Europe has clearly defined its aims and ambitions in learning mobility for 2020. There is a strong focus on creating opportunities for young persons between 16-29 years old to gain accredited skills to become competitive on an increasingly international job market. The EMEU4ALL project addresses all Erasmusplus program objectives (2014-3020) which prioritize the expansion of learning mobility opportunities, the creation of strategic partnerships for VET education and the accreditation of learning mobility achievements through the use of the European ECVET Toolkit instruments. Access for young VET students to teaching and training methods and work experiences in other countries will help to improve their employability in a global economy: work-based learning is critical for employability at all education levels, particularly in the current context of extremely high youth unemployment. Student numbers have dropped dramatically in the last 10 years and therefore there is a clearly defined need to increase the quality and attractiveness of VET education in many European countries. The EMEU4ALL project therefore focusses on Learning Mobility which comprises both physical mobility and virtual activities, because current opportunities for physical mobility in VET education are low: in The Netherlands e.g. the number of secondary VET students involved in mobility programmes is just between 1-2 % . Internationalization@home (IaH) or Virtual mobility activities where staff and students work together at a distance are stable in HE and Universities, but very underdeveloped in VET; if activities are offered in VET, they are most likely not embedded in the curricula of VET colleges and therefore not validated. IaH, however, may be the only affordable key to mobilize the majority of non-mobile students. With the predecessors of the EMEU4ALL project, i.e. the Automobility project, the Automovet project and Engineering Mobility across Europe (EMEU) project (2014-2016) the partnership has actively supported and addressed the EU aims described above by creating an open and sustainable network for learning, working opportunities and validation through ECVET thereof for Engineering students in VET education. The attention and nominations the EMEU project has received since its inception has strengthened our belief that the project formula will work in all VET sectors as practice has attracted new partners to the project. Thus, the EMEU4ALL project aims to transfer the EMEU products, procedures and website for Engineering/ICT to Health Care, Social Care, Business Studies (Marketing), Sports, International Trade and Service (Retail and Catering). The existing and tested EMEU products and procedures (see: http://em-eu.eu) will ensure a transfer to the new EMEU4ALL VET sectors with which we aim to: 1. create and test a minimum 40 virtual mobility activities; 2. create and test 40 modules; 3. Create vocational blood groups of 5 partners; 4. promote and execute longer-term work placements for students after finishing the modules. (This means that after the EMEU and EMEU4ALL project, the partners will have developed and tested 80 copy-left modules and virtual assignments. 5. adapt the existing EMEU website for engineering/ICT to the new VET sectors involved. 6. adapt the existing ECVET for ENGINEERING manual to an ECVET4ALL manual. The experience gained with understanding and applying ECVET will help to embed the modules in their own educational programs to become part of the partner’s primary process; 6. Further develop teachers' professional skills in other VET areas regarding intercultural diversity, foreign languages and learning about the other VET programs in Europe. An extra focus for teachers will be on learning about and actively using social media, particularly through virtual learning mobility activities: If students are to be competitive on an international labour market, then it's necessary to gain the knowledge, skills and attitudes necessary in an international context and to assess and validate their achievements. 7. Promote an active relationship between Education and Industry: during and/or after the modules the students will visit local/regional companies to experience educational theory applied in practical situations. Local and or regional industry will also contribute to the project by helping to develop the contents of the modules and by offering work experience opportunities to the transnational students. In a nutshell, through virtually and physically participating in and, more important, after this project, many more VET students will benefit from an international experience which will enhance their chances on an international labour market. It will also develop the teachers’ knowledge and skills, create an sustainable, attractive and modern VET environment and actively address an active relationship between Industry and VET Education.

"As indicated by the title of the project “On the Road ”, the main objective of the project is to put students on the right track of employability by better preparing them for the challenges of the world of work in the European space. This needs improving the skill levels of linguistics, computer science, rhetoric and communication key skills required in the European labour market. That is why, the experience of an internship abroad is inevitable because nothing can replace the experience of mobility, especially for young people from disadvantaged backgrounds whose parents cannot finance their internship abroad. Therefore, it is essential to create an Internet exchange platform to share productions, information and data on the preparation, practice and monitoring of placements abroad.The added value for students lies in the acquisition of technical application and speech methods, rhetoric and management of stress at work that will be useful on the European labour market.Teachers will also benefit from these achievements through their task of tutoring, coordination and supervision, thus helping to strengthen links and bridges between the world of education and the world of work.The choice of school partners has been based on two criteria: knowledge and relevance. Indeed, we already knew German and English schools with whom we have already gone on language and professional exchanges ( one week stay ) . It also seemed to us relevant and logical to include partners from large equivalent European countries (Germany, Britain, and Spain) whose languages are taught as foreign languages in partner countries and spoken by a large number of European speakers. The linguistic and professional gain will be all the more important both for students and teachers. To achieve these purposes, planned activities will revolve around two main axes :- The professional axis with CVs, standardized cover letters and specific research internship and work placement abroad .- The axis ""welfare at work"" with the acquisition and practice of speech techniques, rhetoric and stress management.The creation of an Internet platform will be the main tool of communication and exchange, allowing students and teachers to share their productions, their experiences, information and database.Continuous assessment done by students and teachers in each step of the project through evaluation forms, questionnaires and reports will allow to adjust and improve procedures to meet the objectives defined above.The expected results are obtaining adequate training in a partner country and its successful completion through acquired techniques.The expected effects for teachers and students from the impact of the project will be measured in several areas:-improving digital and language skills through the Internet platform- acquiring speech techniques and stress management, adapted to the requirements of the working world through theatre workshops and yoga- sharing of information , solutions and know-how specific to each partner on the platform-promoting consistency between European research tools and internship application by translating and standardizing CVs and cover letters-ensuring better mutual recognition of skills and experience acquired abroad by issuing a certificate recognized by standardized training partners- raising awareness of target audiences project by creating their long-term commitment through internal and external dissemination activities- developing new practices based on this project and expand long-term partnershipsNo doubt that the cooperation and mutual enrichment between the different partners, synergies and linkages between formal and vocational education, the improvement of language skills and digital competencies will facilitate the integration of young people into the European labour market."

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.

"Internationalisation strategy (context/background):HBS expanded its international Industry 4.0 network to include the partner institution in the UK. HBS cooperated with its British partner on a professional, pedagogical, curricular and educational level.In this context, our apprentices worked in a college and a university as well as in manufacturing companies abroad. They became acquainted with innovative technologies and were able to apply those technologies partially. They have learned and used new working techniques.Our goal ""HBS empowers the skilled workers of tomorrow to survive in the global world of work and life"" has certainly been fully achieved. By staying and working abroad, we also enabled our trainees to obtain thisimportant additional qualification. Furthermore, getting to know innovative technologies and the analysis of technical problems and difficulties has been achieved as well. Due to technical problems implementation has been only on a basic level. Only the remote observation via web cam and the internet has been realised. Remote control has not been implemented so far. Nevertheless, the technical problems have been identified and the complete realisation is planned for the upcoming flows.In the project, ten people (all male) were sent to the UK. All participants were/are in dual training and are school trainees at the HBS.In addition to becoming acquanited with and partially implementing innovative technologies, the participants have worked in different institutions and companies in the host country, the participants were offered and used a lot of activities to get to know the countries. The participants visited many important places of the UK (London, Stonehenge, Bristol, and many more). Other cultural activities were also organised forthem, such as encounters with peers from the host country.At the end of the stay, final presentation was held in the UK, in which many participants participated. These were also repeated with us at school in order to disseminate the results of the stays at school onthe one hand, and on the other hand to recruit new future participants.The effect of the project on the school was also easy to see. There was a chance to participate in the presentation and then to discuss future projects for a long time."

The project Mobility in Europe: promoting cultural and professional learning 2017-2018 (MEPACP 2017-2018) – mobility for Vocational students - has had he strong support of the School Management team and the approval of the School Board. 10 students of Intermediate Vocational studies took part in - 5 in France , 3 in United Kingdom and 2 in Malt and 2 teachers – in United Kingdom and Portugal. . In order to carry out the activity, the school has counted on the permanent collaboration of the partner schools in France, providing support as to the management of the project – locating 2 companies - , cultural teaching, and students’ direct tutorship. As for the partner companies in France, United Kingdom and Malt, they have worked with the IES U.Laboral de Toledo previously and they have always been available. The activity was carried out through the European Programs Department, consisting of several teachers at the Universidad Laboral, responsible for the different actions Erasmus +. The tutors of the reference groups of the students involved provided a favourable report about the students intending to obtain the funds for mobility. The teachers responsible for teaching on-the-job training gave their opinion, as they are more aware of the suitability of the posts offered to the students in the host country.There was a schedule for the Project – initially (information and selection process, and arranging mobilities), during the mobilities (monitoring of the activity), at the end of the activity (final reports, evaluation, dissemination, certificates). Europass as one of the The activity was proposed to all the students of intermediate level of technical studies, and which can be provided with posts at destination offered by the intermediary partner schools or companies. The aim was to combine training in workplaces, to implement the training acquired at school, to deepen knowledge in languages, to develop communicative skills in real situations related to their studies and interests and promote entrepreneurship. The fact of living in another country for ten weeks has increased their personal autonomy and enabled them to know and appreciate other cultures and ways of life in EU countries, both at personal and professional level. Simultaneously, they will put into practice the knowledge and skills learned at college. The teachers taking part in mobilities have updated their professional skills, learning new teaching and technical resources, and improving language skills. Mobilities took place between April, May and June 2018, as intermediate level technical studies are structured so that the third term is aimed at 400-hour-on-the-job-training (FCT). The period of training at workplaces in other countries is equivalent to training at workplaces in Spain, and leads to certificate. There has been and will be information about the project on a school, Toledo, national and international level. Use of the IES Universidad Laboral de Toledo’s official website and Twitter, Whatts App group created by the Consejería de Educación de Castilla-La Mancha, as well as institutional sites and forums, attendance to official meetings promoted by education institutions, contact with stakeholders and use of EU education sites. There was a presentation by students on their mobility experiences some days after their return, with the attendance of technicians of the Consejería de Educación de Castilla-La Mancha. Presentation of teachers about their mobilities in May, June. Dissemination will continue next school year. Important benefits for participants in the activity: improvement of personal, linguistic, professional skills. At school, this activity promotes the contact of technical and language teachers with other colleges and companies from other counties, which leads to updating teachers’ knowledge, skills and capacities. Mobilities have widened the school scope on a local and regional level. The results, disseminated by the students and teachers taking part in mobilities, are contributing to raise other students’ and teachers’ interest in participating in mobility activities. As it is a reciprocal activity, and several schools are involved, it also contributes to cooperation between education institutions and companies. On a local basis, mobilities have spread the interest about Toledo, from several points of view – tourism, culture, business.