Through this project, we will offer 300 VET-SHORT and 40 VET-PLONG mobilities. Our target group are young people, aged 16-25, who are often disadvantaged and have had limited/no previous opportunity to travel or live independently. The mobility provides an opportunity to push them out of their comfort zone and broaden their horizons and perspectives, developing their confidence in a supported environment. We have a strong understanding of the needs of our participants and can offer a range of placement and accommodation models, appropriate support mechanisms and strong training model to meet these needs. Our flexible approach will support us to achieve our European Internationalisation Strategy (EIS) goal; to increase the volume and breadth of young people we engage. At REY Europe, we offer young people employability training, with a mobility placement embedded as an integrated component of the course. Using non-formal training methodology, we aim to support young people to develop their confidence and readiness to enter the labour market. Project delivery is staggered throughout the year and we work in partnership with a number of UK organizations who have large volumes of participants who can be signposted to our projects. These partnerships are a key component in our model of recruitment, engagement and support for young people. One of our EIS goals is to diversify our UK partnerships. In this context, we plan to engage local youth employment organisations, as well as FE Colleges and we will invest resource in mapping out and developing this work. We offer our employability course to vocational learners, up to Level 3, who are studying in the following areas; Hair & Beauty, Computing, Business, Travel & Tourism, Catering, Sport and Construction. Our placements are located in Greece, Spain, Czech Republic, France and Portugal. Students are offered the employability course as an enhancement of their vocational qualification and the mobility activity is open to all students enrolled on the course. . The course offers unique benefits in terms of vocational, employability focused and soft skills development. Placements are aligned to each student’s vocational course of study, giving them a chance to simultaneously develop their technical and soft skills, whilst considering aspects such as communication in the workplace, interview techniques and self development. Participants will be joined by an accompanying person (AP) for the first and last week of their placement, at a ratio of 1:10. As our participants will have little, if any experience of travelling abroad or living independently, the AP will provides a crucial function in supporting participants to settle into their host country and accompanying participants whilst they are travelling. Our proposed VET-PLONG activity will be our first offer of longer terms placements to learners. We will offer 40 x 3 month placements to Level 3 graduates of VET construction courses (in Seville) VET business courses (in Prague) This is an opportunity for students to develop their industry standards, knowledge and experience within the sector, as well as developing their soft skills and confidence in a work place environment. We have included, as an Annex, a more detailed plan for the roll-out of our VET-PLONG placements. We have effective quality management and due diligence processes in place to ensure that our European partners meet our minimum standards and offer high quality, structured, well supported and safe placements for participants. Through regular face to face and remote contact and a clear quality assurance framework, we have set the tone for strong, productive working relationships with European partners. The impact on participants is that they gain professional and personal skills, that will enhance both their employability and their technical aptitude in their vocational area. At a local level, this leads to improved motivation and workplace readiness amongst participants, and ultimately, increased employment and better employment opportunities for participants. Through the project, we will put participants in the strongest position to obtain employment, either locally or regionally. We aim to inspire staff and, more widely, other VET training providers to get involved in mobility activity. We will encourage collaboration, good practice sharing and joint training events for participants and staff across different organisations. Host organizations will benefit from a clearer framework for effective partnership working, a better understanding of the UK vocational sector, and more experience of working with our target group, including safeguarding and support requirements. Capturing the impact of our work is one of our EIS goals and we are exploring ways to diversify the way we gather and present our impact, so that we are presenting our work in a way that is meaningful and relevant to our audiences.

This project has provided an opportunity to build on Barking & Dagenham College's (BDC) existing KA1 projects. It has contributed to the College's steady increase in the breadth of vocational areas and the volume of international placements that we can offer our learners. Through the project, we were able to provide 181 BDC learners with a European work placement lasting between 2 - 3 weeks, during the 2018/19 and 2019/20 academic years. The project also provided professional development opportunities for staff acting as Accompanying Persons within the project; A total of 33 BDC staff members benefiting form these developmental opportunities during the project cycle. Unfortunately, we were only able to send around 55% of the students projected, as the majority of the groups scheduled for year 2 of the project were cancelled due to the COVID 19 pandemic and travel restrictions associated with this. Nonetheless, we were able to offer mobility opportunities in the vocational areas of: - Business - ICT - Accounts - Construction - Hair & Beauty - Health & Social Care - Hospitality & Catering - Creative Industries - Engineering - Sports Coaching for our Football and Rugby Academies Participants and APs were sent to work within Hosting Organisations in France, Spain, the Czech Republic, Portugal and the Greek island of Crete. By participating in a Mobility, participants had the opportunity to build on the training that they have received in BDC as part of their vocational course of study. The placement provided participants with a number of benefits that include: gaining the opportunity to gain real work experience within a professional environment, increasing their personal and soft skills as well as the independence and confidence that come from living in a foreign country. All participants had gained key knowledge, skills and competences from their college qualification; the mobility experience served to add value to the learners' studies through the provision of a practical element that has increased their employability and significantly improved their chances of obtaining sustainable employment at the end of their studies. All of the mobility opportunities that we have offered have lasted between 2 - 3 weeks. This has been a realistic and attainable time frame for each group to gain valuable work experience; it has also enabled course tutors to structure course delivery accordingly, so that participants didn't miss out on valuable classroom time, which was required in order for them to fulfil their vocational qualification. All participants worked with their tutor to address a specific unit from their course; the units were divided into Learning Outcomes and recorded within a Learning Agreement, which was referred to throughout the mobility and guided the participants' learning objectives. All participants received preparatory training in the UK before they travelled which included some practically focused elements to help to manage the learners expectations effectively, as well as assisting them with advice on suitable items to pack, such as suitable clothing. Participants were encouraged to access the OLS course to support the development of their linguistic skills. The mobility project also benefited BDC staff, enabling them to increase their teaching competences as well as gaining a better understanding of the needs of employers, at European level.

We have been part of a consortium of Colleges involved in KA1 mobility projects since 2014. This has proven to be a great success, and we have observed the positive benefits for the students involved. This application was our first independent mobility project, on behalf of Bath College. It gave us the opportunity to build on the learning we have acquired through participation in the consortium and to develop our international work.The main objective of this project was to provide structured European mobility opportunities to Bath College learners across a range of vocational sectors: Hair & Beauty, Business, Computing, Sport (Football) and Travel & Tourism. We recruited 93 learners, over a 2 year period, across 5 vocational areas. They travelled in small groups to Crete (Greece), Seville (Spain) or Prague (Czech Republic), depending on their area of study and the placements available, for between 4-6 weeks.We worked directly with a range of host organisations which provided structured work placements for our learners across a range of disciplines. All host partners involved had previous experience of working with young people on mobility programmes and were able to provide a high quality work experience opportunity with the appropriate support mechanisms in place.We targeted participants who had not previously had opportunities to work or study abroad. The mobility enabled us to provide a structured and supportive setting for an overseas placement, so that we felt confident to offer this opportunity to those who were less self-assured and lacking experience of overseas travel. All groups were joined by an accompanying person for the first and last week of their placement.We aim to make our students highly employable and enterprising by developing the skills employers want. Our courses provide learners with a theoretical understanding of their sector. Through the addition of structured, sector-specific overseas work experience, the participants could apply their learning in a work-based setting and develop new skills to provide them with a stronger foundation, both personally and professionally, giving them a competitive advantage in the labour market over their peers. We supported learners to develop the interpersonal skills, confidence and self-assurance that are invaluable to any career. The mobility encouraged learners to step out of their comfort zone, working in a different culture and equipped them with the professional confidence to interact positively in a new environment.We ensured that pre-departure training and engagement was offered to learners to fully prepare them for the experience. The mobility placements were explicitly linked to their course of study and were designed so that placement activities corresponded to units within their course of study, which meant that learners could gain transferable course credits whilst on placement. For each vocational area, the college tutor(s) identified a specific unit(s) of their course of study, which were to be achieved during their mobility. The Learning Outcomes to be achieved differed between participants and related to both the specific qualification that they were working towards in the UK, as well as the daily activities provided by the Host Organisations within each of the available roles. The objectives were documented in an individual Learning Agreement for each learner. We used ECVET as a framework to validate their learning.This project has had a positive impact on our learners, on Bath College and on our host partners. Our learners gained practical work experience, in a European context, which was directly transferable to and enhanced their course of study. Participants benefited both personally and professionally, and had the opportunity to develop technical skills as well as personal and language competences. In the long term, we hope the experience will broaden their horizons, raise aspirations and ambitions, and impact positively on their job readiness and future employability. For Bath College, we were able to enhance our course of study, improve our reputation as a course provider and increase our attractiveness to prospective students. It has also presented an opportunity for professional development amongst our staff and to increase our international networks. For host organisations, the mobility strengthened their capacity to operate with international partners, and the quality of their preparation, implementation, monitoring and reporting skills for EU projects. They have gained a better understanding of working with more disadvantaged groups and devising positive approaches to support for these learners.

This project will enable a continued expansion of Barking & Dagenham College's involvement in KA1 projects, increasing the breadth of vocational areas that we can offer overseas work placement and training opportunities to. The project will provide Mobility opportunities in the vocational areas of Business, ICT, Construction, Hair & Beauty and Health & Social Care, as well providing working and training opportunities for learners within BDC's football and rugby academies. The project will be delivered over a 24 month period, with learners traveling in several flows across both the 2017/18 and 2018/19 academic years. The project will provide 2 week Mobility periods for learners studying coaching, development and fitness as part of their Level 3 subsidiary diploma in sport, who are part of BDC's football and rugby academies. The football academy learners will travel to Spain, to train and complete work experience/observations in 2 groups of 15 participants in 2018/19 The rugby academy learners will travel to France in 2 groups of 25 in 2018/19, where they will train with a local rugby club and gain experience of coaching and performance analysis. The ICT learners will travel to Prague in two flows of 10 participants in each of the two academic years. The Business participants will also travel to both Prague, with a total of 80 participants travelling in two cohorts per year (20 in each group) over 2 years. The Hair & Beauty department will send 20 learners to Crete to complete a 2 week work placement, in the 2018/19 academic year The Construction department will send 10 students from 4 sub-sectors (Electrical, Plumbing, Painting & Decorating and the Built Environment) each year, to placements in Spain. The Health & Social care department will send 1 group of 12 students each year, to placements in Esposende (Portugal) In total, this project enables us to provide opportunities for 324 learners, and professional development opportunities for our staff, who will join the groups as accompanying persons (with a ratio of 1 AP:10 learners) The hosting organisations that we are working with in each of these countries will provide the participants with the opportunity to increase their professional skills and work based competences, with a view to making them more job-ready and placing them in a strong position to access job opportunities. The Mobility opportunity will build on the training that each of the learners has received in BDC as part of their vocational course of study and will offer the opportunity to gain real work experience within a professional environment, whilst increasing their personal and soft skills. Whilst the course that the learners are studying at BDC will equip them with technical skills and theoretical knowledge, the mobility experience will add value to the learners' studies through the provision of a practical element that will increase their employability and significantly improve their chances of obtaining sustainable employment at the end of their studies. The mobilities will last between 2 - 3 weeks. It is highly unlikely that any of our participants will have completed an overseas work placement and therefore the 2 - 3 week mobility period is considered a realistic and attainable time frame for each group to gain valuable work experience, allowing a sufficient period for the participants to adjust to life in a new country as well gain a meaningful experience with the host organisations that will enable them to achieve their specific learning outcomes. All of the project learners will agree a number of different Learning Outcomes at the start of their mobility, which reflect key skills, knowledge and work based competences that need to be achieved in order to obtain specific course units; learners will work towards achieving these Learning Outcomes during the 2 -3 week mobility period. Ahead of commencing their mobility the learners will receive preparatory training in the UK. This will include some practically focused elements that will help to manage the learners expectations effectively, as well as assisting them with advice on suitable items to pack, such as suitable clothing. The mobility project will also benefit BDC staff, enabling them to increase their teaching competences as well as gaining a better understanding of the needs of employers, on a European level.

"The Cadiz City Council has successfully developed in the framework of the ERASMUS + 2017 program The project ""Cadiz Young Europeans III"", coordinated by the Institute of Promotion, Employment and training (IFEF) through the consortium for the mobility composed by the totality of centers of Professional training of Cadiz: SALESIANOS SAN IGNACIO SCHOOL, DRAGO HIGH SCHOOL, SAN SEVERIANO HIGH SCHOOL, COLUMELA HIGH SCHOOL, CORNELIO BALBO HIGH SCHOOL, ALBERTI HIGH SCHOOL, and FERNANDO QUIÑONES HIGH SCHOOL, CDP MARÍA INMACULADA HIGH SCHOOL, IES FERNANDO AGUILAR QUIGNON HIGH SCHOOL Y SALESIANAS- MARÍA AUXILIADORA HIGH SCHOOL This project, which has lasted 24 months, has counted with the participation of 85 participants in total (70 intermediate-level vocational training students and 13 teacher mobility and 2 experts mobility), specifically:-58 students have made training in work centers (FCT).-12 Newly-Graduated students Have done professional internships in the countries Germany, Slovenian, France, Italy, Malta, Poland, Portugal, United Kingdom, Czech Republic, Ireland, Belgium and Netherland, 30 of them has been women. -13 Teachers mobility from the consortium's member centers in the countries Germany, Croatia, France, Italy, Netherlands and Rumania.Given the need to open the horizon of young people in the City of Cadiz to other possibilities, this project has contributed to generate professional, linguistic and personal competencies towards internationalization among the youngest, marking for most of them the first opportunity to develop what they learned outside of their city, knowing other ways to do and work.At the local level, the impact of this third mobility project that took place in the city of Cadiz, has exceeded all expectations regarding the participation of Vocational Educational Centers in a common project of internationalization of their students, as it can be seen in the exponential increase of member educational centers of the current Consortium, which currently count with more than triple of who were part of the first Project (The Consortium began the project with 3 centers and nowadays it has 10), the mobility has also been triplicate in this project, going of 23 mobility in 2015 to 76 in 2016, and 85 in 2017. Similarly, this project has involved many benefits for the participants, bringing the experience of living in a foreign country, in a new environment and in an independent way, as well as acquiring new practical knowledge, which will serve them as professional experience that later, the labor market is going to demand them. Other aspect to highlight is the language. Almost a 91% of participants have improved their foreign language skills in their mobility. The results in the second language assessment shows it, as a general rule a 51,43% improve their level. According to the languages, the best results have been in Italian with a 50%, English with a 28%, Portuguese with a 5% and French with an 8%.Likewise, to stand out the experience of mobility has served to improve their practical formation and their recognition in an European level of the all participants and in definitely, to improve their employability, what is extracted from the results obtained at the end of the mobility: a 24% of them has received a job offer in destination and a 16% has got a job on the way back of the mobility. Furthermore, they have more self-confident and in their abilities after to participate in this kind of activity, they are more tolerant of other people’s values and behaviors, as well as more independent to live or travel alone.On the other hand, this project has a special relevance in order to consolidate the European internationalization plan that at municipal level is setting out in a shared way from the different educational agents of the vocational training and the local administration, reviewing the Following aspects:-Provides a solid and very participatory consortium, which is part the totality of Educational Vocational Training Centers in the municipality. The organization is formed by the Institute of Promotion, Employment and training of the city of Cadiz (IFEF), which acts as coordinator, and ten VET in the municipality of Cadiz that teach intermediate vocational training in the city and work as Entities for sending students and teachers to different mobility to European countries.-Institutions and companies from 11 different countries are involved, working through networks that were launched with other European projects: 72 direct host partners, 7 intermediary partners and the collaboration with six the counterpart centers of Netherland, Croatia, Germany, France, Italy and Romania. -Real opportunity for the improvement of the competencies of the students and the bet to innovation in the educational community (European experts and the good practices acquired in the Job-Shadowing mobility)."