El Departament d'Educació, DE (Catalan Ministry of Education), taking into account its track record of promoting international activities in the area of ​​Vocational Training (VET) in the last 19 years and following its internationalization plan initiated with the Program of training mobility and European and international cooperation in vocational education, continues to promote the internationalization strategies not only of ED but also of educational centers.In this sense, the present Erasmus + consortium project (VET) European Initial Vocational Placements 2018 (EUROINVOC 2018) is part of a broader joint strategy, which also includes other key Erasmus + actions (KA103, KA3 and KA2).Objectives pursued and achieved:It contributes to the achievement of general objectives of the Erasmus + KA1 action:1. Promote and improve the internationalization strategies of the centers.2. Contribute to the improvement and innovation of the training offer in VET.3. Create a more modern, dynamic and professional collaborative environment for VET centers.As well as specific objectives of the DE:1. Favor the exchange of good practices between centers.2. Increase the number of VET centers in mobility projects and improve the quality of their management.3. Increase the number of stable alliances between the DE, its VET centers and their respective partners.4. Improve the professional skills of both students and teaching staff participating in projects.5. Improve the knowledge of the Erasmus + program by the educational community of the centers.6. Improve the competences of the teaching staff in relation to the implementation of Dual Vocational Training in Catalonia, based on the experience of more consolidated European models.7. Contribute to the implementation in the VET of CLIL methodological approaches.Description of the activities:In this consortium project the participants are from 59 VET centers throughout Catalonia, carrying out 65 mobility flows to a total of 10 EU countries (Germany, Denmark, Finland, France, Ireland, Italy, Malta, The Netherlands , Portugal and the United Kingdom). The duration of the flows varies from 15 to 92 days (average of 33 days of stay) and the participants belong to different VET vocational fields.The distribution is:a) VET-SHORT activity of 174 CFGM students, lasting between 21 to 92 days. The recommended minimum duration is 25 days to make the experience truly meaningful. Internships in companies are an integral part of the workplace training module (FCT) with recognition in the participant's academic record.b) VET-SHORT activity of 15 students of basic vocational training (FPB). The duration is 15 days, with 5 companions. The practices have a teaching nature with recognition in the academic record of the participant.c) VET-LONG activity of 6 CFGM students, with an average duration of 90 days. Internships in companies are an integral part of the FCT module with recognition in the participant's academic record.d) VET-STA activity of 7 CFGM teachers for a Job Shadowing experience on the dual system in Germany for 5 days.e) VET-STA activity of 14 CFGM teachers for a Job Shadowing experience on CLIL methodology in Finland for 5 days.The VET specialties represented in the mobilities have been: Administration and management, Commerce and marketing, Computing and communications, Electricity and electronics, Energy and water, Installation and maintenance, Mechanical manufacturing, Food industries, Personal Image, Building and civil works, Agrarian, Health, Sociocultural and community services, Hospitality and tourism, Physical and sports activities and Transport and vehicle maintenance.The management of this project uses online DE platforms:1. ODISSEA moodle platform for managing EUROINVOC project stays: dissemination of information and documentation.2. qBID platform for the homologation of the host companies and the monitoring, evaluation and validation of the students' practices. Results and impact:- Improvement of the professional and transversal competences of the students. Obtaining the title.- Diffusion and sustainability of the Erasmus + program in the centers.- Improves mutual trust between VET centers and their partners; improves the quality of the rooms and their management.- Improvement of the competences of the VET teaching staff on the dual modality of VET.- Improvement of the competences of VET teachers on the application of CLIL / CLIL.- Inclusion of the FPB in internationalization.Long-term benefits:- Improvement of the service charter of VET centers.- Increase the number of active centers in international projects.- Strengthen the regional strategy of the DE to promote mobility.

The project took place between 1 August 2018 and 31 May 2021, during which time three staff mobility periods and 28 student mobility periods were carried out. The project progressed according to the set goals for staff mobility. The coronavirus epidemic affected student mobility, and consequently seven mobility periods were not implemented.During the mobility periods, students' language skills and knowledge of foreign cultures improved. The mobility periods improved their ability to work in international companies. Students also had the opportunity to broaden their vision of the needs of international working life through the project and to improve their interaction skills in a foreign language. On the basis of free-form feedback provided by students, the personal and professional growth and development of students were strengthened during the international period. Student supervision and study counselling were implemented through the JEDU’s own funding.The project continued JEDU’s existing cooperation relations, for example with Spain, Poland, Germany and Denmark. The aim of the project was to get more on-the-job training places in the field of technology. The cooperation with Poland continued to strengthen, as four interior designers and two construction students took part in an on-the-job learning period in Poznan in the spring of 2018. Reciprocally, students from the Polish partner came to Finland to learn about wood construction at JEDU construction sites in Kalajoki and Nivala in the spring of 2019.For those intending to take part on a student mobility period, a joint orientation day was organized. It targeted e.g. cultural background, more detailed information about the destination, and travelling. Also the project-related obligations were reviewed: contracts, insurances, OLS-language tests, reporting, and the sharing of materials related to the exchange period. Written language learning materials in either English or in the language of the target country were delivered. In addition to written materials, there were also audio exercises on CD or online, with links to the materials. During the orientation day, the students also met students who had already completed their student mobility periods and were able to share their experiences.According to the feedback received from the students, they were satisfied with the joint orientation. International coordinators and teachers functioning as on-the-job learning instructors were responsible for pedagogical and cultural coaching and provided more detailed information about the destination and travel. Participants were also able to avail of an online course that focuses on things such as cultural awareness, stereotypes, dealing with a culture shock and the specialities of different countries.The students received The Europass Mobility certificate for the mobility period and the staff received a certificate of attendance.

As 'Europaschule' we are eager so prepare our students in the best possible way for their future working life. Among others we offer the additional qualification as 'Europakaufmann/-kauffrau' - a two year course (five teaching hours per week in the evening) on top of the common training within the dual vocational training system. In the course of this additional qualification the students acquire and improve skills in two foreign languages (English/B2, second foreign language/A2 following the Common European Framework of Reference for Languages), demonstrate their computer skills (ECDL Base), attend lessons on and take exams in foreign trade issues (contracts in international trade incl. customs clearance, international marketing) and complete a compulsory three weeks internship in a foreign country.The internship has turned out to be the highlight of the additional qualification and seems to motivate most of the young people to take this challenge. Still any other apprentice that is registered at our school (HLA - Die Flensburger Wirtschaftsschule) can sign up for an internship and will get full support - it is no precondition to do the above mentioned course. As the HLA ist located close to the Danish border, international internships are important for all professions, especially in the retail trade. Quite some of the interns have received a job offer following the internship. Anyway, there is no doubt that an international internship improves their chances on the domestic and on the international labour market and gives them a competitive edge.The companies also benefit from the internships of their apprentices. An intership very much improves the skills of the young people so that they are even more valuable colleagues after this international experience. Business relationships with suppliers or customers are strengthened which has a positive impact on the future cooperation.In turn the organization of and support during these internships by the school increases the acceptance of our activities towards our partners in the dual vocational training (i.e. the companies) and underlines our profile.All in all 21 students were enabled to take the chance of a mobility during this project and push their individual development. Additionally five mobilities for staff could be carried out.As our school - the HLA - has always been taking part in international projects - many of them 'crossborder' with Denmark - it will always be important to motivate and recruit 'new' colleagues for these activities. Moreover it is obvious that these mobilities have a very positive impact on job satisfaction.All reports written by students and teachers are published on our homepage, in our yearbook (also used for promotional purposes), in an information booklet for new students and are presented on conferences and (student's reports) in companies.

Innovative Learning Environments in Enterprises for The Development of Competencies, Skills and Knowledge (hereinafter »I-LED«) is a bi-annual project which enabled the students and staff of our school Elektrotehniško-računalniška strokovna šola in gimnazija Ljubljana (hereinafter »Vegova Ljubljana«) the acquisition and upgrading of their professional competences, knowledge and skills in their vocational training. As school we were actively integrated in internationalisation and achieved all the objectives in European school development plan. Project objectives: - upgrading general competences in all participants (students and staff): independence, sense of initiative, teamwork , organisational skills, time and work management; - upgrading professional competences in all participants: a) students: building and testing networks, knowing databases, advanced writing of websites, increasing the knowledge of programming languages, improving knowledge in industrial microprocessors PLC, ability to recognize defects in circuit and program, further knowledge enhancement in microcontrollers; - professional development of staff: learning educational processes abroad, their teaching methods and equipment used in class; - strengthening intercultural competences in all participants; - multilinguialism in all participants; - internationalisation of school in all participants; - learning European Area.Partner organisations, based on Vegova Ljubljana needs, were included in the project which enabled us to ensure quality execution of mobility with employers/organisations in the field of Electrical Engineering and Computer Science. Activities taking place in the project: 1.) Practical training with employers (hereinafter PUD) 2.) Job shadowing111 participants were involved in the mobility process, including 100 students and 11 teachers or persons employed at school in the field of vocational education. Of the total number of staff (11), 4 of them were included in mobility as accompanying persons, 7 employees went to mobility as part of job shadowing. Since we are primarily boys' school the majority of participants were male i.e.97 and 3 female students. The percentage of women was higher in the field of teaching/training. Age structure of students was from 17 to 18 years, going to 3rd or 4th year. Practical traing abroad lasted 3 or 4 weeks. Our staff joined the mobility project in the context of training. Mobilities lasted one or three weeks, taking place at selected schools or in companies. The effects thus achieved are shown in better visibility of Vegova Ljubljana abroad, improvement of general competences (greater independence and sense of initiative of students , ability for teamwork and helping other, good time management), improving professional competences in paricipants, improving foreign languages level, learning new teaching methods, increasing employment opportunities for students, strongly expressed interest for further participation in mobility and possible future participation in the project by students who were not included this time, accepting different cultures, expressed interest in future projects Erasmus+ by future students of Vegova Ljubljana and their parents. The project affected not only participants themselves but also others who did not join mobility. Through spreading its results the effect is also visible in other staff, students not involved in the project, their parents, local community and school as a whole.

HLA - Die Flensburger Wirtschaftsschule has written the HLA Student and Staff Mobilities application on the basis of the school's charta and its further education programme . The school's charta focuses on the individual development of students and offers additional qualifications. As certified Europe School we search and cultivate cooperation with our national and international partners. This includes workplacements abroad, one important aspect of our new supplementary qualification Europakaufmann/-frau which focuses on foreign trade aspects. With an 80% export quota Flensburg is export location for Schleswig-Holstein. This requires experienced personnel in the foreign trade sector. As there are more small and medium sized companies in the Flensburg area there is a special need in allrounders. Therefore more apprentices are asked to apply for an internship abroad. HLA's quality management focuses on nationwide competencies and innovative lifelong education. Therefore students and teachers are involved in further education. The school's charta and further education programme claims that students and teachers need further education on a national and international basis.The project HLA student and staff mobilities aims at 27 students and 31 tachers. Gaining theorethical and practical experience in companies (students and teachers) and teaching experience including lesson observations, job shadowing are the focus of the project. Exchange of experiences - methods and ICT-related topics - should lead to a network of vocational colleges and companies in order to become familiar with intercultural learning and behaviour. Results will be recorded on a common platform which can be used internationally. All participants have to write reports, best practice will be published on the platform.