MOVINVET is a mobility project for trainers and trainees from the second year of Vocational training centres. The Project has organized 28 mobilities for students and 3 for trainers, and one ECVET expert has come from Italy. Colegio Altair has leaded the consortium, and the rest of the participating centres have been:IES Federico Mayor ZaragozaIES Albert EinsteinEFA ElChatóEnseñantes del ArenalCES María InmaculadaCentro del Profesorado de SevillaThe project has included:- mobility experience for 28 students. 8 weeks work experience in Italy, Poland, Lithuania or UU. The internships after the vocational training studies have been complemented with an intensive intercultural preparation in the pre-departure phase.The Project has increases the possibilities of labour integration, learning languages, intercultural training, and life experience- mobility for trainers. 1 week in Germany to analyse ECVET system and the possibilities for being developed in the centres of the consortium,- mobilities for teaching. 1 week for an ECVET expert, to train about this system.

The project was addressed to 75 students from the 4th and 3rd year of different courses of the High School (Mechanics, Electrics and Electrotecnics, IT, Chemistry) and to 5 teachers. Students spent 37 days abroad in Spain, United Kingdom and Czech Republic ; teachers spent 9 days in Spain and UK. All the partecipants was from the city of Siena. The industrial sector of the local economy is not well developped, and project MOVE gave the opportunity to increase and develop different kind of skills to the participants, such as: technical and professional skills related to the sector and courses of study, throught the internship (for students) or job shadowing experience (for teachers); personal and key skills (flexibility, self confidence, punctuality, capacity of problem solving, teamworking, leadership, authonomy, time management); language skills (through the OLS course and the mobility abroad). Project MOVE has given to the promoter the chance to improve skills of the staff, to follow the European Develompent Plan and to increase the relations between its local and international partners, and also to know more about management and organisation of learning programmes abroad. During the project both the partners and the promoter had the chanche to enhance learning tools and partner's network, to develop and share good practices, to increase the interactions between school and job market, even mentoring and using evaluation and assessment tools from T-Tactic@School, promoted by the partner Accademia Europea di Firenze.Project MOVE has been 18 months long, from July 2016 to the end of December 2017, and mobilites have been managed in different flows:24 students went to Belfast in 2 flows (group 1 in June 2017 and group 2 in September 2017); 18 students went to Prague (group 1 in June 2017 and group 2 in September 2017); 23 students went to Valencia (group 1 in July 2017 and group 2 in September 2017); 6 students went to Londonderry (in September 2017); 4 students went to Wolverhampton (in June 2017); Staff mobilities have been managed in November 2017, 2 teachers went to Valencia and 3 teachers went to Belfast.

MOVINVET is a consortium of vocational training centers in the province of Seville that has been working together since 2014.MOVINVET is a mobility program for staff and students in the second year of intermediate vocational training cycles.In this edition, 39 mobilities for students have been developed for trainees in Italy, Lithuania, Poland and the United Kingdom.8 weeks in different European cities such as Cesena, Forlí, Vilna, Wroclaw and Derry.These are complementary internships to the VET Professional Training degree. Internships are complemented by an intense intercultural training developed before departure.It is a multisectoral project, with a wide variety of professional profiles.The objective: to increase the possibilities of quality labor insertion, language learning, intercultural training and life experience11 mobilities of staff have been developed in Bologna (Italy) in order to know in depth on the one hand the ECVET system and its possibilities in the centers of origin of the project. And on the other hand, to analyze the mechanisms and instruments that the Italian educational system has for the integration of disadvantaged groups.In this new edition of the project, the novelties have been:- 3 new sending centers- Increase in the number of mobilities, because of the greater interest in the centers and the greater number of sending organizations.- Some internal improvements, mainly in the management of the project and in the preparation of the participants as well as adding the intercomprehension as formative content.The consortium is led by Colegio Altair, and includes the following centers:IES HeliópolisIES Virgen de los Reyes IES Federico Mayor ZaragozaIES Albert EinsteinEFA El ChatóEnseñantes del ArenalCES María InmaculadaCAED Carlos Espigares Centro del Profesorado de SevillaThe project aim is to develop an international dimension of the centers, to offer the possibility of international practices, to promote language learning, and to consider the implementation of ECVET system.

This is a crucial moment in history for Europe. The unexpected arrival of hundreds of thousands of children in the European shores during the 2015-16 migration crisis wracked education systems, which found themselves ill-equipped to enroll and support large number of new students arriving throughout the school year. European schools unused to large-scale diversity were forced to adapt quickly to the complex needs of children with different linguistic backgrounds and, often, very limited schooling. Even localities accustomed to diversity faced severe capacity challenges, finding it necessary to rapidly accommodate large numbers of migrant students without the necessary available infrastructure.Migrant Children in the Schools of EuropeMigrant children face multiple challenges in European education systems. These challenges are complex and intersectional. They may include a lack of proficiency in the host country language, limited or interrupted prior formal education, patchy institutional knowledge about how schools and systems work in the host country. As a result, children of migrant background show significant gaps in academic performance. They tend to have lower levels of academic performance, higher early-school leaving rates, over/underrepresentation in certain school types and difficulties in gaining a foothold in labour markets. This legacy of poor educational outcomes has, also, ripple effects into the next generation and is linked to stagnant social mobility. Ultimately, these effects can feed into a vicious cycle of intergenerational poverty and social exclusion. In other words, cracking the immigrant education puzzle is at the heart of Europe’s integration challenge.Although this challenge is not new, it has taken on greater urgency in recent years. Improving education for migrant children has long been a priority in many European countries [and at the EU level]. But while policymakers at all levels have signed up, at least on paper, to the principle of “mainstreaming” migrant integration the implementation of this approach remains a work in progress. Few countries have made the structural reforms necessary at district, school and classroom levels to ensure that all learners have a chance to thrive.The Role of Schools in the Education of Migrant ChildrenEducation, particularly inclusive education, is the most powerful tool to integration (Fundamental Rights Agency, 2018). Inclusive education may help improve social cohesion, improve language skills, prevent child poverty and foster participation in the host society. (UNESCO, 2018). Mainstream schools in Europe have the potential to become the main drivers of migrant integration (Migration Policy Institute, 2018).To this end, the “Schools 4 Inclusion” project proposes the elaboration of an effective strategy for the evolvement of the school into an inclusive environment, conductive to the successful integration of children of migrant background. This methodology draws upon two (2) broad areas of educational discourse:[a]. the principles of inclusive education - as the process of responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion from education.[b]. the whole-school approach - as the approach of improving the quality of the education that migrant children enjoy by involving all those dimensions of school life which may have an impact on educational achievement.The project proposes the development and the implementation of the “Inclusive Education Whole-School Approach” which is comprised of the following two (2) distinct components:- the Inclusive Schools Methodology and Guidelines- the Inclusive Education Toolbox and Languages Learning Tool which are incorporated into a Mobile App.A total of twenty (20) schools throughout Europe will pilot the Inclusive Education Methodology;

33 participants from: UK, Estonia, Romania, Greece, Spain and Turkey, that they joined in Ankara and Beypazarı between 11-21 of April 2019. The participant were students and unemployed young people, with fewer opportunities as social minorities (migrants), economical disadvantages, geographical difficulties, (racist-inclusive regions) and rural areas, most of them were participating first time in Erasmus+ projects. The project joins 2 topics apparently, the European Year of Cultural Heritage 2018 and the foreigners&migration&refugee issues.Cultural heritage brings people together and contributes to more cohesive societies, it is central to Europe’s exchanges with the rest of the world. This is a great potential for Europe and it must be better exploited. For this reason we wanted to celebrate all together European Year of Cultural Heritage 2018, to see the common cultural elements that we share (all the countries of the project), how we share customs and influence in each other culture, how we conform Europe. We also wanted to bring the aspect of migration (also refugee). Not because is trendy topic, but because we want to correct prejudices and false messages that promote discrimination. The countries who were bridges between people (countries) have richer traditions and culture.Many of our elements what we consider traditional and typical (food, dance, etc.) from our country has its origin in other culture, that thanks to move of people (migration) come to us. In our project, participants coming from different cultures motivated to discover common points by several type of activities. General Objectives: -Encourage young people to explore Europe's rich and diverse cultural heritage and reinforce a sense of belonging to a common European space. -Develop intercultural skills of participants through creative activities (socks theater, cart game, drama). -Discover how rumours and prejudices prevent good relations among people, especially against migrants and refugees. Specific Objectives: 1-Finding out how our cultural heritage bring elements from different cultures through gastronomy, history, music, art. 2-Discover all together our common elements in our traditions as Europeans. 3-Finding out what the contributions of migrants on our traditions are. 4-Foster the emotional learning to promote tolerance to other cultures and religions(islam) through drama and creative activities. 5-Know differences and similarities migrants, refugees, asylum seekers. Besides know about horizon 2020, creative Europe and European heritage days. 6-Share the European cultural year and Erasmus+ projects with public. 7-Promote Erasmus+ youth projects (EVS and European Civic Service), Youthpass and the year of cultural heritage. We used diverse types of activities to achieve the objectives. The methodology was based in non-formal education and informal learning. To get together the group we had dynamics, drama and games; workshops to learn about the programme: Erasmus+ youth and Youthpass; to contact, interact and increase the visibility and local population impact we had the Gymkhana and the exhibition in mall (Cepa mall) with info stands, flash mob, videos, workshops. To understand, compare and share our cultures the National Evenings and workshops about culture and heritage; creative activities such as socks theatre to share it on Youtube and European Cultural heritage card game to play it with local people in Mall, we used drama and art techniques to promote it. Dynamic and workshop (from SALTO youth and council of Europe) to work about prejudices, and discrimination about migrants and refugees, as well as understand the contribution of migrants to our European culture and heritage.We had evaluations with visual methods. We made tasks division, where all the young people shared responsibilities and the implementation of energisers, NE and workshops. We used the work in small teams, with activities that catch the interest of the young people and include emotional learning. We encouraged the full participation of the participants and reflection in every activity to measure the development of the project (and evaluate the learning results). As results: -Campaign Stop Rumours by socks theatre and we shared it in Youtube. -We did promotion of Erasmus+ and year of EU cultural heritage to local population and flash mob in CEPA Mall. -We gave awareness of refugees, migrants’ situation, culture&religion. -We collected traditions that have in common in Europe. -More active young people. -We created one card game for European Year of Cultural Heritage. -We uploaded a toolkit in SALTO with relevant activities and card game. Thanks to activities that we implemented in Mall and gymkhana, it was an impact on the local people, raising the visibility of Erasmus+ and EU culture; the participants are more tolerant to migrants and other groups and be more aware of their cultures.