"At the ""Vasile Alecsandri"" University of Bacau (UBc), the participation in the Erasmus + Project with Partner Countries was initiated in the academic year 2015-2016 and this first financial contract was extended until 31 July 2017. Within this project, the Erasmus mobilities allocated through the Erasmus + Contract 2015-1-RO01-KA107-014932 were all performed, totalling 25 student and staff mobilities. 12 Student Study Mobilities (SMS) and 13 Teaching Mobilities (STA) were completed.The duration of the financial contract was extended until 31 July 2017 with the consent of the National Agency for Community Programs in the field of Education and Vocational Training in order to achieve the initially approved mobilities. Our university management supports all the activities under the Erasmus + Program, encouraging and sustaining the growth and diversification of cooperation through this program.The Office for Community Programmes (OCP) within the ""Vasile Alecsandri"" University of Bacau collaborates with the faculty and department management involved in the academic exchanges within the community programmes, with student associations and with different external organisms for disseminating information regarding the community programmes and for organising activities specific to their management and development under the best conditions. The SMS and SMP mobilities benefited from two selection rounds, complying with the principles of equal opportunities and transparency according to the selection conditions sent to the partner institution by email.The selections for the incoming student mobilities and teaching mobilities (STA) were performed at the partner institutions, being communicated to UBC after drawing their minutes or by sending the nomination letters.The selections for the outgoing teaching mobilities (STA) were made at the faculty level and approved by the Board of Directors of UBc. Following the selection, the students benefitted from the OCP support regarding the organisation of the mobility selection facilitating the connections for establishing their study programme with the Erasmus faculty coordinators and especially supported by the academic coordinators of the inter-institutional agreements. A permanent connection was maintained between the selected teachers through the OCP and supported by the teachers at UBc with whom the partnership had been established.OCP together with the Financial Department manage financially the Erasmus mobilities (drawing up financial contracts, payment orders, sending the information to the bank where the Erasmus account is opened, etc).According to the percentages shown in section 8 of this report, the majority of the participants in the mobilities performed during the academic year 2015-2016, extended until 31 July 2017, considered the Erasmus experience satisfying and thanks to which they have developed valuable skills reflected both at the personal and academic level. Thus, our university aims at multiplying the positive aspects monitored in the Erasmus mobilities, such as:- efficient ways for performing the teaching process;- implementation of new course modules;- collaboration in the scientific research.The incoming mobilities were performed under the best circumstances, both students and academic staff from the partner universities acknowledging their satisfaction for their mobilities at our university. Our university has aimed at integrating them into the local academic community and presenting the aspects related to the Romanian culture and civilisation."

The Strategy for Education and Training 2020 (ET 2020) of the Council of the European Union already invites European countries to carry out political reforms to improve educational results, especially in Vocational Training (VET) to increase the employment rate of people with disabilities, due to their possibilities of generating a very concrete and applied labor insertion. According to a recent report by the European Agency for Inclusive Education and Special Needs, these studies should promote and guarantee an approach where pedagogical methods, materials, assessment methods and objectives are tailored to the individual needs of people disabled. The VET4All working group recommends updating inclusive methodologies in VET and, among others, the study of the Finnish model of integration of students with disabilities in VET and Work Based Learning.However, according to the Survey on Disabilities, Personal Autonomy and Dependency Situations prepared by the National Institute of Statistics, only 5.6% of people with disabilities have VET studies compared to 11.4% of the general population. In the study carried out by the Ministry of Health and S.S. about the causes that hinder the access of people with disabilities to VET studies, the lack of accessibility of the contents and, especially, the difficulties for those disabilities with manipulation and / or comprehension problems (such as hearing disabilities) to access certain practical contents (in addition to the internships in companies), especially in specialties such as mechanics, electronics, laboratories, etc. Let us remember that in a training cycle the hours allocated to practices do not drop below 500.ARVET aims to provide an innovative digital tool that facilitates the autonomous realization of individual manipulative tasks in VET practices for the group of students with disabilities, tasks that currently cannot be carried out independently without the support of a third person, thus limiting learning all other things being equal (involving non-enrollment in the training cycle of the student with a disability). The development of a teaching tool such as the one we propose, based on the combined use of digital beacons (beacon) and augmented reality (AR) in production lines with manipulative workstations, means, in addition to eliminating the costs of support for students with disabilities, an innovative teaching tool that is very useful for other students without disabilities.Specific objectives:1. Comparative analysis of the presence and needs of curricular adaptations of students with disabilities in VET training lines with an abundance of manipulative practices.2. Development of an accessible digital tool for autonomous manipulative learning in production lines or work sequences of practices in VET studies.3. Assessment of its effectiveness for disabilities with manipulative and hearing problems.4. Study of the level of accessibility generated by the combined use of digital beacons and augmented reality in sequences of work tasks performed by people with disabilities.5. Structuring of the digital tool as an open and scalable training environment, with the possibility of expanding and developing new content, settings and themes.The project is aimed at students with hearing or manipulative disabilities, enrolled in vocational training studies. These disabilities are the least present at these educational levels, as they need the full dedication of a support person for each student with a disability. Disabilities with manipulation difficulties have problems holding, pressing or sliding and hearing disabilities usually have problems understanding the object of the task and following logical work sequences, therefore, both cases need supplementary and permanent visual instructions for carrying out these tasks, as well as immediate and real-time feedback that allows them to correct errors immediately.The transnational realization of the project is proposed in order to assess the independence of the educational results of the respective cultural, curricular or similar characteristics that affect the group of students with disabilities, especially sensitive to them. Partners have been chosen to contribute three very different national VET realities, such as Spain, Romania and, especially, Finland. The integration of disability in VET studies in Finland uses very relevant parameters, not common in the EU, to contrast ARVET and its possible extrapolation to the rest of the countries of the European Union.

The Europe 2020 strategy for the present decade has as goal the creation of favourable conditions for “smart, sustainable and inclusive growth”. In this frame, in December 2015 was launched the Circular Economy Package which contains the guidelines to move from a linear economy, based on consume and exhaustion of natural resources, to the circular economy model. This will assure the creation of 580,000 jobs, reduction of EU carbon emissions by 450 million tonnes by 2030 (Circular Economy in Europe, EEA 2016, Sustainable Development Goals 2015 -2030) and, in the end the achieving of sustainable European economy by 2050. The circular economy represents the new vision of the treatment of resources, energy, value creation and entrepreneurship. The overall objective of the project is to assure a modern, multidisciplinary and innovative formation of the students in circular economy for rural area, to promote a new business model with smart valorization of resources, to develop the high-level entrepreneurial knowledge’s and skills of the students, increasing them employability and opportunities for career development.To specific objectives of the project are:•To strengthen the role of universities in regional development by an innovative study and analysis to offer tools for economic decisions of the authorities•To improve the connection between universities and SMEs concerning the formation of the students in accordance with the labor market requirements•To enrich the staff knowledge in accord with circular economy paradigm and the new learning ICT tools•To increase the labour market opportunities for students through the creation and implementation of multidisciplinary training courses in circular economy for new business models in rural area and through an innovative and interactive training for the development of personal needed skills •To modernize the learning process introducing innovative methods as blended learning, ICT and audiovisual tools and to assure the practical formation of students in real economy in an international and national environment through the support of SMEs.The MULTITRACES project will produce the most important results at the level of the students, who are also its main beneficiaries. Their participation in the project will lead to a high level of transnational training of students in line with the needs of the labour market. They will get in contact with the real economy and will have a better understanding of the economic mechanisms. They will have access to entrepreneurial training which will be experienced and tested through practice, develop their spirit of initiative and leadership skills in solving concrete problems, develop the ambition of initiating their own business in the studied field.The universities will provide a high-level training program which will increase their impact on the educational offer market and enhance their role in the sustainable development of the region. The connection that will develop with the economic environment and the rural realities will allow a better identification of the labour market requirements and an orientation of the study programmes to meet these needs The participating SMEs will benefit from new information in their field of activity, will be part of an international network working in rural areas, developing business on the principles of circular economy, and exchanging good practices and experiences. The connections between the universities will allow them faster access to scientific advances and new technologies. The practical training of the students to be hosted will allow the development of business plans or business optimization without additional costs and also access to trained personnel according to the needs expressed. Project results -2 international studies: comparative analysis on the implementation of the circular economy in the partner countries; study concerning the needed knowledge and skills required by labour market;-1 course developed for teachers and SME staff; -16 teacher and SME staff members trained in circular economy;-1 guide for the eLearning platform; -5 courses developed in circular economy for rural area and personal skills development for a successful entrepreneurship in the field; -56 students follow the online courses, from which : - 8 students will perform a national practical training in SMEs; - 24 will participate in an international blended-learning mobility; -2 assessment methodologies of the students ;-5 video-presentation of courses and teachers; -25 video testimonials of the students; -4 national practical projects of the students;-10 international practical projects of the students;-6 transnational meetings of the partners;-12 multiplier event-4 national networks of the collaborative partners-4 visits with students in SMEs and meeting with the entrepreneurs-1 video presentation of the project -project website and Facebook.

This is a project for higher education student and staff mobility between Programme Countries and Partner Countries. Please consult the website of the organisation to obtain additional details.

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