"The Ethos project: European mobilities for Tourism and HOreca Students is an initiative created by Forma Camera, the Rome Chamber of Commerce's special Istituto, to provide concrete answers to problems concerning both young people and the productive and economic fabric that it represents. In particular Ethos addressed two problems affecting our country such as the high rate of youth unemployment and the need to innovate the education system (European interest priority). The analysis of employment needs, carried out during the project planning phase, highlights how the tourism sector is one of the sectors that characterizes our country in the world and it can represent a driving force for relaunching youth employment, especially in the province of Rome. Mobility has therefore been conceived as a training tool to enable young students to acquire those key and citizenship skills needed to make a difference in the labor market. Forma Camera has therefore embarked on a specific path on European mobility for VET students starting from the tourism sector, aiming for making mobility an integral part of the curricula and inviting local stakeholders to unite to implement network strategies and scale economies. ETHOS represents the first step in the internationalization path of the educational offer which saw the multiplication of similar actions on the local territory in the following years.The ETHOS project allowed 100 young students from school institutes with tourist / hotel vocations in the province of Rome to carry out a 3-week work experience in a European company in line with their training curriculum. Every hour of internship abroad has been integrated into the training curriculum through Europass and ECVET systems. Work-based experiences abroad have enabled students to acquire technical and professional skills in a leading supply chain of the local economy, such as tourism, and transversal skills such as learning to learn, relational, intercultural, linguistic, personal autonomy, spirit of initiative, problem solving, and confidence in the work environment: the most requested by the European and local labor market. The ETHOS consortium was composed of second-level secondary schools distinguished by a quality training offer, corroborated by numerous project initiatives and awards: the IPSSCT LUIGI EINAUDI; ""Livia Bottardi"" Technical Institute for Tourism; ISIS ""Vincenzo Gioberti"" and the Higher Secondary Education Institute ""Domizia Lucilla"". Included the iMove association, as result of the LLp Leonardo project of the same name, which brings together VET European organizations united by a working methodology aimed at reaching the ET2020 target of 6% of students in mobility.The students reached 9 destinations in 7 European countries: Spain; UK; Czech Republic; Malta; Poland; Germany; Cyprus. All destinations have been selected for their ability to offer coherent experiences with the participants course of study and activity sectors, and to increase the chances of post-qualification employment after returning from experience.After an information and selection phase, all the participants received a thorough preparation on the linguistic, organizational, cultural, workplace safety aspects and adaptation to a foreign country and the working environment. Each participant has signed a Learning Agreement with objectives, expected results, and internship experience implementation.During the whole period the participants were monitored by two tutors in Italy, including a mobility coordinator in their school, otherwise a contact teacher who facilitated preparation and skills recognition; from a ""logistic"" tutor in the destination country and from a company tutor who guided them on their learning path.ETHOS has directly impacted both participants and the local education system. The evaluation tools showed an improvement in the competences of the participating students, in their motivation and in their employment prospects. At the local level instead, the school staff that took part in the activities developed skills in managing KA1 VET mobility projects. In other words, mobility coordinators were trained in each school as reference points for students and colleagues on mobility activities.It should be emphasized that ETHOS has been followed by Erasmus+ 3 project proposals, 2 of which granted, which allow the participation of schools that alone would not have been able."

Among the EU countries, Italy is on the last places for youth employment. The Europe 2020 Strategy refers to our country calling to renew the system of education and training, to make young people achieve key competences for the economy and the knowledge society as it leads to improvement of their employability. One of the sectors that distinguishes our country in the world and which may represent a driving force for raising young people employment is undoubtedly the tourism. Mobility stimulates the ability to re-innovate that is so important for young people, especially for those who have been able to observe cutting-edge practices in other countries, it gives them the skills required by the labor market, however a common strategy is needed between the major players involved to extend this possibility to as many students as possible. In this context, the upper secondary school Pellegrino Artusi in Riolo Terme wants to undertake a specific path on European mobility for technical-professional training students starting from the hospitality and catering sector with the aim of making mobility an integral part of the curriculum and inviting the actors on the territory to unite in order to implement network strategies and economies of scale. The project ReHEAT: tecniche di Ristorazione Ed Hotellerie Ecosostenibili Acquisite Tramite la mobilità Europeais the second step of the internationalization path of the training offer that intends to create in the region the sectoral mobility centers where will have possibility to participate all the schools. The project allows 100 young students of 5 hotel institutes from Emilia-Romagna region to work for 4 weeks in a company in another country in line with their training and with the guarantee to see the corresponding period recognized in their own curriculum path and validate the skills acquired through the Europass and ECVET devices. These are technical-professional skills in a leading sector of the regional economy such as hospitality and catering and transversal skills such as learning to learn, interpersonal, intercultural, linguistic skills as well as personal autonomy, initiative, problems solving and confidence in the work environment: the most requested by the European and local job market. The project has a further added value, in fact the participants during their experience abroad will collect a series of good practices on how to avoid food and energy waste, unfortunately relevant problems are common in this sector. By developing awareness on these issues among students, the practices will be shared within the institutions and will be available to hotel schools. The consortium that proposes ReHEAT is particularly qualified and includes secondary schools of secondary rank characterized by a quality educational offer, supported by numerous project initiatives and awards. The consortium was inspired of mobility from the iMove network, an association resulting from the LLP Leonardo network which brings together VET mobility consortia in Europe sharing a working methodology aimed at reaching the target of 6% of students in mobility set by ET2020. Abroad, the partnership has 8 partners from 7 EU countries: Cyprus, Germany, Poland, Spain, United Kingdom, Lithuania and France. All of them have been cooperating for a long time and have demonstrated competence and reliability. Above all, they are able to offer experiences that are consistent with the course of study of the participants and increase the possibilities of post-qualification employment after the students’ return from the experience. After a phase of information gathering and selection, the participants will receive a thorough preparation that will cover the linguistic, organizational, cultural, safety aspects of the workplace, adaptation to a foreign country and the work environment. Each participant will sign a Learning Agreement that will specify exactly the objectives, expected results, methods of carrying out the experience. In addition to improving the employability of 100 students ReHEAT aims to have an impact on the school system allowing to participate the schools that alone would not be able to do it. One of the expected results is to establish mobility coordinators in each school that can be point of reference for students and colleagues. Finally, ReHEAT aims to bring together the main players involved in local training in a public-private partnership with the aim of integrating and strengthening local policies in the pursuit of strategies for 2014-2020 and at the same time attracting private funding for the future, the only real way to make European mobility more widespread for the benefit of people and businesses.

Erasmus+ mobility project for 2018-2019 involves students, the Support Office Staff, teachers of general subjects, adult education staff and professional teachers of Järva County Vocational Training Centre. In addition, an IT specialist was included to this mobility. The main aim of the project was to offer a large-scale education to meet the needs of the labour market in European Union, to support people involved in vocational education by offering them knowledge, vocational skills and qualification that is recognized in Europe, and to continue to popularize vocational education. During the period of 1st August 2018 to 31st August 2019, in total 25 students were included to the work placement mobility in Hungary, Poland, Germany, Sicily, Sweden and Cyprus. Students involved are studying one of these specialities: car technician, building and road construction, ICT junior specialist, customer service assistant for logistics’ companies, home economics, cook, equine management and veterinary assistant. Through the staff mobility, in total 19 employees were sent to gain work experience (job shadowing) in Germany, Sicily, Belgium, Cyprus, Hungary and Lithuania, and one IT-specialist and ICT trainer-teacher was invited to JKHK to teach our ICT students. The purpose of involving support staff and general education teachers was to gain direct experience regarding different methodologies and tools that are in use in other European countries in order to cope with students with special (educational) needs (inclusive education). Teachers (home economics and cooks) wanted to learn about local traditions, customs, cuisine and working methods in hotel service in different countries, so they could teach students all about it and make changes to our respective curricula. The aim of involving adult education staff was to improve the quality of continuing education and retraining and to offer courses that are not yet available in vocational schools in Estonia. We are confident that staff mobility helps teachers increase their confidence and learn about different approaches on how better support the learner; also to generate new ideas on how to integrate subjects in order to improve the teaching quality, so that the learner is more motivated to learn, and that the knowledge helps them in the future life. The involvement of trade and logistics is necessary in order to continue the development of apprenticeship, which started last school year (Erasmus+ 2017 project). In addition, we valued life-long learning key competences: developing of foreign language skills, motivating them to study other foreign languages and to get interested in foreign cultures, teaching both students and teachers self-confidence and initiative. The project activities offered opportunities to broaden their minds by learning more about foreign traditions, cultures, technologies and work-specific vocational skills. In the mobility project, we included students from the second and third year (except students from veterinary assistant course, as it lasts only 1.5 years), because they have already gained the knowledge and professional skills and have some work experience. Nevertheless, application requirements were the same for every student, and the opening was announced in school website and social media. All the participants were offered full support by both sending organization and hosting organizations before and during the mobility. Sending organization was responsible for the preparation of participant’s language skills, cultural awareness, travel arrangement, required documentation etc.). Host organization arranged, according to pre-agreement, pick-up from the arrival point in the destination country, public transport, accommodation, food, work placements, certificate etc. Our experience shows that thanks to the student mobility, their professional skills are even better developed, they are more aware of real life working situations and understand the work culture. The professional experience helps the student to adapt to new working environment and working team. Students entering the labor market straight from school tend to be more insecure, have less courage and less (diverse) practice. Doing the work placement abroad and getting a foreign experience makes young people more privileged than their classmates, also proves their courage and initiative to achieve more. Also, teachers who take part of the program are more eager to cooperate with different countries: learn about their work ethic, methods and in return share their knowledge. As a result of the mobilities, our adult education staff tried out a new method and are eager to start a new cooperation in order to develop new curricula, cook staff have already educated our teachers, students and adult learners about cuisine in Sicily, Italy and Cyprus. After IT specialist's visit students are looking forward to another experience like that, where a foreign specialist teachers them.

Kouvola Region Vocational College(KSAO) implements mobilities for students and experts on the basis of Erasmus + VET Mobility Charter 2015-1-FI01-KA109-009226 during years 2018-2020. Main target of the projects is to offer students and experts possibilities to gain new knowledge, skills and comptences from another European country and to familiarize with other cultures. The number of mobilites of the college is 90-120/year. The number and length of students' mobilities depends on the timing of their workplacement periods. During this project the college implemented 68 student mobilities and 18 staff mobilities. Main hosting countries were Germany, Spain, Malta and The Netherlands. Students who participated in the project were studying their vocational qualifications or further vocational qualification in upper secondary level, age 17-60 years. Experts were teachers, trainers, managers, other personnel and tutors from working life. Students carried out workplacement periods of 3-8 weeks, average one month, and experts job-shadowing-periods of 2-8 days, average 3 days. Learning outcomes for student mobilities were planned together with the hosting organisation and recognized and validated as a unit of students’ studies. Programs for experts' mobilities were also planned together with the hosting organisation. Periods included job-shadowing periods in hosting organisations and or companies. Mobility periods of students and experts were carried out simultaneously as often as possible. The partner group consists of old and reliable partners of the college and offers partners for all of the study fields in our college. The partner group develops its VET by carrying out common KA2-projects. With these projects the partner group invites also new partners with new ideas to develope further mobilities and new co-operation. International activities of Kouvola Region Vocational College are managed and developed in the frames of the strategy of the City of Kouvola, Kouvola Region Vocational College and its International Activities. The strategy of the college is for 2018-2022 and updated every year. The main objectives of the strategy are to develop flexible learning pathways, mentoring and wide and new learning environments and development of the skills of experts and other staff. During the mobility periods these objectives were developed and gained together with foreign partners. Students and experts developed their vocational and language skills, skills to work in a multicultural working environment and to develop their life long learning skills.Kouvola Region Vocational College informs about its international activities on the web sites of the college and by using social media like Facebook. All of the participants write a blog during their mobility periods, these are published on the websites of college KSAO (www.ksao.fi). The college informs about international activities and projects in publications of the college, the City of Kouvola, local newspaper, local radio and events organized by the college.

International mobility has become part of normal study and learning process in Tampere Vocational College Tredu. There are different, well-functioning variations of exchange practices in different study fields of Tredu. The mobility statistics of Tredu show constant growth in numbers and 2017-2018 some exchanges were postponed until autumn because of the lack of Eramus+ grants.The whole concept of Tredu’s international exchanges is wide as Tredu is a very large VET provider in Finland. There are many sectoral work cultures and models and various work-based development needs in the different study fields due to different student profiles and staff work situations. Tredu has 17 campus areas in the region and there are real equal opportunities for students also with fewer opportunities to make exchange abroad during the studies. Tredu also offers exchange options for newly graduated students. Student exchange flows are from 2 weeks up to 16 weeks and staff exchanges from 1 work week up to 3, including travel days. Also work-life partners are participating in international mobility actions.The aim is to realize international exchanges in all Tredu’s study fields and also make multi-professional team exchanges. Staff exchanges are an important and goal oriented way to develop sectoral and work-based training and an option to personal professional development. Tredu has started staff development actions with staff learning pathways, one option being international and cultural pathway. This is one of the strategic priorities in Tredu, and all staff members should recognize and evaluate their “international skills” during development discussions with their superiors. One very important way to realize this (competent and skillful learner) is through participation in international exchanges. Other ways to develop international aspects in Tampere region are e.g. work-life exchanges, development projects and active participation in receiving international students to Tredu. Long student exchanges (16 weeks) have been a tradition among hotel and restaurant services and they are now extending to other study fields like business and administration and technical sector. Tredu also provides vocational studies and certificates in these sectors in English language. Most student exchanges last between 4 and 10 weeks. The length and scope is decided together with sectoral needs, “traditions” and receiving partner profiles. The shortest student exchanges last 2 weeks and they are mainly completed by students with special needs and VALMA -students (preparatory training) students. These exchanges are accompanied by teachers and professional advisors from Tredu. Apprentices are also encouraged to participate in international mobility actions. International exchange periods are usually realized in the shape of work-related on-the-job learning periods in local companies abroad. Work-life visits and study periods in hosting VET schools expand the scope of the international experience. According to student interviews, international exchange periods improve students’ feeling of independence, responsibility and self-esteem. A well-planned period provides a wide understanding of European work-life, VET practices and sectoral needs for the participant. It is also possible to learn and experience skills which are not available in Finland. Quite often students are also checking possible entrepreneurship pathways and experiences during their exchange period. Tredu has a structured international mobility process that guides all the steps in the realization of a mobilty period, including Tredu’s language and cultural preparation, decision making process and relevant documents, insurance cover etc. The process is mainly carried out with online digital documentation in Wilma study register system. Every student mobility is recognized as a part of the learning process according to the ECVET principles. Informal learning during mobility is also recognized in Tredu according to the agreed common principles. Receiving partners are mainly organizations with whom Tredu has valid MoU. Tredu’s Action Plan for International Affairs is a guideline for all international cooperation and equal opportunities for participating individuals. Different study fields and Tredu's all 17 campuses; student, staff members and work-life partners; have opportunities for international exchanges. Tampere Vocational College Tredu is an active receiving and hosting partner for many partners abroad. Accumulating results of international mobilities play an important role with multi-professional cooperation and new development ideas support local economic development in Tampere region.