Te@m - Te@chers in mobility includes n. 9 mobility lasting 7 days (including travel days), during which the teachers will have the opportunity to attend a STRUCTURED COURSE on the issues of the use of the Moodle platform, CLIL methodology and discuss, through a small business job shadowing, on methods of assessment and certification of skills.The general idea was to show teachers that training must go through internationalization, comparison and implementation of their professional skills and cross through mobility and contact with languages and cultures 'other'.During the project alternated moments of formal and non-formal, both in the run-up to mobility in the same mobility. Participants had the opportunity to meet colleagues from other European countries, to exchange ideas and opinions, observe and compare strategies, methods and techniques used by those involved.

C.L.I.L.- Cooperative Learning in Languages - stemmed from the desire to counteract social discomfort and high school dropout rates registered within the institute Giustino Fortunato. Although the school was located in the Vomero district of Naples, which was supposed to be the more respectful city area, it hosted students from many surrounding areas, which were known for their urban and social decay. The connection to the metro line 1 between the Vomero and the Scampia district, built between 2005 and 2009, had, in fact, resulted in the increased number of students at risk, in terms of early school leaving.The reality in which the school is located had, thus, led teachers to question themselves on how the school system could attract even the toughest guys towards learning and knowledge without penalizing the most deserving students.Starting from the need to defeat early school leaving and increase the education quality of the Institute in order to offer more employment opportunities for students, C.L.I.L. aimed at deepening the use of new teaching methodologies and enhancing teachers’ language skills, through the comparison with other European schools.Specifically, the project involved the mobility of 20 teachers, 10 of which will be carrying out job shadowing activities in the United Kingdom (5 participants) and Malta (5 teachers) in order to identify and deepen the use of cooperative learning methods. The other 10 will follow structured courses, taught in English and French, in United Kingdom (5 participants) and France (5 teachers) in order to improve their language skills.Compared to new teaching methodologies, it was expected the deepening of all the ways through which the students, guided by their teacher in quality of facilitator, could become active participants in their own learning process. Particular attention will also be paid to the analysis of educational strategies that allowed a better integration of students, who would normally feel excluded during daily frontal lessons.As regards, however, the structured courses of English and French, they will be provided by native speakers who will help participants improve their language skills, so that they could prepare and manage classes in Clil mode, once returned from the mobility.The 20 teachers that participated in the project taught various disciplines (mathematics, marketing, economics, literature and law) and they were united by the need to update themselves in order to properly respond to the phenomenon of early school leaving, to deepen the knowledge of languages and to meet other foreign colleagues. The project developed a strong cooperation between all partners, which will be guaranteed by the signing of a specific agreement and a constant confrontation and dialogue, made possible by several multimedia communication tools (Skype; drobox; cloud).As regards the project impact, C.L.I.L. produced its effect, first on the participants, who, thanks to their experience of mobility, confronted themselves with other foreign colleagues, by incorporating new teaching methodologies for the war against early school leaving. They also improved their language skills and pass from a level of sufficient proficiency to an intermediate level. Mobility, especially for older teachers , hardened by daily difficulties and tired of a school system which wasn’t meritocratic, renewed their interest towards their own profession.The Institute Giustino Fortunato benefited, then, from more qualified teachers and therefore increased its training quality. It was expected the activation of two courses in foreign languages and that foresee the use of Clil methodologies. The project also contributed to the reduction of 2% of school drop-out rates within the institute, which now stands at a rate of 36% out of the total number of members.Thanks to an effective dissemination of results, guaranteed by the use of the eTwinning platform and the use of local and national press, C.L.I.L. will give its contribution at both regional, national and European level, presenting itself as an opportunity to deepen active inclusion strategies for learners and to enhance the school training offer.

"Sivitanidios Public School of Trades and Vocations (SDSTE) as a modern educational institution, believes that training needs through mobility activities, must be tailored to future prospects, so as to precede rather than follow the developments. The development of students skills, upgrading qualifications of the teaching staff, is considered a ""sine qua non"" prerequisite for innovation and improvement of quality in education and training provided in Sivitanidios. The Strategy of our Foundation's Internationalization, through the implementation of the proposed mobility activities under the Erasmus + 2017, meets the following needs of our students and teaching staff: 1. Facilitate the transition of students from school to working life, through apprenticeships (Work Based Learning) 2. Development of basic skills (entrepreneurship, language and digital skills) 3. Relevance and connect the supplied learning and training with the labor market 4. Networking among participating educational organizations / institutions/ companies, for a flexible and collaborative learning in a European workplace. 5. Strengthening the role of teachers / trainers and strengthening of students to new conditions concerning the employability and mobility in labor market According to ""Research Duplication of labor market needs in the Region of Attica"" (Professional Chamber of Athens, 2015) concerning the qualitative characteristics of VET graduates and whether they meet the needs of modern Greek enterprises, in all sectors , business representatives stated that it is very important to have vocational qualifications, especially if they relate to programs with these sectors or specific occupations. The proposed mobility activities meet the fore-mentioned needs of our Foundation and are divided into three groups: A. VET learners traineeships in vocational institutes abroad: ""Ιnnovative training for Vet Learners - Connection with your Profession"" Α1.Participants: (13) trainees from Sivitanidios Training Institute, specialty Technician in Cosmetics, Pharmaceuticals and related products and two (2) attendant trainers. The training will last two weeks and involves laboratory applications & raw materials exploitation techniques, for formulating perfumes & development of herbal cosmetics, at ASFO GRASSE, in the city Grasse, France. A2.Participants: (13) trainees from Sivitanidios Training Institude, specialty Art Aesthetics and two (2) attendant trainers. The training will last two weeks, on the subject of ""Professional Makeup for Spectacle"", at Ecole de maquillage professionnel et de coiffure pour le Spectacle FLEURIMON in Paris, France. Β. VET learners traineeships in companies abroad:""Youth entrepreneurship and work based learning for Vet Learners"" B1.Participants: (14) students from Sivitanidios 3rd Professional Lyceum (EPAL), from the fields of Applied Arts & Mechanical, specialties graphic arts specialists, interior designers, furniture and mechanical engineering and two (2) attendant teachers. Students will first attend for 1 week laboratory-type courses workshops & then will be placed in companies for two weeks in jobs related to their field of study, at APLICAPROPOSTALDA - Bragamob, in the city of Minho, Portugal B2.Participants: (15) students from Sivitanidios 3rd Professional Lyceum (EPAL),from the field of Mechanical, specialties Merchant Marine Engineers & Vehicle Technicians & two (2) attendant teachers. Students will first attend for 1 week laboratory-type courses workshops & then will be placed in companies for two weeks in jobs related to their field of study, at Lexema Ltd, in the city of Sliema, Malta. C. Learning mobility for VET-Staf C.1.Training for 10 teachers from Sivitanidios 3rd Professional Lyceum (EPAL), to ""Youth entrepreneurship and work based learning for Vet Staf"", at Cap Ulysse, in Bordeaux, France C.2.Training for 10 teachers from Sivitanidios 2rd Professional Lyceum (EPAL), to ""Intelligent Water Equipment & Electronics with WBL"" at IT POWER LIMITED, in Denmark C.3.Training for 12 trainers from Sivitanidios Training Institude to "" Triple Model of Training for Vet Learners & Staff.: Work based learning -Youth entrepreneurship - Connection with the labor market "" at INITIATIVE FUR TEACHING ENTREPRENEURSHIP, in Vienna, Austria. C.4. Training for 10 teachers/trainers/Career Services office personnel, to ""Innovative apprenticeship and traineeships systems in VET education"" at Ιnstituto per la Formazione, in Bologna, Italy. The duration of the proposed mobility activities for two years."

"The Municipality of Bitonto (Apulia) has promoted the project ""SMART PUGLIA - Support students' Mobility in the Automation and eneRgy secTor in PUGLIA"" (project code: 2018-1-IT01-KA102-006375) from 01-10 -2018 until last 08/30/2021. The project aimed at 103 recent graduates in the professional fields of mechanics, energy and IT, selected to carry out a long-term mobility (4 months) in United Kingdom, Germany, Ireland, Belgium and Malta.The project ""SMART PUGLIA"" has contributed to the achievement of the following objectives:•It has favored the job placement of Apulian graduates in the mechanical, energy and IT sectors thanks to the training experiences abroad, the validation/recognition of all the skills acquired, and the collaboration between European institutes and companies; in fact, 20-30% of the beneficiaries participating in the mobility received a job offer from a European company, increasing their employability at an international level. Furthermore, the participation in the project favored the development of “skills” and “relationships” which became part of the participants’ renewed European identity. The project offered the learners an “open space” for self-expression and improvement, for socio-cultural dialogue and inclusion at all levels.•It has trained professional figures in line with the implementation of the regional specialization strategy to support companies in the Apulian and Southern area for their further internationalization and innovation; in this regard, 10% of the participants, at the end of their internship, started working for local companies while 40% decided to enroll in higher professional training courses to be able to further professionalize their profile.•It has improved the Coordinator’s (Municipality of Bitonto) managerial and planning skills, strengthening local collaborations with citizens, companies, and schools. At the same time, the Municipality has had the chance to start a process of internationalization and modernization, improving its ability to network and generate changes and impacts for local generations.•It has involved Secondary Schools from Apulia (IISS ""Bachelet - Galilei""; IISS ""Panetti-Pitagora""; IISS ""Guglielmo-Marconi""; ITT ""Alessandro Volta""; IISS ""Agherbino""; Liceo Scientifico Statale ""G. Galilei""; ITET “Salvemini-Molfetta”) in a process of renewal and internationalization of their educational offer, in response to the training demands of the modern market; in addition, by witnessing the organization and assessment of internships abroad, the Schools have had the opportunity to renew teaching methods and training experiences in non-formal contexts, with the use of on-the-job models.•It has allowed the improvement of other members of the Consortium (Federimimpresa and GAL Conca Barese) in terms of their ability to network and collaborate with foreign actors, exploring new models of local development and professional upskilling.•It has allowed the Consortium to cooperate with other Member States, creating joint opportunities for collaboration and business, promoting dialogue and exchange of good practices on relevant topics related to new information technologies and energy efficiency solutions in the mechanical sector."

"The project arises from the idea of implementing the individual mobility of both students and teachers with the purpose of promoting vocational training and acquiring professional skills, trying to find a solution to some of the issues identified in ""Five Key Messages for Inclusive Education. Putting Theory into Practice "", in particular Key Message no.1, which states that students with special educational needs and/or disadvantaged needs should be provided with actions and plans which can facilitate and prepare them for the transition from the educational phase to the work phase. In the same document, The Key Message no. 3 underlines how continuous training and education, professional profile, teachers’ skills and competences, as well as job networking and coordination between professionals are vital. The mobilities of students and teachers linked to internships were carried out in Greece, Portugal, Lithuania, France and Malta: 109 students completed a 2-week internship abroad, including 32 pupils with L.104, 37 with specific learning difficulties, 21 with declared economic disadvantage and 20 foreigners. Staff mobility involved 30 teachers, who participated in a week’s training course in English which focused on inclusive practices and innovative teaching techniques at Wyzsza Szkola Bankowa in Gdansk. At the end of each activity or mobility, participants completed specifically designed questionnaires using the Google platform to monitor the on –going activities and to assess the results and possible critical issues. The students were selected on the basis of inclusivity and integration criteria in order to facilitate the students involved (SEN and those with economic disadvantage) to pass from the world of school to the world of work. The tasks carried out during the internships and the evaluation of the work carried out by the students were identified on the basis of the Units of Learning Object (ULO) and their assessment grids in line with the principles of the ECVET methodology from the perspective of a continuous training and improving professional and cross-skills. The project included the mobility of students and teachers with the aim of deepening and disseminating the European ECVET procedure. Each student was placed in a company based on his/her school curriculum and professional profile. In addition to the learning objectives specified in the ULOs, the planned activities aimed at fostering students' sense of belonging to the European Community as well as improving their ability to work in groups and independently, to fit into a workplace easily, to improve their English and French competence, to facilitate solid links between different schools and promote the development of contents, educational solutions and innovative practices based on ICT(Information Technologies and Communication). In addition, this experience, involving training and work activities within a mixed group, allowed them to meet students from other schools, sharing spaces and time, out of their comfort zone, thereby increasing their communication and collaboration skills. The activities required the study and use of inclusive and innovative educational approaches, cooperative learning lessons in order to improve students' competences and decrease the number of those who leave school early.The main feature of the project is that it has been coordinated by a network of schools that have learned to manage the different phases of the project independently and to address the problems and issues related to large projects like this, overcoming all the critical issues that are encountered in the management of a cooperation between different realities such as those of schools/associations/corporations/ businesses. All this has led to the acquisition of the necessary skills for future collaborations and, at the moment, several partner schools are once again engaged together in other Erasmus projects. A network of good relationships has been established between schools, agencies and companies with the aim of maintaining contacts for future work experience as a result of this experience. Based on the above, it can be assumed that the project's objectives have been achieved through project activities."