"Riga Technical School of Tourism and Creative Industry (RTRIT) development strategy is based on National and European planning documents – “Izglītības attīstības pamatnostādnes 2014.-2020. gadam”, ""Latvijas ilgtspējīgas attīstības stratēģija līdz 2030. gadam"", ""Latvijas Nacionālais attīstības plāns 2014.-2020. gadam"" and “Europe 2020”. Strategic purpose of RTRIT is to raise the quality and attractiveness of vocational education and training by strengthening European dimension in vocational education. RTRIT has always been active at implementation of Lifelong learning program Leonardo da Vinci, Comenius, Nordplus and ERASMUS+ projects. The future development of RTRIT aims to continue movement towards strengthening the international capacity, implementation of European dimension in VET and raising the quality of VET in National and European level. Implementation of RTRIT strategic development is possible trough targeted, substantial and qualitative international cooperation. Strategic purpose of the project is to raise the prestige, attractiveness and quality and learning results of general education part. To achieve the strategic objectives RTRIT, contribute to the development of VET and to deliver at European level, participants form the basis. The learning outcomes achieved by the project participants, professional and personal development, motivation and ideas will lead the way to achieve the objectives of the project and the school. The results of the mobility are new teaching materials, innovative ideas that are implemented education program, advanced skills in working with young people, as well as strengthening management capacity. The result of RTRIT project is quality engagement of new applicants for school studies, raise of school prestige, improvement of the quality of VET, the development of international cooperation and thus to promotion of the attractiveness of vocational education as a whole. In the long term, the positive results of the project ensures that project goals and strategic objectives RTRIT in international context are reached."

"„Learning Europe - Intercultural competences for vocational training"" was the second Erasmus + project of Vividus Dt. gemeinnützige Gesellschaft mbH. As the project before, this project aimed at the alignment of education profiles and the increasingly internationality of companies by acquiring transversal skills. Our participants were able to raise their employability by acquiring new skills. The educational services of Vividus Dt. gemeinnützige Gesellschaft mbH benefitted from the experiences of the staff participants which contributed to the modernisation, and the project led to a stronger interconnectedness on a European Level.Part of the project was advertised as a pool project open to all VET learners in Germany. All learners’ mobilities were individual mobilities.Supported learners/graduates: 67 at the age of 18 to 32Duration of the mobilities: 3 weeks to 6 monthsHost countries: Austria, Belgium, Denmark, France, Ireland, Italy, Malta, Sweden, Spain, Turkey, United KingdomSectors: health care, education, commerce, IT, logistics, technology, social work, event managementActivities: Our participants spent their internships in host companies and performed tasks according to their VET levels and skills; the tasks were fixed individually for every participant. Some participants did a course in the language of their host country.The participants acquired transversal skills like foreign language skills, intercultural communication skills, entrepreneurial skills, proactivity, empathy, adaptability, (self-) discipline and (self-) motivation, flexibility, curiosity and organisational skills. All participants returned more confident and highly motivated to their home companies and schools, where they shared their experiences and introduced their newly acquired impressions.Supported staff members: 22Duration of the mobilities: 3 to 8 daysHost countries: Ireland and SpainActivities: Our staff members did job shadowing in different facilities, exchanged experiences with colleagues and participated in discussions. The results were presented back in Germany and introduced into the planning and execution of educational programmes. Subjects covered were training in health care, tourism and commerce, job descriptions, training routine, employment situation and training of special groups such as the elderly and people with learning disabilities.The project had an impact on various levels. The participants experienced a considerable personal and professional development. The project encouraged the establishment of stays abroad in VET. The companies in Germany, but also the ones in the host countries, profited of the new impressions and perspectives brought by the participants. Vividus Dt. gemeinnützige Gesellschaft mbH was able to broaden their network of partners in Germany and Europe and to introduce new approaches to their educational services. Furthermore, Vividus gained valuable experiences in intercultural cooperation. In a wider scope, the project supported the growing together within Europe and the cultural empathy which resulted from critical dealing with prejudices."

"Due to the fact that the role of Vocational Education and Training is not only professional but also social, Sivitanidios Public School gives priority to the creation of a modern and attractive educational environment that responds to the ever-increasing demands of the future and at the same time limits the phenomenon of converting social inequalities into educational ones. VET executives, responding to a continuous lifelong learning process, should acquire skills and experience in order to connect the technical skills with the labour market. The Strategy of our Foundation's Internationalization, through the implementation of the proposed mobility activities under the Erasmus + 2018, meets the following needs of our students and teaching staff: • Use of ICT-based training methodologies • Development of basic and horizontal skills (entrepreneurship, language and digital skills) of staff and trainees •Teach effectively in heterogeneous classes of pupils from different social and cultural backgrounds and with a wide variety of abilities and needs • Relevance and connect the supplied learning and training with the labour market • Equal opportunities, social inclusion, employment integration into minority groups (migrants, refugees) in vocational education & training. • Integration into the School Organization the knowledge and the experience of VET mobility projects’ implementation at pedagogical, administrative and operational level 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 of IEK Sivitanidiou from specialty ""Economics and Administration in the Tourism Sector"" and two (2) accompanying teachers. The trainees will initially attend a training course on Management of Modern Hotel Units and then will be placed in local businesses for internships. Partner Organization: FU International Academy, in Tenerife, Spain. Β. VET learners traineeships in companies abroad: ""Youth entrepreneurship and work based learning for Vet Learners"" B1.Participants: 15 students from Sivitanidios 3rd Professional Lyceum (EPAL), from the fields of Applied Arts, Merchant Marine Engineering and Car Mechanics and two (2) escort teachers. Students will first attend lab workshops for 1 week and then be placed in enterprises for 2 weeks in jobs related to their subject specialty. Host: Organization at Martello Training Ltd. in Wicklow, Ireland, B2.Participants: 15 students from Sivitanidios 3rd Professional Lyceum (EPAL), rom the field of Applied Arts and Merchant Engineering and two (2) escort teachers. Students will attend workshops for 3 weeks at WBS TRAINING AG Reception Agency in Dresden, Germany, B3. Participants: 12 trainees of the IEK of Sivitanidios from specialties ""Technician Bakery - Confectioner"" and ""Art Cooking Technician - Chef (CHEF)"" and two (2) accompanying teachers. The trainees will initially attend a short training seminar on entry to the labor market and then will be placed in apprenticeships (hotel restaurants, catering companies, etc.) in jobs related to the subject of their specialty. Partner Organization: WEXEdu in Budapest, Hungary C. Learning mobility for VET-Staff C1. Training for 8 teachers from Sivitanidios 1st Professional Lyceum (EPAL), to ""New technologies and innovative educational tools for the design and development of e-learning courses for open and distance learning"" at EEC (European Educational Circle) in Riga, Letonia, C2. Training for 9 teachers from Sivitanidios 2rd Professional Lyceum (EPAL), to ""Building Management Systems/Architectural Lighting & Techniques"" at Electrical Assessment Services UK Limited (EAS group) in Canterbury, United Kingdom, C3. Training for 9 teachers from Sivitanidios 2rd Professional Lyceum (EPAL), to ""Optical Networking Technologies & Techniques"" at Southampton University, in United Kingdom, C4. Training for 7 teachers from Sivitanidios 3rd Professional Lyceum (EPAL), to ""Learning based on co-teaching teaching and inter-disciplinary approaches"" at Education and Mobility (EM), in Bilbao Spain. C5. Training for 9 teachers/trainers/Career Services office personnel, to ""Good practices in the integration of immigrant students in the field of vocational education and training"", Wisamar Educational Institute, in Leipzig, Germany. The duration of the proposed mobility activities will be for 15 months."

The strategic objective of the project is to provide attractive and purposeful career opportunities and a basis for teachers professional development by the improvement of quality of the VET, raising attractiveness of VET; development of cooperation between vocational education institutions in Europe; through mutual learning; by encouraging cooperation between the social partners and industry representatives, and education and training providers. The specific objectives are to increase young peoples basic skills and competencies, promote youth participation in democratic life in Europe and in the labor market, young peoples active citizenship, intercultural dialogue, social inclusion and solidarity. To promote the improvement of the quality of youth work.Project emphasizes that young people enter the labor market with good professional skills. The project is expected to result in improved professional knowledge and skills of young people having ability to use it and to know-how to study, increased competitiveness and employment opportunities, developed entrepreneurship and leadership skills, develop cultural awareness, improved language skills and understanding of the values of the EU.During the project it is planned to carry out 24 students mobility between countries in order to gain the widest possible experience of cultural diversity in Europe. Partners are selected from previously established cooperation with non-governmental organizations CHASE and AEHT; partners selected for the project are:Ester Mosessons Gymnasium Goteborg (SE), Ninukot (IS), I.P.S.A.R."Luigi Carnacina" (IT), City College Plymouth (UK) International Academy Tenerife (ES), Tartu profesionalas izglitibas centra (EE), The danish Meat Trade College (DK).Learners' mobility is planned in 2 flows, one of which is 5 months, and involves participation of 14 fourth-year students, and the other - 5 weeks, with the participation of 10 third-year students. Mobility is proportionate to the duration, so that pupils have sufficient time to adapt in the host organization, experience culture and traditions and to have best practices at sector enterprises to develop their professional skills and competence.Purposes of the pedagogue mobility are related to professional activity, an innovative approach to teaching methodology, creativity and personal growth, in-depth understanding of the changing needs of the labor market and necessity of actualization for education programs.12 teacher and teaching staff mobility is planned within the project; (length of each mobility is 7 days) 2 teachers Ninukot (IS), 4 teachers Tartu Vocational Education Centre (EE), 3 teachers Danish The Meat Trade College (DK) , 3 teachers IPSAR " Luigi Carnacina" (IT).The results of the project are immediate and long term. Immediate results are improved knowledge and skills of project participants, personal growth. Long-term results of the participants' are future careers, quality of VET, supplying the labor market with qualified professionals. At the level of educational institutions international cooperation means successful attraction of new students, growing prestige of the school and hence the attractiveness of vocational education as a whole. Industry gains specialists with good professional knowledge, awareness of the sector development trends; with the ability to navigate in todays changing world, with the ability to make decisions and be responsible for them.Impact of the project is not only at the national level, person who has worked for a considerable period of time in another country, has not only gained from independent life, but also gains a new sense of belonging. Good language skills, understanding of other cultures allows to feel related to more than one country or one culture.Cooperation between the EU educational institutions contributes to the modernization and gives added value to the project participants.For the teachers it is awareness of the European dimension in vocational education, professional and personal growth, along with the ability to provide a better quality of education for their students. Tangible results are new teaching materials, innovative ideas that are being implemented curriculum updates.Educational institution benefits from motivated, open to change employees who bring their experience in the learning process, helps to develop a strategy for raising the quality of training, and promotes cooperation between VET participants, thereby contributing to the prestige of vocational education and creation of positive image of the school. The public benefits from the teachers who are able to contribute to improvement of education quality, content development, training of specialists according to the demands of labor market and society. Teachers who, by learning themselv

This project enabled 123 apprentice athletes studying the Advanced Apprenticeship in Sporting Excellence (AASE) between the ages of 16 - 19 to gain invaluable European work experience. It is meticulously planned, organised and managed between the 2 partners (South Gloucestershire and Stroud College and the FU international academy in Tenerife) to ensure the whole project is geared towards capturing a vast amount of evidence for the knowledge and competency based units of the apprentices AASE qualification and preparing them for the world of work. This evidence is impossible to capture or demonstrate through simulation in the UK. The National Governing Bodies (NGB’s) for each sport; (All AASE athletes are on the England talent pathway) England Golf, Basketball England, England Boxing, British Fencing and the Rugby football Union are in full support of this project as they recognise it offers their athletes wider international exposure and the experience of engaging with others and working within the world of sport which fits their Sport England elite talent and performance pathway strategies. NGB’s believe that after a 2 – 4 week project in Tenerife the apprentices have matured both physically and mentally and are better prepared and equipped towards their goal of becoming a professional athlete or for a career in sport.The work placement activities in schools offer local children in Tenerife the experience of working with and being coached by England's best aspiring young athletes. We have been improving this project for 7 years, it is now publicised exceptionally well locally and now considered high profile in Puerto de La Cruz. As a result, each year new schools are applying to be involved and it is written in as part of their curriculum which the children especially look forward to.The class sizes this year were up to 45 children in each session and up to 6 x 45 minute sessions each day, 5 days a week. Under the watchful eye and guidance of the accompanying AASE coach/assessors, apprentices have to demonstrate effective and appropriate session planning and organisination, effective risk assessment and meeting their individual AASE unit outcomes competently which involve: planning, goal setting, organisation, coaching, safeguarding, communication, health and safety, technical, tactical, physical and mental skills, evaluation, self and peer assessment and feedback. The apprentices are assessed by their AASE coach/assessors throughout each practical session and knowledge assessment takes place before dinner each evening by apprentices completing their AASE booklets. The golfers have a different experience in that they work full time at 3 different golf clubs carrying out a myriad of tasks; meet and greet, coaching, cleaning buggies, green keeping, working in the pro golf shop, helping out at international competitions etc. Our golfers (as with all our AASE apprentices) are aiming for a career as a professional and it is essential they understand the workings of a golf club to enhance future career opportunities. As a payback golfers are permitted to practice on the golf courses after work, this is an excellent opportunity and enhances their technical and tactical game by experiencing differing terrain, conditions, environment and climate.Accompanying staff are all employed by AASE and SGS College but work in isolation with their own national AASE cohort around the Country. This project allows AASE athletes to not only benefit from peer learning, working and training with other AASE apprentices they would not normally meet but also the excellent and rare opportunity to work under and learn from other national coaches/assessors. This alone has a big impact on their training and future career aspirations. As an aside benefit the accompanying staff also get the chance to work with other AASE coaches and share excellent practice which can be logged as CPD.Outside of the working week, AASE athletes have regular training sessions with each other and with the variety of coaches to maintain their level of excellence and fitness in their sport. Training in a different environment, terrain, condition and climate is a great benefit for any athlete. In addition we work with a local altitude expert who takes the apprentices running up Mount Tiede which tests their fitness beyond anything available in the UK. He also takes them for cross fit sessions. The FU academy also arrange a competition or match against a local team of each sport usually with a local club or University team. This encourages transnational communication and relationships some of which have been maintained over the years. So far AASE apprentices have won every game!It is clearly understood this is not a holiday but a work placement that offers evidence for the AASE qualification. However at weekends apprentices do engage in cultural activities such as salsa and flamenco lessons and enjoy a trip to Loro wildlife park and Siam water park.