Newham College of Further Education will support 300 disadvantaged students to participate in a VET Traineeship project in 2 Countries- France and Spain (Paris and Seville). Students will participate in a 2 week work experience placement, in hospitality tourism, and hotel sector; Fashion and Textile, Business Administration, Catering and Health care; to increase their vocational skills, work experience and improve EU knowledge and skills. The participants will be disadvantaged learners from the London borough of Newham - the most deprived community in London. A majority of students will be aged between 16-24 who are doing vocational training in Hospitality and Tourism; Health Care, Hair and Beauty, Business Administration, Catering and Fashion and Textile. As an experienced European Mobility organisation, we will build on our best practice in supporting the mobility of our students and achieve high personal impacts. The project aims, which compliment ERASMUS aims: - Develop their practical and technical skills in relation to Hospitality & Tourism, Health Care, Catering,Business Administration and Fashion and Textile - Increase their confidence - Assist their entry into the labour market on completion of vocational training within Newham College of Further Education- improve learning performance through enhanced VET activities - enhanced opportunities and training to increase employment and career choices for our students- improved and increased self esteem, empowerment amongst our learners, specifically on those disadvantaged in European learners-improved language and linguistic skills for students to encourage wider participation in European learning -increased participation in the UK and wider EU community- Enhanced employability through 'soft outcomes' such as increased self-esteem, team working, time management

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.

above is in english

IES Emili Darder, since 2009, has been part of the consortium to apply for grants Leonardo da Vinci IVT and VetPro (mobilities of students and teachers) by the Ministry of Education of the Balearic Islands and schools of FP Islands.During 2014-15 it was decided to go a step further and request funds directly to cover more specific and personalized these needs through practical stays for students and training periods.Given the social situation of our island, so focused foreign tourism and the increasing internationalization of business and international competitiveness in the labor market, it concluded that our students need to improve skills in the English language.For the same reasons should also improve their self-learning ability to continue learning throughout life, increase entrepreneurship and expand its strong local vision of the working world having right now and get a European and international perspective.The level of English of students has risen compared to before making their mobility and confidence to power.In order to publicize our project and share our project with the largest number of people possible, students returning from Malta explained to his colleagues all work done, the web pages created by them for companies where they made practices. Also, they explained their experiences in the means of transport to move around the island, customs, cuisine and different people they met.

The background for this project arises from the recognized challenges in previous projects, that can be developed in Finnish vocational education. Making good use of influences, work and communicational means of other countries is important in developing ways of accomplishing qualifications. The experience in communicating more actively with people from other countries is commonly challenging especially for the students, but for some teachers, as well. The goals of the project are increased language skills, strengthened ways of communication, improved vocational competence and vocational adaptation to different cultures, and also expanded preparedness to develop training and educational competence and carrying out qualifications or parts thereof.The number of participants is 43 students and 7 teachers. There are also students with immigrant backgrounds or students with special needs. The teaching periods of the teachers take place while the students are in the target countries. The preliminary profiles of the students are: - United Kingdom12 students (conditory 1, business adminsitration 3, artesan 2, tourism 2, social care2, hairdressers 2)- Spain 8 students ( logistics 2, electricity 2, sport 2, social car 2)- Germany 8 students (car 2, machinery 4, logistics 2)- France 4 students (restaurant 2, sosial care 2)- Hungary 3 students (electricity/ IT 3)- Lithuenia 3 students (construction 3)- Estonia 3 students ( plumber 3)The activities are:1) On-the-job learning of the studentsThe guidance during on-the-job learning period can be made more effective when the students and the teachers are in the target country during the same period of time. The student receives a preparatory task for the teacher’s period, and a part of the qualification is carried out during the period abroad.2) The studying in vocational institutionStudents with special needs study in the college. They have a special needs assistant as a support. 3) Teacher as a supporting person during the on-the-job learning period of a studentThe teachers create learning material and participate in planning the implementation of parts of the qualifications and the execution together with the partner teachers. The teachers develop their ECVET-competence and gain experience from the environment and possibilities of passing the qualification in the target country. Finishing the qualification begins in the students’ home country and is carried out in the target country.The methodology for carrying out the projectThe methodology is based on learning by doing-participation which enables to gain courage and create certain habits to make contact and communicate and also crystallize what one has learned and perceived through one’s own strengths in communication. The progress of the project is guided in project teams, whose members are chosen from the college’s international team. PCM-method is practiced during the implementation of the project.The result and long-term effects are developing vocational competence, professional and international grasp on work and courage to be active. The experience in working with people from different countries is especially beneficial for Finns.One of the long-term benefits is also a more competitive college due to improved competence of its workers and more practical and functional connections to working life and also international network.