promotes a professional and academic qualification of excellence and stands out today as a Vocational Training School of reference.With this new project, EFTA pursued its clear objectives in the educational project and strategic plan of internationalization and training / employability, tourism and leisure dynamism and organizational learning.The participants of this project were 16 trainees for 11-week Curricular Internship and 6 newly graduates for a 14-week Professional Internship from EFTA Level 4 vocational training courses in the areas of Tourism, Catering and Hospitality. The mobility period included the sending of 4 companions (1 per flow of participants) for 4 days.The 5-day shadowing program allowed 6 faculty members to be sent with peer training and bridge-building missions with which EFTA schools can engage in dialogue and exchanges on a permanent basis .The countries of destination were: Austria, United Kingdom, Italy, Luxembourg and Spain.In terms of certification all participants received the EFTA Certificate, Certificate of Internship and Europass-Mobility CertificateThe main NEEDS of the target audience were: Creating opportunities for audiences with problematic socio-economic situations Reversing trends in school drop-out and failure Strengthening social and personal skills Creating curiosity by knowing and contacting other peoples and cultures Improving mastery of languages and raising awareness of other languages Qualify and certify human resources in the tourism and leisure sectorThe general OBJECTIVES were:- STIMULATE TRAINERS TO BE INVOLVED IN THEIR OWN TRAINING- GUARANTEE A QUALITY TRAINING THAT GOES TO THE MEETING OF TRAINERS AND SOCIETY- CREATE COOPERATIVE NETWORKS THAT THINK / AGE ON TRAINING AND EMPLOYABILITYThe registered IMPACTS were:Students and alumni:- Continuation and completion of courses by the students (currently in the 12th year)- Former students in the labor market- Facilitator of integration in the national and international labor market- Reinforcement of the taste for the professional area through the learning of new techniques and knowledge in general- Recognition of the importance of constant technical and professional updating- Cultural interest fostered by multiple trips- Greater ease in contact with other cultures, greater openness, tolerance and acceptance of diversity- A greater taste for learning and, by sharing their experience, transmitting the same taste to other trainees / young people- Recognition of the internationalization experience as positive in the development of their personal and professional competences- Proficiency in a language other than the mother tongue- Development of skills in the interpersonal relationshipStaff:- Increased pedagogical competence of the faculty and more motivation to invest in the level of quality and excellence- Increased work capacity and increased involvement in the dynamization of school activities- Greater sense of belonging to the EFTA community- Increased ability to work in teams (face-to-face and distance) and in interdisciplinary and intercultural environments- Greater evaluative capacity on the work developed- Contact with practices and trends of tourism and leisure at European and international level who have practical effects in the classroom, with students- Improving language skills- Greater proximity to other cultures, greater ability to tolerate acceptanceEducational Community:- Motivation and enthusiasm for participation in future mobility programs- Cultural curiosity- Ability to work at intercultural level- Domain of the instruments and mechanisms used with the ERSMUS +- Recognition of the competences and capital gains of the teaching and non-teaching staff in international project management- Impact on strengthening self-esteem, by recognizing impacts on work done- Development of skills in the interpersonal relationshipSchool Community:- Contribution to the strategy put forward in the EFTA European Development Plan and consequently to the removal of identified needs- Teachers learn to trust their students- Reducing dropout rates- Creation of new dynamics in school management

The LOGRO-EUROPE III project has sought to go a step further than what has been done in the past. In addition to providing training support to recent VET graduates for the performance of quality training practices in a working environment in other European countries, through providing them with the tools to face their access to the labour market in the best possible way, it has also been intended to promote among the participants the values that make up the spirit of a common European citizenship through their respective mobilities, as well as the inclusion and social integration of all its citizens.To this end, Logroño City Council created a Consortium made up of 6 local centres that provide professional training and have extensive experience in the field of mobility projects (IES Comercio, IES La Laboral, IES Batalla de Clavijo, Colegio Paula Montal, Colegio Sagrado Corazón and IES Duques de Nájera).The consortium focused the project on a total of 36 young people (finally, the participation was of 35) of legal age and under 35 years old, students of Vocational education and training in one of the formative centers that conformed it, with the purpose that these carried out their Training in Working Centers (FCT) outside of Spain.The professional sectors that were involved in the project were:- Administrative management: 11 participants.- Microcomputer systems and networks: 5 participants.- Commercial activities: 5 participants.- Pharmacy and parapharmacy: 4 participants.- Health emergencies: 3 participants.- Laboratory practices: 3 participants.- Electrical and automatic installations: 2 participants.- Care for dependent persons: 1 participant.- Hairdressing and hair cosmetics: 1 participant.- Nursing auxiliary care technician: 1 participant.The 35 selected participants received an online language course in which they would develop their professional practices in European companies related to their respective areas of study, the duration of which was a total of 85 days.In each of the destination cities, the Consortium had the collaboration of an intermediary partner, thus consolidating the quality of the project: Accademia Europea di Firenze (Italy), Euroyouth (Portugal), Amadeus Association (Austria) and Foyle International (Ireland).In relation to the specific objectives of the project:- Participants have been able to complete the process of acquiring quality training and have been promoted to carry out effective and specialized professional internships abroad.- The lack of connection between the world of business and education and their respective needs has been contested, building bridges and synergies between the two.- A better recognition of the competences acquired by the participants during their respective stays abroad has been ensured.- The participants' entrepreneurial capacity for the creation of more autonomous and sustainable societies within Europe has been fostered.- Young people have been made aware of the opportunities offered by new sources of employment.The results have also been positive for the 35 participants:- They have gained professional experience within their working sector.- They have developed transversal competences (entrepreneurship, digital competences).- They have trained their personal skills (autonomy, sense of responsibility and communication skills, among others).- They have improved a second language (English) or have learned a new one (Italian, Portuguese and even German).- They have enjoyed several social and cultural experiences in an environment different from that of their country of origin.LOGRO-EUROPE III has also offered, as an added value, a programme of itineraries for labour insertion, making available to all participants, on their return from their respective mobilities, the services of employment orientation by the local partners of the consortium.

This project 2017-1-ES01-KA102-035330 has consisted in performing:- 8 students training in VET in the European Community countries, particularly in specialties: Technician in Microcomputer Systems and Networks: 2 students in the company SHOPLET in Poland, 1 student in the company HEMMERSBACH in Poland, 1 students in the company COMPUTER VISION LAB (Austria) and another students in the company TRASLT in Italy. Technician in Administrative Management: 1 students in QIAGEN BUSSINES SERVICES in Poland. Technician in Commercial Activities: 2 students in the company BUFFETTI in Italy. The number of grants used has been 8. - On the other hand the training of the teachers has been in the following companies: BRIDGWATER AND TAUNTON COLLEGE in the United Kingdom, BUFFETTI in Italy, MOBILITY CONNECTING EUROPE LIMITED in Ireland, HEMMERSBACH and QIAGEN BUSSINES SERVICES in Poland. In the end the number of grants used for staff has been 9.* The teaching methods used were the following:- On the side of the students that take part in the mobility: Use the knowledge acquired in the institute in their Company, moreover, the student will acquire work experience related to the knowledge already acquired.- Regarding the teachers: The training took place in companies, doing some activities and obtaining the knowledge and the skills the companies request, in order to teach that knowledge to the pupils.* The results where the following:On the side of the student: Carry out their training in the companies acquiring professional knowledge and skills and improving their level in languages that will help them find a job related to their studies more easily.On the other hand, teachers have obtained the knowledge of the skills requested by the companies from the destination countries, in order to share their knowledge with the other teachers in the institute.* The benefits obtained were the following:That the students who took part are satisfied with their work experience and can share their experience with the rest of the students in order to encourage them to do their work experience in a foreign country.That the teachers who took part are satisfied with their training and can share that knowledge with the rest of the teachers of our college. They can also teach that knowledge in their teaching classes.That the institute can teach the students in the best way possible so that they acquire the best skills, knowledge and personal development for their future job.That in the companies the knowledge and experience that our students and teachers, who take part in the mobility have acquired, could be used.* Students have obtained the following skills:Commercial Activities: organize and control the operations of storage of the products; Carry out the activities of the point of sale; Perform the operations of the sales of products and/or services;Administrative Management: record, process and transmit information; carry out administrative formalities of purchasing and selling products or services; carry out administrative formalities of personnel; carry out administrative formalities of treasury and accounting records; inform and serve the customer about products or financial services and insurance;Microcomputer Systems and Networks: install and maintain network and Internet services, equipment and computer systems, office and corporate applications;

"The ERASMUSCORES project is promoted by the society of regional development ""Alcores Development, s.l."" which is an instrumental body of the municipalities of Carmona, Viso del Alcor and Mairena del Alcor, which from 1993 decided to join forces to apply for programs and projects related to the improvement of living and working conditions of their towns.It is important to remark that improving the mobility of young graduates is consistent with the strategy which it is seeked to establish in the region. In fact, it becomes an unmet need of the population which increasingly requires the use of the necessary language skills in order to do their job, for which we consider the ERASMUS + program more than effective, raising the question to the category of ""CORE VALUE "", hence the name ""ERASMUSCORES"".Specifically, the project has been coordinated by the office of Carmona Alcores Development (consortium coordinator), since it is in this town where the headquarters of the Institutes with professional training certificate cycles, are capable of granting professional certificates to students once they attend the appropriate training cycles, are located. Specifically, the Institutes participating in the project are: IES Arrabal and IES Maese Rodrigo. Another partner organisation of the Consortium was the Local Autonomous Municipal Centre Organisation of Comprehensive Training of the town of Carmona, which awards professional certificates for Training Courses by the official approval of the Town Council of Andalusia which awards certificates for the training which it gives: Public Health service to people dependent on social institutions and Public Health service to people living at home, as well the Tourism Module of the Employment Workshop. Unfortunately, none of the students were interested in participating in the programme. Taking into account the sending partners who sent students abroad to do an internship, the project areas have been as follows: Kitchen and Gastronomy, Restoration services, administrative management and machining. ERASMUSCORES has been aimed at 22 young people between 20 and 42 years old who were attending any of the training programs offered by these training centres. These 22 young people have had the opportunity to have a 3 -9 month long mobility experience (depending of the flow) in quality companies in one of the countries selected (Ireland, Italy and Portugal). This has not only been a professional experience, but it has been a life experience which enables young people to develop competencies and new social skills.To support the project consortium in the organization and monitoring of placements in the destination countries, Fomento has collaborated with intermediary members, who have extensive experience in working with these types of participants: EUROYOUTH, Lisbon (Portugal) , PARTNERSHIP INTERNATIONAL, Cork (Ireland) and AEF, Florence (Italy). Furthermore, both the coordinator (Fomento) and the OAL have made available to the participants the industrial estates which are located in Carmona, El Viso del Alcor and Mairena del Alcor: the Pilero Industrial Park and Industrial Estate Brenes and Logistics Park in Carmona, Poliviso and Santa Isabel in the second municipality and Gandúl and Trocha in Mairena del Alcor.ERASMUSCORES has used a comprehensive method of monitoring all activities of the project in all its phases through follow up emails and phone calls, and has evaluated all interested parties by means of questionnaires and formal and informal evaluative meetings."