"The DIGITI@MOLI project was in continuity with the ""SI-VA"" Project coordinated by Molise Region and financed by the South East Europe community programme. The ""SI-VA"" project has contributed, in particular, to reducing the digital divide in the territorial area of ​​South-East Europe, providing an innovative choice in terms of tools and solutions for better accessibility to broadband services.DIGITI@MOLI has also established itself as a tool for the implementation of the Alternating School-Work activities and the National Plan for the Digital School: key elements of the ""Reform of the national education and training system"" contained in Law 107/2015 (""Buona Scuola"").The national data released by AgiD in 2015 in the Document ""Italian Strategy for Ultra-Broadband"" and then reconfirmed in 2016 by further research and studies, included Molise in last place in Italy with only 64% of the population reached from broadband connectivity. This resulted in a drastic penalization with respect to the spread of ICT, especially among young people from Molise region.In light of these premises and in the wake of the European and National Directives on Education and Training, which support international mobility as a field for the acquisition of professional and personal skills and the promotion of ICT knowledge, in 2016, the Consortium that promoted the DIGITI@MOLI project, with a view to creating training courses in Alternating School-Work to be held at foreign companies operating in the IT sector and New Technologies, for students from fourth classes and recent graduates of ICT and electronics of the 5 VET schools participating to the Consortium.The project aimed to improve, in particular, the quality of vocational education and training, giving a European dimension to the educational paths and offering, as a consequence, to young participants the opportunity to improve their technical-professional, linguistic and cultural skills and its employability in innovative sectors of interest for the entire Molise region.These objectives were pursued by means of a 4-week mobility experience for 75 students of fourth classes (of whom 14 with special needs) and 3 months for 61 recent graduates of the 5 schools involved. The programme has provided, for the participants, internships in companies, linguistic, sectoral and cultural analysis of the territory and comparison between the different professional techniques.The project contributed, in particular, to creating a European space for lifelong learning in the ICT sector and was implemented in a thematic and priority European context such as ""the ECVET system for the transparency and recognition of learning outcomes and of qualifications"".The Molise Region has many years of experience in applying ECVET tools in managing international mobility projects. The project, therefore, represented an important starting point for updating and using the results and training actions developed on a larger scale, for the development of the comparison between the countries involved in the project and others interested in the issues considered.In details, the project had a duration of 24 months, the 136 participants were divided into 27 flows (9 flows for students of fourth classes and 18 flows for recent graduates). The internships were carried out in companies, laboratories, IT and electronic assistance centers in Portugal, Spain, the United Kingdom, Malta and France.In addition to internships in European companies, all participants benefited from a pre-departure preparation course and careful tutoring and monitoring, guaranteed by the tutor of the host partner and the mentor of the host company. In the case of the students of the fourth classes and, above all, of the 14 students with special needs involved, the sending schools have provided at least one accompanying teacher per destination flow in order to facilitate socio-cultural and corporate integration.The project has, therefore, achieved the following impacts:- on the competences and attitudes of the participants making them more employable and able to undertake in the IT and ICT sector;- on the educational and training systems of sending schools and all the Consortium bodies that have benefited from the results and that in the future will want to promote international mobility paths;- on companies and local and regional trade associations, which have 136 qualified resources to improve the use of ICT in various production contexts;- on education policies in favor of school-work alternation paths with a European dimension;- on the diffusion of the ECVET system and related devices and instruments."

"Europe 2020 Strategy Building on a strategic framework that encompasses the systems and levels of education and training as a whole, from a lifelong learning perspective, this project has a mission of advanced quality teaching, multilingualism, A linguistic diversity, an equality and inclusion, a school success of all students and a higher achievement in a foster school Inclusion, respect, tolerance and critical thinking. Faced with a constantly changing society in the most diverse areas, young people manifest new interests, with which teachers have to deal with, using new teaching methods and adapting a training offer. The new European challenges require that training systems take advantage of all career development opportunities in order to prepare, innovate and motivate their trainees. It is imperative to leverage existing resources, to explore new ones and to envisage a broader vision of what it is to educate in the 21st century, according to the European Development Plan. The Viseu Youth project, integrated into the education and internationalization policies and supported by the intermediary entity Adamastor, will take 42 young people Viseenses and 3 teachers, to carry out an international experience in Europe. The Erasmus + program can make an important contribution to help address the socio-economic changes and key challenges facing a region for sustainable growth, inclusion and social justice for citizens. By involving young scholars in this project, the sustainable development of results for both young people and members of Professional School of Mariana Seixas and for local and international communities: - Being able to communicate and relate to ""the other"" and the general public; - be able to organize and coordinate a project - perceive the social, economic or political actors that can influence regional companies; - give participants an opportunity for international experience in which they can acquire skills in entrepreneurship and private initiatives for the development of sustainable professions in their country; - give impetus to sectors that are in constant development acquiring management skills and adaptation to the dynamics of international mobility; - promote the development of skills for participants, cultures for the purposes of adapting to work and living in Europe - promote awareness and encourage a constructive dialogue between languages, traditions and different European cultures which are intended for intercultural understanding. The project will involve young people in their 11st year, the 12nd year and those who have completed their studies, as a way of stimulating learning, effort and educational recognition by others. These are not covered by the program, thus raising the prestige of the program. The project has a duration of two years and provides that the mobilities are divided into different periods of time and attendance of students (45 days - 11st year, 45 days - 12ns year and 90 days - newly formed). We want the mobilizations to take place in the following countries: Spain, Italy and Malta. The selection of the countries in question was analyzed through analyzes shared by evaluations considered very positive. This mobility experience has been validated with the Europass Certification, Certificate of Internship and ECVET Certificate."

"The key element of energy saving policy is energy efficient buildings. Buildings consume more energy than any other sector of the European economy. It is recognized that they account for around 40% of all energy consumption. The building sector, therefore, offers the largest potential for enerfy savings, which in return will reduce our negative impact on the environment. Based on these considerations, the project ""ETEROB Mobility"" aims, in line with the project LLP-LdV TOI ""ETEROB - European Training Programme on Energy Efficient Renovation of Old Buildings"", to lay the foundation, through the creation of specific paths of WORK-BASED LEARNING (WBL) for students in initial vocational training and recent graduates in CONSTRUCTION, ENVIRONMENT AND LANDSCAPE subjects, for a modernization of the construction sector in the belief that this may be the most immediate and cost-effective way to reduce energy consumption, and to create new jobs and promote economic recovery in the construction industry. Through ""ETEROB Mobility"" the VET School ""Caselli"", the other 9 sending VET Schools and all partners of the Consortium, are therefore intended to provide appropriate competencies in the building eco-friendly sector in order to identify appropriate solutions for energy saving, in compliance with regulations on environmental protection and improve, therefore, the quality of education and vocational training, giving a European dimension to the educational paths and offering, as a result, to the young participants the opportunity to test and deepen their skills curriculum: professionalism in their specific areas of VET (ENERGY, CONSTRUCTION, ENVIRONMENT AND LAND), cultural knowledge and language training. This general objective, in line with the ET2020 Strategy, is pursued by a mobility experience that consists of an internship abroad of one month for 100 students and of three months for 80 recent graduates of the 10 VET Schools involved (Construction, Environment and Landscape sector). In summary, the project activities are: 1. Transversal Activities: Management; Dissemination and exploitation of results; Follow up; 2. Mobility Preparation: Communication and Cooperation Plan; Selection and preparation of participants; Planning of LOs; 3. Mobility: Internship in the company; Monitoring; Internships and project evaluation; Evaluation, cerification, transfer and validation of LOs. From the methodological point of view the project includes: - The continuous and active involvement of all the figures of the project staff and the supervision carried out by trainers and mentors; tutoring and mentoring activities; training methods based on the involvement, participation, the high integration between theory and practice, the development of practical skills immediately spendable, the validation of acquired skills; - A system of midterm and final means to monitor progress in terms of learning achieved by the participants, as well as to evaluate, certify, validate and transfer them within the ECVET framework; - The development of a final report focused on the identification of the effective functioning of the activities and elements that can be reproduced, transferred and integrated within the consortium and in other contexts. For the participants the main expected results from the ETEROB Mobility project affect not only its marketability in the job market, but also its positive influences on the development of human potential through its moments of formal, informal and non-formal learning. Finally, through ETEROB Mobility it is expected to consolidate a network of European actors bringing good practices and innovative training models in the areas of energy, construction, environment and landsacape and setting the stage for future collaborations. The project is, therefore, an important starting point for the updating and exploitation of results on a larger scale. These, therefore, the expected impacts: AT THE END OF THE PROJECT: - the development of specialized skills for the target group involved (180 young students and recent graduates); - realization of models and training tools of innovative value. IN THE MEDIUM TERM: - Diffusion of results and training models among the subjects of the macro sectors concerned and vocational training; - Availability of results and training models for institutions and professionals of the local / regional territories involved; IN THE LONG TERM: - Orientation of the public policies of the partners involved on the basis of the results of the project; - Use of procedures such as a standard model."

The general objective of the ACTIVA-TE project was to contribute, through the international mobility of 29 young people from rural contexts, with fewer opportunities due to the social, cultural, geographical and educational obstacles they face, in order to promote future professionals with more skills and abilities to respond to the demands of the labor market. The aim was to transform these mobility experiences into an engine for the development of young people themselves, the education and training system, local economies and society in general.The internship experience was developed in organizations in the various areas of activity that the Penalva do Castelo Vocational School offers, taking into account the work plan adapted to the profile of the participants.The main objective of this project was the acquisition of transversal professional profiles for strategic communication skills, acquiring transversal competences to their initial training plan, such as: international marketing, organizational communication, civic participation and counseling activities, socioeconomic development, and improving the competitiveness of local businesses through the transfer of acquired knowledge.These exchange practices during the school year have been greatly encouraged by the countries of origin and destination, as they contribute to the goal of progressive integration into the labor market which is at the basis of the process of economic globalization underway. The deepening of this integration requires the cross-fertilization of linguistic and cultural knowledge between partner countries, which tend to be easily transmitted and acquired during these mobility periods. In the long run this cross-fertilization of knowledge is beneficial in favor of trade and in the development of international business projects.The mobilities of these young people favor the adaptation to multicultural environments and to the greater self-training and self-esteem. The level of interculturality of this experience has added value to those involved in the project and above all has been a lever for young people to be active in the field of European mobility, gaining awareness of the European project and values of the EU and a greater motivation to participate more actively in society after the period of mobility.The project provided the participants with the opportunity to live, work and acquire new skills in international organizations / companies.According to the feedback gathered from participants, involved organizations and family members, this project produced positive and lasting effects for the participants.Young people have acquired tools that will be used in contexts that are transversal to society and that can be applied in Portugal and in other European countries.An internship abroad allows the development of foreign language skills, especially at the level of technical language, and a greater sensitivity to interculturality, skills increasingly valued in the labor market.The development of new knowledge and skills enabled a direct comparison between the national reality and the international reality.This is the case, for example, of relational skills, the spirit of initiative, the ability to adapt to new contexts, flexibility in integrating into multinational teams, entrepreneurship, or fluency in spoken and written foreign languages. Skills that were specially stimulated with the participation of the students in this project.