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Some changes have been made to the original plan since more students went on longer trips than planned. Also, shorter teachers’ trips were fewer than planned. The main purpose of the project remained the same, to give students at Technical College Reykjavík (TCR) the possibility to take their vocational training with companies abroad, or to study at schools in other countries and gain valuable experience. The cornerstone of vocational education is the vocational training that students receive as apprentices with various firms and companies. The situation in many vocational fields remains difficult in Iceland and students have had problems finding apprenticeships. This is especially true of art and design related fields such as gold and silver smithery. Vocational training taken abroad is fully credited at TCR and great care is taken to ensure that the companies TCR students train with are fully qualified. It is important for our small nation to keep up with the development of education and industry, and students receiving vocational training abroad return home with invaluable knowledge and experience that benefits our schools and job market. Study trips for groups of students serve to introduce to them the opportunities available in working and studying abroad. Vocational studies in Iceland are not at university level but in certain trades students can complete the first year of university studies in Iceland and finish them with top-up degrees abroad. TCR emphasizes collaboration with schools in other European countries, making sure to keep students informed of the possibilities of studying abroad and encouraging them to make use of the possibilities. On their return students give presentations about their trips to teachers and other students. It is important for our students to gain a varied insight into their field and get to know studies and teaching in schools abroad.The following are examples of students who took their training abroad. Students in hairdressing went to Namur, Belgium. They were very pleased with the trips, that tested both their professional knowledge and competence in human relations, especially since the students spoke neither French or Flemish. A student who was finishing her studies in steel making took her training with Black Isle Bronze in Scotland. The company specializes in statues and sculptures and a famous statue in Reykjavik of the Icelandic poet Tómas Guðmundsson was made by the company. A student who completed studies in Audio engineering took her training with Kaiku Studios in Berlin where she gained experience in production and sound mixing and a student in gold smithery took training with AB Heymann & Kuhlmann in Stockholm. Four students of clothing technology took their training with companies abroad, two went to Scotland where one of them worked at Blues & Browns who specialize in classical tailormade clothing and the other worked at Highland Tweed House who specialize in high quality clothing made from Scottish wool. Due to Covid-19 one of them had to return home earlier than she had planned but the other put her training on hold and was able to complete it when the sewing room reopened. Some examples of shorter student trips include a trip made by a student in graphic media design to Italy for a course in digital image processing and a trip made by a student in design who also went to Italy, for a course in graphic design. A teacher and students of house painting visited the vocational college TEC and a teacher and students of technical drawing visited the vocational college NEXT, both in Copenhagen. The students attended classes and did assignments with the students from the two colleges. At the end of the trips the two groups met up and visited technical colleges and companies in Jutland. The purpose of the trip was for the students to gain understanding and insight into the house painting and technical drawing professions in Denmark and the possibilities of further studies offered there. Students and teachers of graphic media design went on a trip to Copenhagen where they visited schools and companies in their field. Students and a teacher of gold smithery went to Fredericia in Denmark, where they participated in classes and took a weeklong course in working with gemstones. Students of Web Development went to KEA. They attended lectures and visited companies and institutions as well as working on their final projects with assistance from KEA teachers. The opportunity to get to know how study programs for specializations in certified trades are set up and carried out in schools abroad is invaluable for teachers and other staff at TCR. Due to Covid-19 staff trips were fewer than planned but an example of a trip that was made was a visit by teachers to Finland where they got to know a teaching method where English is taught alongside vocational teaching. A teacher in gold smithery visited a company in Copenhagen that plans on taking on a vocational trainee.

This project focuses on the duties of instructors in enhancing the competencies of jobseekers, which is an integrated component of the package of services provided by the VDAB, i.e. the Flemish Service for Employment and Vocational Training. In addition, the project fulfils one of the strategic objectives of the VDAB management agreement, which is to develop a forward-looking provision for the recognition and development of competencies. In some sixty campuses spread throughout Flanders the VDAB offers opportunities to follow vocational training. Around 800 instructors are in charge of enhancing the course participants' competencies. In order to optimally align the VDAB training provision with the future labour market, it is crucial to update training contents using the most suitable training methodology. The project aims to enhance and adjust instructors' knowledge, experience and competencies in view of a rapidly evolving labour market. For this purpose it organises international placements for a number of selected domains (see below). Ultimately, these placements will help to adjust the VDAB training provision and make it conform to the market, in terms of both content and methodology.Within this project, the following placements were completed : -Finland, Savo Consortium for Education en Omnia ( 7/02/2016 - 13/02/2016) for Workplace Learning (2 participants) ; -Finland, Jyväskylä Institute of Adult Education (15/02/2016 - 19/02/2016) for Construction and Professional Cleaning Techniques (6 participants) ;-Austria, ABZ Braunau (11/04/2016 - 17/04/2016) for Machine techniques CNC (3 participants) ;-Finland, Sedu (23/08/2016 – 25/08/2016) for Construction (3 participants). After the placements the results were discussed with the subject departments in order to to adjust the current provision and/or develop a new provision. During these placements the emphasis was always on acquiring new insights and knowledge, in terms of both content (techniques) and methodology (teaching tools). The confrontation with a different approach, context, opportunities and restrictions broadened the participants' minds and encouragde them to scrutinise and renew/optimise their own existing training methodologies and programmes in a realistic manner. Apart from the internal impact on the VDAB, the results of this action will be usefull in the further develments regarding Workplace Learning. At the European level the project had a certain impact on the realisation of the Europe 2020 Strategy, especially the increase in the employment rate of highly qualified course participants, the growth in the % share of participants in life long learning (instructors and subject matter experts) and of “smart growth” by enriching knowledge and innovation.Thanks to this project and the positive co-operation with the foreign partners, news forms of co-operation may be established in the future.

"700.Yıl Secondary school is located in Toroslar, MERSİN.The school has 66 teachers, one staff and 885 students between the ages of 11-15 years of education in four different grades.It has been noticed that the conflict environment/peer bullying problems that exist in the institution cause the loss of academic quality and academic success and also the loss of the image of our institution and the loss of students.Despite many studies in our training institute,our school teachers who realize that these problems can not be solved are in need of training and experience in Conflict Management,Prevention of peer bullying and Emotional Intelligence.Our project is about the development of knowledge,skills and competence in a range of planned activities. The main objectives of our project: Teachers of our school; -developing the ability to cope with emerging conflicts, -increasing knowledge and skills in preventing peer bullying, -ensuring that students are addressed to their emotional intelligence, -understanding and organizing group dynamics, Depending on these, in our school; -raising the quality of education, -providing a peaceful educational environment, -increase of academic success, -prevention of student loss, -prevention of early school dropout, -raising of motivation for study and learning can be listed at that way** Number of participants and profile of participants: There are two mobility done in our project,10 of our school teachers participated in each of these mobility.Participants was chosen according to the criteria set by the commission to be established. Description of activities: Two mobility activities were planned for qualifying and meeting the needs of the stated issues.The first of these activities was a 5 day structured course.The course was given by Europass Teacher Academy under the title ""Conflict Management, Emotional Intelligence and Bullying Prevention"". The structured course activity took place between 26-30 November after completion of the preparation phase of the project.After completing the structured course activity, our institution will conduct the designated activities and will conduct a business observation activity at the Latokartanon Peruskoulu to examine the application of the knowledge and skills acquired in 20-24 November 2019. The methodology used when performing the project: -Face-to-face training (via structured course) -Observation -Reporting -Group work -Questionnaire implementation and evaluation -Organizing meetings and seminars -Sharing. Sharing knowledge and experience about the subject -Interview Results and effects: As a result of our project,our educators have gained knowledge and experience in ""Conflict Resolution,Prevention of peer bullying and Emotional Intelligence"". The topics covered in our project include not only coping with conflict and peer bullying issues, but also addressing students' emotional intelligence and bringing a different perspective to teacher-student communication.The trainers who develop competence in the mentioned issues implementing their experiences; -to develop effective solutions to conflict / violence problems between students, -be able to work for prevent peer bullying, -be able to edit group dynamics in classroom environment, -to contribute to the safe and positive educational environment of our institution, -to increase the quality of education in our institution by preventing and / or solving the problems in front of the education Depending on these; -Conflict / violence, peer bullying events is reduced, -The academic success of our institution rises, -The image of our institution change positively, -Student losses decrease, demand and parent support increases. In the long term,our school will become a high educational institution with high quality,equipped with safe and positive school environment and academic success. Our institution will have an important place in our district and in our province with high student potential and students who will grow will benefit as future qualified individuals. Our students who have gained qualifications by training in European standards will be well equipped individuals to contribute to our country and European society. The effectiveness and results of our project will be systematically determined and used as an evaluation scale.All activities will be generalized according to the plan and the activities will be ensured to be sustainable. Participants in mobility share information and experience with other trainers in the institution through seminars, school clipboard etc. The project book prepared by our institution is shared with all secondary schools in the district and province and with randomly chosen schools from every province in our country. E-Twinning account and tools such as Twinspace, School Education Gateway Platform (SEG) website to share national and international knowledge."

The Malta College of Arts, Science and Technology (MCAST) is, by far, the major Vocational Educational and Training (VET) college in the Maltese Islands. The MCAST trains and prepares youths and adults in a wide range of specialised skills in order to provide the bulk of the manpower needed by the local industry on a national level. It is therefore crucial in the current global scenario for the MCAST to keep its VET system constantly updated by exposing and training its students and staff in other countries and beyond the national VET scenario. In itself the project acts as an essential cross-fertilisation project for VET education across the EU. The main activities associated with the participation in this project will include: 1) In line with the MCAST Internationalisation Strategy (Annex 1), the participation of the MCAST in this Erasmus+ project will give learners a unique enhancement to their educational experiences as they will have the opportunity of going on traineeships in companies and vocational education institutions in other European countries. This is especially important within the context of a globalised economy: the students are presented with the opportunity of training in the international employment market. This project would offer over 120 students the opportunity to do an international VET learner traineeship in a company or vocational college and giving them the chance to apply the knowledge they learnt at the College, to learn new practical skills from their placements but also to be able to learn about a different European country and its culture. On successful completion of the mobility, a Europass Mobility Certificate will be issued to each participant in recognition of the experience gained. For each of its six different institutes, the MCAST has identified a number of potential partners which will host students in companies, organisations or colleges abroad. These partnerships and their links to the different institutes and areas of studies are summarised in the attached Annex 2. The expected learning outcomes for the students going on an Erasmus+ traineeship are: a. to get work experience in their specific sector b. to recognise the main challenges in the sector c. to perform tasks independently & in a team d. to use standard tools & accessories in the specific sector e. to appreciate the main differences between the local market & the European market f. to appreciate different people, languages & cultures The MCAST will also send students from the Centre for Maritime Studies (CMS) on VET mobilities which last 6 months. These students will conduct practical training on board ships. This is fundamental for the students to acquire their profession as maritime officer. The Erasmus+ program will also offer OLS support to these students who often have to work on vessels to improve on their language skills. One of the major changes in the scope of the mobility flows is the substantial increase in mobilities of learners and staff in the Netherlands. For 2017 and 2018 the MCAST, in line with its European Internationalization Strategy, desires to increase the number of VET learner traineeships in vocational institutes in colleges based in Leeuwarden, the Netherlands. In 2018 both Valletta and Leeuwarden will be cultural capitals of Europe. The MCAST has initiated several collaborative projects with the colleges of ROC Friese Poort , Nordwin and Friesland for 2018. The MCAST desires to send 40 learners to carry out a traineeship in these vocational colleges in the Netherlands to work on collaborative projects. These collaborative projects will not only give an exposure to students in their area of study but will foster a cultural exchange between two European countries. Students from all of the MCAST institutes, including: creative arts, sciences, engineering, business, ICT and community services will be eligible to apply. These Dutch colleges have strong ties with local industries and can give a good exposure to MCAST Technical College students in the respective industries. 2) Staff; For MCAST staff to stay updated and relevant in today's educational system it is crucial that the staff is regularly trained and kept abreast with technological advancement. Through this project the staff would be given an opportunity to receive a 5-day training in other vocational schools besides the opportunity to observe new areas of study, new technologies, new teaching methods etc. This will be a cross-fertilisation exercise across VET institutions. The mobilities will be in line with the MCAST training needs (Annex 3). 3) Students and staff with special needs will have an equal opportunity to apply and participate in this project. These participants will be supported whole-heartedly by the MCAST International Office and the NA, including the provision of accompanying persons where needed. Finally, refer to Annex 4 for the Application, Selection Procedure and Dissemination.