The project included the organization of mobility for apprentices and trainers for the Oslo and and Akershus region. The partnership between these two regions has been successful for several years and is based on a mutual strategy of strenghenting vocational training through international mobility in order to support educational strategies. 48 apprentices took part in the project.They participated for the most part in 13 weeks placements with language course and training in company. 9 of them participated in a 6 week placement often because they were not permitted to have a longer placement by their employer. The apprentices are selected on the basis of their motivation and their personal and professional project. In order to achieve their goals, we offer them a placement abroad that included a language course and a placement in a local company. This allows them to learn new techniques, to experience life abroad and to reflect on what this experience can bring to them in the future. We cooperated with institutions in 10 European countries for organizing the placement: Austria, Denmark, England, France, Greece, Germany, Ireland, Italy, Portugal and Spain. We offered not only a large range of destinations, but also a large range of professions: - childcare workers- healthcare workers- baker- automobil mechanic- electricians- IT workers- cooks- office and administration workers- receptionists - carpentersChildcare workers are the most represented vocational training and we placed 14 apprentices in England, Spain and Italy. We look forward to deepening our ties with our current partners in this field. Only 2 trainers were placed abroad for a duration of 4-5 days, both in Italy (childcare and service/catering) . The aim was to improve the awareness of the training enterprise about the benefits of international mobility and hopefully trigger “internationalization at home” by using the international experience for training VET learning in Norway. The aim is also to benefit from the trainer’s professional expertise to define better the specific learning outcomes of some specific placements for apprentices. The feedback from the 2 trainers was positive, though we experienced that it could be challenging to send both a trainer and its trainee to the same place. We have learned we must prepare trainers better to complete their task.

Since 2006, significant progress has been made with regard to European vocational training mobility programmes in Burgundy, not only in terms of public but also in terms of number of beneficiaries.Thanks to local and regional authorities, educational centers, employment agencies, stakeholders in vocational education and training, and of course the European Union, a great number of people have benefited from a work and professional based experience in Europe. This includes students, apprentices, high school students, trainees in vocational education and training, jobseekers, employees, and educational and training staff.The mobility concerns however a number still restricted of beneficiaries , while the dynamic of professional integration by mobility experiences is an increasing request from candidates in search of development and of an improvement of their professional skills, but also from the employers who look for qualified workers with skills acquired and recognized internationally , which means a lot in terms of added value for the companies. With the financial support from the Burgundy Region and the Erasmus + programme, we would like to enrich the professional training offer for learners from Burgundy ,as we are sure that professional internships in European companies is the good way to contribute to the objectives of the trainees and the educational, social and economic world. The MAFOPE project follows the APRECA dynamic since 2011 and continued in 2013, through the Leonardo programme that allowed more than 180 trainees to get a professional experience in Europe , 77 % of them having found a job in a period of 3 and 6 months after their internships.MAFOPE will allow 100 trainees between 18 and 30 years old of the vocational training, to enrich their professional background with skills acquired during their professional mobility in Europe in 6 prioritary activitty sector in Burgundy: food processing industry, international business and marketing, chemistry and biology, tourism and hotel business, corporate services (Human resources, finance, accounting and administration), social and health care.The trainees will get from August 2015, a 3 weeks (60 hours) language course followed by a 13 week professional internship in a European company, the programme ending in May 2017. It will help the professional integration of the trainees when they come back to Burgundy with these different objectives:• Extension and improvement of professional and languages skills• Application and improvement of their professional, personal and language capacities compared to others candidates who could not have this European experience.• Hiring employers from Burgundy of competent workers who can participate in the development of their company.• Implication of the different regional structures for training and employment, in a mobility European way, which leads on good results in professional insertion in the Burgundy region.MAFOPE is looking for the involvement of the greater number of vocational education trainees in the European mobility process. With the financial support of the Burgundy region and ERASMUS+, APRECA will coordinate the programme, offering the trainees an operational organization and a pedagogical follow up , allowing the best profit of their stay in Europe. The regional actors of the professional integration and of the employment will closely be associated to the programme at the beginning, during and at the end of the stay, for the selection of candidates, the intercultural preparation, the evaluation and the help to find a job at the end of their internship.Our European partners (Great Britain, Germany, Spain, Italy, Portugal and Greece) are recognized in the transnational mobility process. They are all professionals of training, education and employment policies in their respective country..Their objectives are the same as APRECA. They will assure, in association with their companies network, the logistic and the operational management of the programme.The evaluation of the programme, its valorisation and the dissemination of the results will be made by APRECA, the Burgundy Region and all the regional actors of vocational training and employment, the role of every partner being clearly defined in its own area of competences.

"This year we have an application for two groups, one VG2 Health and social studies and one group of students from the health-college of Bjørkelangen upper secondary school will be part of a mobility project of two weeks at Annousakeio Therapeutic Centre and institutions in Lisboa, Portugal. We will organize the mobility as a part of National Curriculum for Knowledge Promotion in Secondary Education and Training as an in-depth Study Project.The students will work in a Cretan nursehome, and in observe the dementia-units in Lisboa, Portugal The students will in Greece be guests of the Greek Orthodox Church which is a different culture and religious experience for them. The mobility project will include training in working methods, kultural, religious and language knowledge in Greek, Portugese and in English. The students will be able to observe and learn different illnesses and look at different treatmentsand develop knowledge,skills and behaviour and to stimulate growth towards people with different situations, cultural, social and functional abilities. They will have a training prosess for developingempathy, respect and tolerance .The mobility projects will focus on cooperation, quality and how to solve conflicts in a different cultural enviroment. In addition to all this the students will use the mobility project to choose their future.We know from experience that we will recruit more students to these three programs by attending transnational mobility projects. And every year the society needs more people to take care of people of all groups of patients. Especially now from 1.st january when the new ""coordination reform ""began which states that the local communities will treat and help patients with severe diseases and in terminal palliative care.With superior focus on young people , increases the comletition rates for the apprentice, pupil, trainee, etc in IVT and increase the quality in career guidance. We think that these projects will submit all these priorities. Vg2 health and social studies will have these objevtives:- have understanding of and show respect for the cultures, religion and special characteristics of other nationalities- take part in nursing sick persons - assist users in satisfying their nutritional requirements based on knowledge of the importance of a proper diet for individual health and well-being- be able to guide and motivate users for activities that may give them a meaningful life situation- be able to observe and report on physical, mental and social health and functional disabilities, and, in cooperation with other professional groups, be able to adapt assistance to persons with different needs for assistanceThe students attending health collage of dementia care will have these objectives:-further development in their own and patients emotions -further development in communication skills and competence and use these in a therapeutic contacts with patients and their relatives - observe and learn about Alzheimer EuropeBoth groups will reach towards the standards of the National Governmental provisions"

"The mobility project will include training in working methods, kultural, religious and language knowledge in Greek and in English. The students will be able to observe and learn different illnesses and look at different treatmentsand develop knowledge,skills and behaviour and to stimulate growth towards people with different situations, cultural, social and functional abilities. They will have a training prosess for developing empathy, respect and tolerance .The mobility projects will focus on cooperation, quality and how to solve conflicts in a different cultural enviroment. In addition to all this the students will use the mobility project to choose their future.We know from experience that we will recruit more students to these programs by attending transnational mobility projects. Early schoolleavers will be less in number when pupils attend these projects. And every year the society needs more people to take care of people of all groups of patients. Especially now when the new ""coordination reform ""began which states that the local communities will treat and help patients with severe diseases and of dementia care.With superior focus on young people , increases the competition rates and increase the quality in their career . We think that these projects will submit all these priorities. Vg2 health and social studies will have these objevtives:- have understanding of and show respect for the cultures, religion and special characteristics of other nationalities- take part in nursing sick persons - assist users in satisfying their nutritional requirements based on knowledge of the importance of a proper diet for individual health and well-being- be able to guide and motivate users for activities that may give them a meaningful life situation- be able to observe and report on physical, mental and social health and functional disabilities, and, in cooperation with other professional groups, be able to adapt assistance to persons with different needs for assistanceThe students attending health college of dementia care will have these objectives:-further development in their own and patients emotions -further development in communication skills and competence and use these in a therapeutic contacts with patients and their relatives - observe and learn about dementis care in EuropeBoth groups will reach towards the standards of the National Governmental provisions For the teachers that join the staff training abroad in Denmark and Greece, will return til our school with new educational methods and a increased transnational cooperation between education and training methods. They will have increased their ability to see each pupils needs to cope with social, cultural and lingvistic variations."

Nord-Gudbrandsdal passing school - mobility project 2017-19: SummaryThrough this project we have been given the opportunity to offer students in vocational education both relevant and good practice training in different parts of Europe. According to the school's strategy, in internationalization, our aim is to strengthen the students' career opportunities in the region and at the same time raise the vocational worker and apprentice. The project has also helped to meet the pupils' need for internships and learning subjects that the region has scarcity or which does not exist in Gudbrandsdalen / Oppland. In addition, we see that the project has helped raise the vocational and vocational training at the school. Since 2006, we have steadily linked internationalization in schools (through the course YFF) to the needs of business and industry in our region. This year, as in previous years, we have connected school and business and sent both subject teachers and representatives from the business community as followers with the students to take part in the practical period. In this way, both teachers and resource persons in the local business community have gained relevant insight and the opportunity to quality assure and become familiar with possible learning candidates.In this project we have sent a total of 61 pupils and followers to various partners in Europe. There is a fairly even distribution of companies and training institutions. We have collaborated with 5 different partners spread across 4 different education programs. At Technique and industrial production, we, like many years before, cooperated with the a shipyard in Poland. In the construction industry, pupils received practice from a Training Center in Lithuania. Pupils at Service and Transport participated in a practice stay at Hostels in Iceland while students studying ICT service subjects and transport and logistics have experience in Denmark through our an educational institute in Denmark.