CONTEXT AND OBJECTIVES The partnership between CFPPA (agricultural adults training center) of Toulouse Auzeville and those of Moissac and Albi has proven itself within three Leonardo Da Vinci PMT programs, then the ERASMUS+ programs : use of all mobilities allocated and high level of participants and partners' satisfaction. Those 3 institutions wanted to pursue this partnership in order to be able to offer to their trainees a professional experience abroad, which is quite rare for them in their career. And it strengthen their employability. Those 3 institutions also wanted to broaden this mobilities offer to their staff in order to developp the mobility culture inside their institutions.NUMBER AND TYPES OF PUBLIC CONCERNED BY MOBILITY The number of participants who went on mobility in this program:4 trainees of graduate education20 trainees insertion (2 groups : 9 people in Sardinia and 11 people in Spain with a guide per group)3 staff’s membersThere are three participant's categories :•Trainees which are undergoing a degree course: they can be employees or jobseekers. They follow courses in agriculture, trade, landscaping, floristry, food-processing and biotechnology. The European mobility allows them to improve their skills while consolidating their professionnal project.•Trainees which are undergoing a vocational training on their professionnal project definition : usually, they are jobseekers for a long time and have some handicaps which slow down their return toward employments. In this case, an abroad internship is an important step in their personal construction and creates a new creative drivein the job search. Those trainees and those from qualifications or degree courses, went on mobility project in group, as part of their training. Individuals mobilities were proposed to the others.•The third one concerned the CFPPA staff. Their mobilities on this program are used in order to develop their professionnal skills, whom engineering on european projects. And to develop our contacts with partners agencies.OBJECTIVES OF THIS PROGRAMThe objective is to permit our audience in a first step of professionnal mobility far away from their close environment. It is about discovering some practices and occupationnal environment, and also to confront them to the reality of this environement.•for trainees from qualifications and degree courses, this inject some dynamism into their job search by creating them an address book which help them to have a network so usefull for the employment access.•For trainees from social and occupational insertion project, the mobility allows them to have a fresh start in their lives and regain self-confidence.For training centers which participate on the program and the staff beneficiairies :•Strengthen our capacity to drive international projects•Get an international dimension for our training initiatives (attractiveness towards audiences) and for our centers (the image towards the outside)DESCRIPTION OF ACTIVITIESTrainees and staff will benefit a preparation for the mobility organized differently according to kind of mobilities : in group or individual.It will, in every case, allow to prepare the candidates for the mobility to the administrative procedure, to the culture of the country, to the language of the host country, to the optimization of the intership.A referent links with the host organization and the intermediate organization. He is a mark for the trainee all along the mobility and a main contact for the host and the intermediary organization.METHODOLOGY OF PROJECT MANAGEMENTThe roles and reponsabilities of 3 partners of the program are centred by agreement of cotraitance. Moreover, a steering committee of Erasmus Plus hold often an ordinary meeting to assure the well managing of the project.ACHIEVEMENTS / LONG TERM BENEFITSThe main results achieved are the satisfaction of all : good organization, development of the relations and network of partners in Europe, and also the personal and professionnal enrichment for the beneficiairies. The long-term benefit is especially the creation of the mobility culture into every center. It is the first programm we asked for staff mobilities. We can observe the positive impact because 2 trainers decided after their mobilities to organize mobilities for their whole class.

"Welcome young volunteers, and more generally foreign partners and young european is a major focus of the project of the institution The project ""Europe in the heart of the school"" fits perfectly in this goal by directly contributing to developing European citizenship of young people and school staff.The fonlabour's school with its International Relations Office develop many European and international projects ( work placements , erasmus plus projects , Erasmus, international solidarity projects ) . Even if these mobility projects provide many things for pupils involved , they still relate unfortunately a minority of students and staff on campus. Welcome youth european volunteers or organizing educational activities for the development and global citizenship on our campus ( intercultural week, foreign artists in residence ... ) allows us to address this inequality and create intercultural encounters in Albi. Thus, we contribute to the contruction of a European citizenship , to fight against discrimination and racism, to develop self-confidence and some skills (linguistic , professional, human) . We wish, after several very positive experiences, welcome again for the 2014-2015 school year EVS.We also hope that the young volunteers have an important role in school support , support for personal projects abroad students ( international projects , work placements abroad ... ) and the organization of activities with students ( Unesco club , environment, sports , cultural activities, project erasmus school education on sustainable development). Academic achievement, capacity for initiative and involvement of students (often internal ) in the life of their school are also important areas of the school project . Volunteers contribute , through their actions and their special status within our structure and teams to successful students, their projects and the global animation periods "" extra scholar time"" in the highschool."

"*Context -Our consortium AGRISUP CENTREVALDELOIRE has a small size with 5 schools in the Centre-Val-de-Loire region: agricultural colleges in Indre (project promoter), Cher, Eure-et-Loir, Loir-et-Cher and Loiret. It represents 700 students, among which 1/3 in apprenticeship and about 70 staff-It is both regional and thematic consortium covering the fields of agricultural production, agro-equipment, food, bio industries-laboratory, services, and environment in 5 of the 6 departments of the Centre-Val-de-Loire (the 6th college does not yet have the ECHE charter).-It does not include long superior studies (no agricultural engineering school in our region) and thus is focused on the short superior studies (BTSA) in what we call "" agricultural lycées "". This means a functioning with no ""international offices"", with, however , a certain homogeneity of practices, of diplomas and a synergy between international projects in the ""high school"" sectors and those in the ""higher education"" sectors.-The BTSAs are not yet totally organise in LMD system. Nevertheless 120 ECTS are assigned overall at the end of the cursus if student pass his exam (but we can assign ECTS to incoming students). An experimental work about “LMD” system is in progress to which participate one of the schools of the consortium, Vendôme, which already sent student in academic mobility, but not during this 2016 project.*History-The consortium was born in 2015: will to increase European mobility of BTSA students (few of our schools did file individual Erasmus+ projects ; our Regional Council doesn’t hold higher education consortium)- This is only the second project submitted by this group. Nevertheless, each school has experience in international mobility: for example, all schools in the consortium have ""European Sections"", send number of high-school students and apprentices in Europe through another consortium (Professional sector) carried out by our Regional Council, implement mobilities and other projects outside Europe, organise mobilities for placement in Europe for students in BTSA aside from Erasmus+ projects (short placements), organise training before departure for staff or students. This partly explains the reduced number of mobilities (compared to all international activities carried out by the schools).-Increasing the staff mobility was chosen as a useful step to develop students mobility and represent a priority for these first projects.*Activities and participants: 17 mobility-10 trainees mobility of 2.5 months, participants are BTSA students from 2 schools and 4 cursus (breeding, environment, laboratory, agronomy)-3 staff mobilities for training, 2 days for an agricultural training (1 sport and 1 agronomy teacher) till 2 weeks pour a sprot training (1 sport teacher)-4 staff mobilities for teaching assignment, 1 of whom was a first experience of teaching in a partner university (related in a joint report) et 3 of whom where incoming staff of enterprises (2 farm staff, 1 laboratory staff)-6 other European countries concerned*Results -Overall satisfactory for mobility, in relation to the objectives. Compared to the 1st project, 2 new BTSA cursus are included (so, 2 new pedagogical teams), our 1st staff mobility for teaching assignment, with more incoming mobility (which impacts a lot the schools). Thanks to these staff mobility, news European enterprises and one university were identified as o god opportunity ti receive our students. Nevertheless, 2 schools out of 5 did not benefit from mobility (Loiret and Eure-et-Loir) ; their openness to international is significant, but on other projects, as said in the history above ; their priorities have been focused on large projects outside Europe (difficult to carry out several actions of this type)-Results related to the management of the consortium stay modest: we worked with simple tools, opting for virtual contacts ; nevertheless, the staff were trained on inter-schools days about international mobilities.*Some identified obstacles-the minimum duration of student mobility for placement: no departure for apprentices (1/3 of students’ numbers yet)-the absence of LMD system for all BTSA: academic mobility not easy. Nevertheless, the “LMD” experimentation for BTSA has an impact, since it’s the school in this experimentation which send more student in Europe (impact of enhancement: ECTS for the training period, of year organization in semester?)-the lack of available time for the educational teams (their priority remains the support for the youngest mobility)*Our consortium, with a not perfect governance, however worked quite well to allow mobility for students and staff, which make a neighbour region want to join us: a consortium, larger, is born in 2018"

Continental Vocational Education and Training (CoVET) was a mobility project which enabled 68 Walford and North Shropshire college apprentices and full time VET students to undertake two week work placements with one of our host partners in Europe. The project followed on from previous Leonardo VET mobility projects, and built on a Leonardo Strategic Partnership Projects. The host partners were from Germany, France, Spain, Turkey and Finland. These were selected so that best match of training opportunities for our participants could be delivered. Two of the partners already worked with us as they are members of a shared Strategic Partnership project. Through that project they had developed renewable energy technology modules, and the next step in the project was for students of the other partners to take these modules at the host institution. The college delivers VET mobility projects because of the vocational and personal benefits gained by participating students, the staff and organizational benefits from working with European partners, as well as the wider benefits of engendering a sense of European Citizenship. The CoVET project sent 68 participants from the vocational areas of Agriculture, Motor Vehicle, Engineering, Hospitality & Catering and Travel & Tourism to undertake specifically identified elements of their vocational training with our host partners. Prior to travel, participants went through a selection process which contributed to their learning and personal development and received linguistic and cultural preparation, to maximize opportunities and benefits. It was estimated that 50% of the participants would come from disadvantaged backgrounds. The actual figure was 50.5% In addition to the vocational training, the participants undertook a programme of cultural activities on each flow. Participants were identified through a transparent recruitment process which will formed part of their personal development. Support was given to disadvantaged participants throughout the process where required to ensure equality of opportunity. Learning agreements, behaviour contracts and information documentation was produced and provided to participants to ensure maximum benefit was derived whilst taking part. The same information was also provided to parents to ensure they were kept fully informed. Service level agreements detailing all practical, financial and support arrangements were put in place between the college and each of the hosting partners. Each flow of participants was accompanied by two members of staff who provided both pastoral support and directly assessed learning undertaken during the mobility allowing it to be incorporated into the qualifications being studied. A well established process of monitoring, evaluation and dissemination was operated throughout the delivery of this project. Assessment by accompanying people alongside host partner staff allowed achievements of participants to be directly recognized in their vocational qualification. Taking part in a mobility project significantly developed core personal skills, as well as vocational skills thus enhancing participants performance in further training and future employment. It also developed a greater cultural awareness and engendered a sense of European citizenship. These benefits did not just impact on the participating individuals but filtered through the whole student body as a result of dissemination. Through the dissemination of the results of mobilities awareness was raised of the benefits of taking part in the project amongst a wider audience including employers, partners and other organisations with which the college has involvement. Delivery of the project has proved very beneficial to internal college staff, those who were accompanying persons benefited from seeing how other partners delivered their provision, worked with employers and organised placement periods and this was able to be disseminated to their peers during staff development sessions. As a result of delivering this and other projects we have strengthened our working relationships with European partners and have subsequently hosted both students and staff from 3 French partners, 2 Spanish partners and our Finnish partner. We have hosted a total of 28 students from 9 vocational areas and 10 staff from 5 different partners.

The stakeholders of this project were not only the participants (high school students, apprentices and young graduates coming from regional specialty traineeships) but also the vocational schools, the training institutes for apprenticeship, the companies and the Conseil Regional Centre.In fact, the “EuroMétiers Région Centre 2014” project aimed at 534 beneficiaries (303 high school students, 148 apprentices, 85 young graduates from apprenticeship) who did 2 to 41 weeks professional work placement in companies in 20 European countries.This project, which was borne by the Conseil Régional du Centre-Val de Loire, united the projects of 37 vocational schools in the region, 7 CFA training institutes for apprentices and 12 CFA training institutes for apprentices for young graduates throughout the territory. The project was subject to group management (consortium).These schools and training institutes represented a variety of sectors and meet objectives sought out by the Region: opening the sectors up and using them for territorial dynamic and development.On the one hand, this project was based on regional partnership (with a regional mobility committee) and on the other hand it was based on transnational partnership. The committee, made up of and powered by public and private partners, encourages the greatest possible consistency between all the regional mobility initiatives. Corresponding to the reality of the field’s needs, the committee’s role for the program is: to determine its broad guidelines, to provide support for its establishment, follow-up, control, evaluation and valorization.Finally, the EuroMétiers Région Centre 2014 project was based on network partners and companies whose role was is to welcome, integrate and train the beneficiaries.This project relied on regional drive and energy. It addressed the training institutes mounting interest in transnational mobility actions which are aimed at encouraging beneficiaries to integrate the working world. The project corresponded to regional strategic orientation aimed at increasing qualification levels so as to encourage young people’s vocational integration and social inclusion, particularly through mobility efforts. On this basis, it reinforced and completed, by means of its vocation dimension, other regional mobility measures.EuroMétiers Région Centre project’s principal objective was to introduce students/apprentices to a different or even complementary way of working and to reinforce and develop a student’s professional skills all within a European context. The goal was also to help students/apprentices to acquire language skills and encourage cultural and social open-mindedness. The aim was to encourage their integration in the labour market.In addition, the project set its sights on promoting and valorizing the opportunities for work-linked vocational training as well as to advance training content and practices by taking into account a European context. Consequently and via a student’s feedback and sharing of experience, a company can benefit from the know-how and best practices of a European enterprise.Another purpose was to increase a regional company’s competiveness especially that of small and medium sized businesses, and to develop the region’s economic base thanks to a young person’s acquisition of complementary experience and professional skills. The program also set out to expand language practices in order to facilitate sharing know-how during a European work placement.Finally, the EuroMétiers Région Centre project helped to improve the quality of relationships between training institutes, companies, social partners and other organizations throughout Europe.Implementation of this project took place from June2014 (in terms of the target group: first departures, candidate selection and start of the intensive language & cultural training courses) to May 2016 (return of the last beneficiaries).