I.E.S. Ntra. Sra. De Bótoa, in Badajoz, is an educational institution within the Ministry of Education of the Government of Extremadura. It provides vocational training and higher education in the Agricultural and Construction and Civil Engineering branches. The school has had the ECHE letter since 2014, and it has already completed the KA102 and KA103 projects granted in 2015 and 2016. In 2017, we have started up two new projects, a KA102 project and a KA103 project that are in progess at the moment . The Erasmus+ Programme is helping us to deal with some of the needs we have identified in our school by increasing our students’ employment opportunities as well as by contributing to the internationalization of our institution.PROFILE OF PARTICIPANTSWe applied for two learner-mobilities for students of Vocational Training in Gardening and Floristry to carry out their traineeships in companies abroad. Thus, one learner in the second year of Gardening and Floristry, as well as one recent graduate, developed their traineeships in Portuguese companies, as many of our students are highly interested in accomplishing their on the job training periods in our neighbour country (Portugal).BRIEF DESCRIPTION OF ACTIVITIESThe activities mentioned here include the preparatory activities and the activities done during the mobilities as well as those which were carried out through the dissemination plan after them.Before the mobility, we organized a 20-hour course in Portuguese language taught by one of the members of the Erasmus+ commission, who is a B2 level-Portuguese independent user; in addition to culture and occupational risk prevention seminars.During the mobility, several actions were carried out: attendance to professional development courses, implementation of ideas for the period of work experience, frequent communication with tutors…Once the learners finished their mobilities, the activities carried out consisted of the dissemination of the participants’ experiences with the aim of fostering similar projects among other potential participants, including students and teachers. The participants were also integrated into online platforms in order to favour long term relationships as well as the exchange of best practice.METHODOLOGYThe methodology was eminently practical. We used a large number of examples and evidence-based experiences.We based our methodology on the “learning by doing” principle. Therefore, innovative procedures were introduced in the usual methods of the practical lessons. Furthermore, similarly to the CLIL approach, the aim of our methodology was dual-focused, namely the learning of content and the simultaneous learning of the Portuguese language.RESULTS AND IMPACTThe results and impact, as it was expected, have been:- Regarding the student in the second year of Gardening and Floristry, the first and most remarkable outcome was the completion of her degree. Besides, she was able to develop and implement her knowledge in a working environment, and this experience made her become aware of a different lifestyle and culture. Therefore, her participation in the Erasmus+ programme has allowed her to improve her language skills in addition to increasing her tolerance and respect for diversity.In the case of the recently graduated student, she acquired professional experience, which will help her to find a job. This mobility has also helped her to develop the knowledge acquired in the vocational training diploma she had studied in a work environment. Besides, she has improved her language skills, respect and tolerance for European cultural diversity.- As far as our school is concerned, this project has favoured its integration into the European education system, as well as the promotion of its activities both in Spain and abroad.- As for the impact on our region, the Erasmus+ programme has had a positive impact on the labour market, since the new skills that our learners have acquired will enable them not only to work in or for companies from our neighbour country (Portugal), but they can also be useful in local companies.We can say that in the long term the Project has had benefits such as the improvement of the employability of our students both locally and internationally, which will be beneficial for the labour market of the area too; apart from having had a positive impact on the school by giving it the possibility to offer this opportunity to its students.

"I.E.S. Ntra. Sra. De Bótoa, in Badajoz, is an educational institution within the Ministry of Education of the Government of Extremadura which provides basic and intermediate vocational training as well as higher education in the Agricultural and Construction and Civil Engineering branches. The school has had the ECHE letter since 2014 and it has developed several mobility projects under the Key Action 1 “Learning mobility of Individuals” of the Erasmus+ programme since 2015. Through the carrying out of this project, we have been able to respond to some of the needs we had identified in our school by increasing the students’ employment opportunities, improving not only their learning outcomes, but also their competence in foreign languages. Furthermore, this project has contributed to the internationalization of our institution, in addition to improving and updating the teachers’ methodology, turning our school into a more modern and dynamic place. Raising awareness of the EU project and the European cultural diversity are other objectives that we have achieved.Through this project, one learner in the second year of ""Gardening and Floristry"" as well as one recent graduate have carried out their mobilities in Portugal for three months, so both of them have developed a traineeship at Portuguese enterprises.To carry out the project all the school departments got involved by following the methodology below:• The students were provided with information about the Erasmus+ Programme.• Forms were delivered to applicants.• The students interested in participating had to pass a language test to assess their language level.• The different departments developed the objectives and the future impact of the project. • We made contact with the enterprises.• Departments made a proposal of a number of mobilities. • A selection of students for the mobilities was made.• The application form was fulfilled.The results and impact, as it was expected, have been:• Regarding the student who was hosted in an enterprise in Portugal, the first and most remarkable outcome was the completion of her degree. Besides, she was able to develop and implement her knowledge in a working environment as well as to become aware of a different lifestyle and culture. Therefore, this experience has allowed her to improve her language skills in addition to increasing her tolerance and respect.In the case of the recently graduated student, he acquired professional experience, which will help him to find a job. This mobility has also helped him to develop the knowledge acquired in the vocational training cycle he had studied in a work environment. Besides, he has improved his language skills, respect and tolerance towards European cultural diversity.• As for the school, this project has favoured its integration into the European education system, as well as the promotion of its activities in Spain and abroad.• Regarding the staff, they have learnt different ways of training and working in other European countries through the relationship with students performing mobilities and partners.• As for the impact on our region, the Erasmus+ Programme has had a positive impact on the labour market, since the new skills that our learners have acquired will enable them not only to work in or with companies from our neighbour country (Portugal), but they can also be useful in local companies.We can say that, in the long-term, the project has had benefits such as the improvement of the employability of students both locally and internationally, which will be beneficial for the labour market of the area too; apart from having had a positive impact on the school by giving it the possibility to offer this opportunity to its students."

The project is coordinated by the Polytechnic Institute of Portalegre (IPP), Portugal and aims to promote the mobility of students for studies, according to what is defined in the Program and Policy of Internationalization and ECHE of the institution. It has not included the mobility of students for internship or mobility for teaching staff and non-teaching staff, since these types of mobility are coordinated and implemented by the Consortium Erasmuscentro to which IPP belongs.13 students participated in mobility flows, with the involvement of 7 partner HEI, having one of them (BG BLAGOEV03) received students from us for the first time.The number of effective mobilities corresponds, as a whole, to an implementation percentage of 87% over the contracted with the NA

"<< Objectives >>The purpose of this project is to develop and implement an innovative approach to teaching STEM subjects in which teacher develops skills related to STEM subjects in non-technical majors by changing the model of teaching model: 1--profiling STEM subjects for a given major and actual labor market requirements, in order to demonstrating the practical utility of the skills and knowledge taught in STEM subjects; 2. Transforming the forms of classes to a project model.<< Implementation >>The project intends to implement the following work packages:1. Project management2. Development and testing of the ""Teach-BEASTs"" approach 3. Development, implementation and testing of the ""DT meets STEM"" approach 4. Dissemination of project results in the community<< Results >>The project will develop the following results:Instructors Manual for Teach-BEASTs Approach - a methodological manualProfessional Awareness Pills - stimulating students' reflection on the discussed contents Program for ""Teach-BEASTs"" training and ""DT meets STEM"" training Instructors Manual for ""DT meets STEM"" Approach - methodological manualModel for reference -DT meets STEM""Transformed subject from STEM group"

"The Portalegre Polytechnic Institute (IPP) and the Macao Polytechnic Institute (IPM) have a cooperation agreement within the Coordinating Council of the Higher Polytechnic Institutes (CCISP), which aims, among other actions, at student, teacher and non-teaching staff mobility.Every year, from the date on which reciprocal mobility began (2010-11), IPP receives students from IPM and vice versa. To date, IPP has already received about 30 students from IPM and sent about 20 to IPM. Students IPP sends to IPM receive a scholarship, funded by the institution's budget, which is intended primarily to support travel costs. Some students, however, as happened in 2019 in 3 cases, travel even without the scholarship. of the IPP.The area most represented in these mobility flows is mainly Nursing.In short, IPM co-operation activities have yielded interesting results in terms of student mobility. The same is not true for the mobility of teaching and non-teaching staff. In fact, although a member of the board of the IPP School of Health has already visited the IPM, accompanying the students of that school, the opportunity has not arisen to extend mobility to teaching and non-teaching staff.It was in this context that IPP submitted an application for Action KA107, which addressed student mobility in both directions and also the mobility of teaching and non-teaching staff. Only two STT flows were approved, one outgoing and one incoming. For institutional reasons, the arrival of a non-teaching staff member from IPM to IPP did not happen, reason why we were forced to change the direction of this flow from ""incoming"" to ""outgoing"".In this sense, the project consisted of the execution of two outgoing mobilities, in STT mode.Thus, the IPP vice-president and the sub-director of the School of Health, the school that has had the greatest representativeness in the two-way flows between the two institutions, went to IPM.During the visit, the two IPP participants attended the opening session of the new academic year and had several meetings with different IPM departments, highlighting their willingness to deepen bilateral relations."