The EU Strategy Europe 2020 ask European countries to renew their Education and Training systems, to make possible for young people to acquire competences that are necessary for the economy and the European knowledge society. In the light of the expansion of the European market and internationalisation of companies, learning mobility is a key for the improvement of their employability. At the same time, in its strategic framework Education and Training 2020, the EU defines mobility “an essential element of lifelong learning and an important means of enhancing people's employability and adaptability”, stating that “periods of learning abroad — both within Europe and the rest of the world — should be the rule rather than the exception”. In support to this European framework, the consortium of VET providers applying has introduced a coordinated approach regarding European mobility for VET students. The project Co.Pro.Mob 2020 fits with the European strategies by offering the opportunity to live a work experience in a EU company abroad for 5 weeks to 120 VET students. The mobility is part of the courses offered by the schools from the consortium, therefore, competences acquired abroad by participants have been recognised in their curricula through the use of Europass and ECVET.Our participants: 120 young people 17-19 yo, mixity F/M , 44% are from disadvantaged families (scholarships from Education Nationale) Students in mobility have acquired competences in cutting edge sectors of the regional economy in particular: shipbuilding; constructions and hospitality and catering, but also key competences such as learning-to-learn, relational and intercultural skills, language, as well as autonomy, entrepreneurship, problem solving, understanding of the workplace environment, all of them mostly required by companies nowadays. The consortium is composed by four VET schools representing the in the Pyrénées-Orientales province. Alfmed as a local coordinator and UNISER as European coordinator. The partnership includes 6 partner organisations from 5 EU countries (Italy, Spain, Poland; UK and Germany) which have proven their competences and reliability in previous projects. After an informative and selection phase including Cv workshops and candidacy workshop, participants have been offered a pre-departure preparation covering language, practical organisation, culture, safety in the workplace, adaptation to a foreign country and to the work environment. Each participant has signed a Learning Agreement specifying objectives, expected results and organisational details of the work experience. Since the preparation phase, students had access to OLS in order to improve their language skills. During all their stay abroad, students have been followed-up by many people: a national tutor, a tutor in the country of destination, a company mentor who guided them through their learning experience and a mobility coordinator in their school. A follow-up meeting has been arranged after the end of each flow to let participants reflect and share on the experience and make the most out of their Erasmus+ experience for their future. The project has boosted the employability of these 120 young people, we believe it has also impacted the local educational system, local teacher staff team. In fact it has improved competences of staff, in order to make mobility easier and more accessible to all those VET providers which do not have the resources or the competences. Last but not least, the project represents the beginning of a systemic approach toward internationalisation, by involving institutions and local Economy, families and staff in the aim of modernising- internationalization of the educational system. This strategy did not convince yet local authorities to give co financing to disadvantaged families that represent 40% of the total participants. Future CoProMob projects, thanks to the positive impact identified of this first project, should beneficy of co-funding, at least for disadvantaged families (identified by Education Nationale as boursiers).

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.

The Jenny Nyströmschool in Kalmar has for 20 years been working with internationally in different kinds of projects. In this project application we did included all vocational programmes at our school, i.e Childcare and Leisure-, Health and Care-, Hotel and Tourism and Restaurant-program, with bakery and confectionary. Our receiving partners are from Norway, Germany, The Netherlands, France, England and Spain. The internship period was between 3- 8 weeks and are a part of the ordinary internship for the vocational programmes..We have also included the teachers and supervisors for job-shadowing . They found it very interesting and useful knowledge was obtained,everyone was very grateful for the ability, that gave the a broaden knowledge within their occupation. 3 students was offered to do a VET-Plong, in the application we had 2 students but many students where interested. We offered one more student from Childcare program to go to Athens, due of the Corona she couldn´t make the whole period of time and had difficulties getting back to Sweden. One student went to Norway for 3 months, she was offered a job and stayed longer, one student from the bakery program was also offered a job after the 3 months. All students are very pleased of this opportunity. All students was assessed by the tutor and assessment will also be considered when marking of the courses of each program respectively. All partners are well aware of their responsibilities in the project, ticket bookings, transfers, insurances, securing, accommodation, internship, social/culture activities, assessment.The aim of the internship period abroad is to give the students the possibility to see themselves in a global context and to see that the labour market stretches beyond the borders of Sweden.The possibility of employment also increase as they show responsibility, flexibility and good vocational skills and experience! The student enhance their skills and their professional pride is strengthened. Their self-confidence grows along with their improvement to speak a foreign language.We can see all this when they got back from the internship. We put the school, Kalmar and our region on the map by the international work carried out by The Jenny Nyström school.Our region is not very active with International exchanges, that makes it important for our community a school to give this opportunity to the students and staff. We hope to increase the knowledge of other cultures and a global approach.

"CONTEXTE ET HISTORIQUE DU PROJETLe lycée polyvalent Christian Bourquin a ouvert ses portes à Argelès-sur-Mer en 2015, accueillant notamment les sections de BTS Tourisme, Mise A Niveau et BTS Hôtellerie-Restauration de Perpignan, soit 130 étudiants par promotion.Après deux années de fonctionnement difficiles, l'arrivée d'une nouvelle équipe de direction à la rentrée 2017 a contribué à la mise en place d'une nouvelle dynamique, dont les effets visibles sont encourageants pour l'avenir.Depuis la rentrée 2018, l'équipe des Relations Internationales s'est étoffée et se compose de :1 ERAEI (Enseignant Référent pour l'Action Européenne et Internationale)1 Référent Mobilité internationale des étudiants1 Référent mobilité des BTS MHR3 Référents mobilité de l'enseignement professionnel et technologique1 Service Civique UniverselLa gestion ""imparfaite"" du dossier Erasmus+ par l'équipe sortante a conduit à une réduction de 50 % de la subvention Erasmus+ accordée au lycée pour les mobilités de l'enseignement supérieur en 2018-2019.OBJECTIFSLes objectifs du lycée Bourquin pour ses étudiants et ses personnels sont ambitieux et progressifs.Pour le contrat 2018, en raison de la baisse du montant de la subvention Erasmus+, nous avons choisi de financer exclusivement des mobilités étudiants. Les mobilités des personnels seront reconsidérées l'année suivante.Cette évolution a fait l'objet d'un accord de l'agence Erasmus+ France suite au Rapport Intermédiaire.30 étudiants ont exprimé en début d'année scolaire leur souhait de réaliser une mobilité, dont 29 stages et 3 périodes d'étude à l'étranger.RÉSULTATS ET IMPACTS ATTEINTS en 2018-2019Les mobilités liées au projet KA103 2018 ont été finalisées en août 2019.NOMBRE ET PROFILS DES PARTICIPANTS9 mobilités d'étudiants ont été réalisées dans la cadre du projet Erasmus+ KA103 2018 :- 7 mobilités de stage (6 étudiants de BTS Tourisme + 1 étudiant de BTS MHR)- 2 mobilités d'études BTS tourisme (République d'Irlande)ACTIVITÉS RÉALISÉES- La procédure de candidature et de sélection des candidats s'enrichit de nos expériences de mobilité d'observation.- Nos outils et supports de communication se développent (newsletter RI hebdomadaire, mur d'information RI, documents sur l'ENT e-sidoc, vidéos Snapchat, carte Mymaps...)- Des ateliers de préparation à la mobilité sont proposés aux étudiants : animations en langues vivantes, ateliers de sophrologie, découverte des destinations, approche interculturelle, escape-game du citoyen européen, projet transfrontalier dans le cadre des élections européennes, jeux-quizz... - Le renforcement de nos partenariats à l'étranger permet d'élargir notre offre de mobilités sécurisées pour les étudiants.- Des partages d'expérience entre étudiants sont organisés régulièrement, en présentiel ou par visio (Erasmusdays...)IMPACTS / BÉNÉFICES A LONG TERMELes 2 mobilités d'étude réalisées en République d'Irlande ont renforcé le partenariat entre le lycée Bourquin et la TU Dublin, et d'autres étudiants de BTS prévoient d'ores et déjà d'y effectuer une mobilité d'études.Nous ressentons clairement un intérêt grandissant des étudiants pour la mobilité à l'étranger et une dynamique de développement des relations internationales au sein de l'établissement.Cette dynamique devrait se traduire par une augmentation significative dans les années à venir des candidatures, des mobilités sortantes, des partenariats à l'étranger et des délégations étrangères accueillies au lycée Bourquin.De plus, la rénovation du BTS Tourisme à la rentrée 2019, avec la mise en œuvre d'une nouvelle option ""Parcours de professionnalisation à l'étranger"" devrait enrichir les projets de mobilité de nos étudiants et donner davantage de moyens aux équipes pour la préparation linguistique et culturelle et l'accompagnement personnalisé des étudiants.La création du Bureau des Relations Internationales, la mise en place d'une équipe de référents internationaux (avec fiche de mission), le recrutement d'un Service Civique Universel comme Agent International, l'aménagement de locaux dédiés... devraient contribuer à positionner l'ouverture internationale au cœur du projet d'établissement du lycée Bourquin.Par ailleurs, un projet innovant ""Escapade linguistique"" retenu par la CARDIE de Montpellier (Cellule Académique Recherche, Développement, Innovation, Expérimentation) a pour ambition de développer au sein de notre communauté éducative une politique des langues vivantes étrangères dans le cadre d’actions structurées. Cette démarche s’accompagne d’une d’ouverture sur le monde. A travers les actions menées (tables européennes, RDV conversation, ateliers-jeux, repas/animations thématiques, accueil de délégations étrangères, conférences et dialogues transfrontaliers), ce projet contribue à donner une meilleure visibilité à l'action internationale menée par le lycée.Enfin l'attribution du label Euroscol au lycée Bourquin en juin 2019 renforce la motivation des équipes."