Through this project it has been possible to promote the learning of other European languages, to support the development of communication technology and innovative information, based on the content and practices for lifelong learning. Among the main objectives previously proposed and finally achieved, we highlight the fact that the students have assumed the reality of the European work space to which they belong and have been able to adapt to a different work environment in a foreign country and thus eliminate limits and open new horizons at the cultural, social and professional levels. The mobilities have taken place in different countries (Finland, Germany and Wales).Description of the activities: The selected students registered on the OLS platform and did a foreign language level test on line. They were also offered a language course according to their level and when they returned from their mobility they had to take another level test to check their acquired knowledge. In general, they all managed to improve their language skills in the destination country. On the other hand they also received a cultural, linguistic and pedagogical preparation about the country of destination. All the activities that were carried out by the students in their new training context were adapted to a training program in which the different tasks to be carried out by the students were detailed, trying to involve them in projects of the host organization. Context of the project: Our School has about 30 companies that collaborate welcoming our students for the realization of the FCT module.Participant profile: The GM students from the Professional Families of Administration and Management and Aux Care participated in the Erasmus + program. of nursing.Methodology: Mobility was carried out through the direct contact that the Institute has with its European partners, through mutual collaboration agreements. Previously and following criteria agreed by the educational team of the different CFs, the profile of the students was determined and the participants were selected. The training agreement was made jointly with the host company and a direct follow-up was made of each student who made the mobility.On the other hand Coordinator of the educational center maintained regular contact with the Supervisor of the host company, students and intermediary center, in order to adapt the possible changes and make the corresponding adaptations to carry out the correct training program previously designed. The duration of these was a minimum of 4 weeks in both CFs. The formative periods that the students carry out, formed part of the Training in Work Centers of each CV.Results and impact achieved:- Improve the quality and relevance of our vocational training formative cycles. To this end, our center is carrying out exchange projects and good practices with other vocational training centers in other countries of the European Union and the United States; All this will allow us to adapt our students in the acquisition of new skills required in the labor market.- Strengthen cooperation ties with centers in other countries and disseminate the mobility of our students through the center's website.- Encourage the entrepreneurial spirit of our students putting them in contact with different companies and thus improving their CV.- To make known the reality of our center among the educational community through the internet, web page, etc.- Create new cooperation projects with collaborating countries.- Improve the linguistic, cultural and pedagogical skills of our students.- Participate in the modernization of our center with new technologies at the service of information (use of skype, social networks, etc ...)- Transmit the technical and professional skills required by our students in their mobility experiences.Long-term benefits:- Improvement of the professional preparation of the participants in training and in the acquisition and use of knowledge that facilitates personal development.- Support improvements in quality and innovation within the framework of vocational education systems.- Improve the quality and increase the amount of mobility practices in FP. - Improve quality and increase the volume of cooperation between institutions and bodies that provide learning opportunities, companies, social agents and other bodies in the EU.- Encourage employment in the European labor market.In order to achieve the specific objectives of the Montesión 2016 mobility project and the Mobility Action Plan, an integration of the quantitative increase in rooms and an increase in the quality of mobilities.

EuroFP Balears project arose from the need of implementing Erasmus + VET mobility projects in public and publicly-funded VET schools in the Balearic Islands that both offer Intermediate VET programmes and that are either small or lack the means or the experience to put forward an individual project.The project was coordinated by the Directorate-General of VET of the Department for Education in the Balearic Islands, being the following its main responsibilities: -Financial, administrative and contract management-Partnerships-Assessment, results analysis, widespread dissemination30 out of the 65 VET schools which offer Intermediate VET Programmes (CFGM) are an integral part of this consortium project. Those schools offer 20 Intermediate VET Programmes, belonging to 13 vocational families (according to the Spanish regulations).The project aimed at meeting the needs of its schools and participants, in particular:-Modernize the schools and boost the appeal and quality of their Intermediate VET Programmes-Acquire the necessary skills to implement the dual-system VET model-Initiate or consolidate internationalization -Improve the participant’s global competences -Ameliorate key competences in students and boost professional competence in teachers.These needs translated into the following project objectives: -Give educational institutions a global dimension while fostering transnational mobility-Raise employability of Intermediate VET Programmes (CFGM) graduates and increase the number of students going on to study Higher VET Programmes (CFGS)-Contribute to lowering school drop out rates-Contribute to implement the Dual-system VET model- Contribute to lowering school drop out rates. With a means to achieve these objectives, two types of mobilities were considered:- Mobility of 62 students to take their 5 week on-the-job training in companies in Germany, Italy, United Kingdom and Finland.- Mobility of 37 VET teachers with a view to do job shadowing for the dual-system VET model in Germany In order to make these mobilities a reality, there were 12 foreign VET schools acting as partners, all of them of considerable size, with international experience and with previous experience of cooperation with the Department for Education. This number was increased up to 16 during the execution of the project. Agreements were celebrated for the exchange of teachers and students. The latter will be sent for internships to the companies with which agreements have been entered. The students will be also mentored by the VET schools at their destination. The cooperation consists of visits, phone calls and emails.Participants were selected at each educational institution, following a call and based on specific common criteria. Each school took care of preparing for the visit on different dimensions: pedagogical, cultural, health and safety, trips, protection, etc. This preparation could also be done in cooperation with other schools. The students used the OLS language platform. All participants signed learning agreements/work programs before the mobility took place. The sending institutions in close cooperation with the host partners organized travel arrangements, lodging and boarding, insurance, and offered the necessary advice to obtain the necessary documentation (visas and work permits, if neccessary).The recognition of skills and its communication to members was done using Europass documents (CV, ML and Supplement) and national instruments (recognition of on-the-job training hours).Some impacts of the project have been:-Improvement of compentences and employability of students-Increased interest by teachers and schools on European projects -Increase in Erasmus + KA101 and KA103 projects in the Balearics-Improvement in management of Dual-system VET model in the Balearics-Improvement in management of transnational mobility (both incoming and outgoing)-Networks of Balearic VET schools for both hosting and sending out international students-Changes of regulations to facilitate Erasmus + projects (reduction of teaching hours, credit for teaching training, regulation that allows teachers to do internships abroad). Most important dissemination activities were: -dissemination on local newspapers, social media and on the Web of the assignment and results of the project and the experiences of participants-sessions about organization of mobility in Erasmus + FP projects-debriefings to potential participants in schools and VET promotion activities organized by the Directorate-General for VET-hosting of foreign participants- Erasmus+ Dissemination Platform.Nowadays, the Department of Education is managing EuroFP Balears III project. 10 new schools are part of this new consortium project, and 4 VET schools were part of EuroFP Balears consortium manage nowadays their own KA102 project. This shows success of this first project EuroFP Balears.

"1) Main activities - internationalisation strategy results and impactThe mobility plan proposed for the first year of implementation of the school international strategy involves 56 students’ and 10 teachers’ mobility for training activities and it is aimed at:- Ensuring the integration of mobility into the curriculum through the comparison with international partners who have developed new tools and educational paths internationally oriented. The direct comparison with corporate partners also leads the school to align with the needs of the labor market.- Modelling the bonds started on the territory with the actors of the labor market, both in the creation of internships and in the development of international partnerships.Therefore, increasing the complementarity of the actors in the network without losing sight of the existing diversity and autonomy, using national and international network as best one can and enhancing the experiences already made.The curving given to the internationalization strategy of the EU is based on a careful reflection on the skills of the different courses born from the school reform and from their consistency with the needs of vocational education of the territory, characterized by innovative processes and oriented to the export and the global markets.In terms of education policy, the training activities are planned in collaboration with a network of international partners that has a diversified background and ""expertise"", supported by important partners in the local area: Industrial Union of the Province of Varese; Chamber of Commerce; Association of Small Industries and by prestigious international groups willing to invest in vocational education and to work with the school, in order to:- Implement the integration of the European dimension into the curriculum in a systematic and on-going way- Consolidate the network of relations with various educational agencies;- Promote new forms of skill certifications in line with the European and Regional frameworks;- Disseminate innovative training models integrated into the curriculum and promote their sustainability over time;2) Type and profile of the participants and activities StudentsThe 56 three-weeks’ placements scheduled for students are aimed to integrate into the curriculum the international dimension and mobility with an approach oriented to the Personal Learning Environment (PLE). This implies that the students will use different methods and techniques designed to enhance the soft skills: on the one hand e-Learning and on the other hand self-learning through direct experience in the companies, without distinction between the two different moments.In line with the PLE (Personal Learning Environment) methodology, the placement programs will be designed to:- meet the specific needs of the local economy and the professional profile of each trainee - be accompanied by ""follow-up"" activities to check the results of the experience .Students will be able to develop soft skills, team working, language skills, critical thinking, autonomy and pro-activity thanks to the interaction with the representatives of the business world. They will find people who share the same interests and will have the opportunity to exchange information and knowledge.Teachers/staffThe teachers’ placements need to be consistent with the review of the curriculum which is not a list of contents any more, but is based on skills and competences, with a high level of common design, aimed at expanding the training offer with a careful look at the integration of the planned activities into the curriculum.The ""Staff Competences"" to be developed belong to teaching and methods domains and are aimed to:- Analyze the soft skills required by companies operating on the target markets for local businesses- Receive stimuli for the educational innovation and for experimenting new forms of cooperation in the field of education;- Promote planning capacity of training placements;- Plan work placement paths in an international context;- Promote the comparison in the field of the skill certification in formal and non-formal settingsAccompanying teachersAs expected from the technical Erasmus+ guidelines, each group of students will be accompanied by a teacher who will stay for a short period of time, five days plus two travel days,, to optimize the cost benefit ratio, but enough to:- ensure the inclusion of the trainee in the new reality- control the quality of the accommodation- make arrangements with the tutors of the hosting institution and the company, - take care of integration into the company and follow the subscription of the Learning and Training agreements."

The project's overall objective is to ensure that students, teachers and education managers achieve subject-related and intercultural competence through an individually planned and qualitative cooperation with the international partners.With this project we aim to help strengthen our VET-students' progress from being a student to enter the labour market by giving them access to practice-oriented education and training in an intercultural context . We focus on the student's individual education plan, when we plan and implement the study and/or work placement abroad.Furthermore, we want to give teachers and educational managers the opportunity of going through a study and/or work placement at one of the partner institutions and/or their local partners. This project´s partner institutions would like to learn from each other in relation to individual study plans, the academic and theoretical content of the VET educations and general exchange experiences on the dual education system.It is important that the students experience coherence in their education and that they learn units of their educational program during their stay abroad. We will therefore make use of Units of Learning Outcome within ECVET in order to qualify the academic content.The students will spent 3 weeks abroad going through a work placement or a combined study and work placement at one of the partners. The teachers and educational managers will spent 4 days at one of the partner institutions and/or their local partners. We will make use of Europass Mobility Certificate. We are applying for a total of 95 mobilities; 14 placements, 64 combined study and work placements and 17 staff mobilities.The participants will acquire intercultural skills and improve their language skills.

The project Sportello Europa 2 aims to pursue the objectives listed in the Internationalization strategy of Scuola Centrale Formazione through the realization, in 2017 – 2019, of 300 transnational mobilities (250 for VET learners and 50 for VET staff), continuing what has been already started with the previous Sportello Europa. On the basis on different indicators, it is confirmed that in Italy there is a very difficult condition for what concerns the youth unemployment rate (aged between 15-24) at 36,4% (Istat data october 2016), this date is above the european average, despite it is the lowest since 2012; the italian labour market, on the basis on Istat data, seems infact more favourable for the over 50 (+0,9%). The NEET (aged between 15 – 29) are 2,5 millions (26,9%), is constantly growing from 19,5% in 2007, and even more alarming is that the 32% of them is going through this situation for over a year (OCSE data 20015). Consequently, the project aims to favour and promote: - Transition processes for young people into the labour market; - Reintegration processes of young people into education paths; - Continous staff training to favour “changing” processes; - Intercultural approaches. The 250 VET learners involved in the project are: - included in IVET training paths (2,3 e 4 annuality); - qualified young people, since no more than one year, in the following sectors: heating and plumbing, mechanic, electric, restaurant (cookery, bar), food processing (bakery), wellness (hairstyle and beauty), graphics and multimedia, administrative, tailoring and fashion. VET learners mobilities will have a length of 2,3 and 4 weeks in Spain, Ireland, UK, German, Austria and France. The length of the mobiliy and the choise of the destination country will be closely linked to the tipology of Learning Outcomes identified in each youngster's mobility programme. The realization of the mobilities will refer to “the guide to transnational mobility services” (http://www.scformazione.org/wp-content/uploads/2014/04/guida-servizi-GORES-sett2016-IT-5.pdf) pubblished by SCF to facilitate and to promote awareness among the operators of the sending and the hosting organizations in terms of: - selection of the destination country on the base on the companies/sectors excellences to guarantee padagogical quality; - choise of the mobility lenght in line with the training project of the beneficiaries (training as: strengthening of the acquired competences, intercultural experience; training embedded with the formal path; work experience in addition to the learning path); - selection of the learning outcomes to be acquired during the mobility through valorization formulas (reuse of the knowledges and of the skills acquired abroad, transfer peer to peer) or utilization of “recognition” procedures through collecting, evaluation and validation tools foreseen by GORES. In particular it will be used in an experimental way the web platform that SCF, presented to the DoYourMob event 2016. The 50 VET Staff mobilities are addressed to different professional figures (Trainers, coordinators, tutor, educator) involved in training activities (both professionalised and cultural), tutoring, training on the job, orientation, supporting on the job, etc. The main proposed topic is the didactic innovation, observed from different perspectives and in particular: - work-based learning, digital teaching or in general learning through technologies; - internationalization of competences. For these mobilities we distinguish between to 2 competence areas, in accordance with both Young People and Adult “Target” - in the first one: IVET learners, including young people at despersion risk, with a physical and mental disadvantage, immigrants and unaccompanied migrant children; - in the second one: people over 18 (vulnerable persons in generale, e.g. unemployed, immigrants, people with disabilities), with a particular attention to NEET The VET staff mobilities will last 3-5 days (included travel days)in Spain, France, UK, Finland, Austria and Ireland. The project foresees, also, 10 training paths of 12 days in Uk and in Ireland for the English language training. For the VET staff mobility, SCF wants to invest on methodologies: * WBL in accordance with: - the coordination of its own network concerning the Dual System experimentation, in collaboration with CONFAP and FORMA (www.lanostraviaduale.it); - The promotion of the didactic enterprise in terms of pedagogical innovation. *Media Education in accordance with the investement started in 2013 with the Project INN.