The funding received within the framework of the project was used to finance stays abroad for a total of 444 individuals in vocational training and 73 vocational training specialists.286 apprentices completed a 2 to 24 week internship specifically suited to their profession, individual level of training, knowledge and skills at a company active in their professional field. IFA organized internships in small groups during spring, summer and fall of 2018. Participation was open for apprentices from every profession and industry from all over Austria. The applicants were selected based on their technical, linguistic and personal skills. IFA organized the travel, stay abroad, internship, accommodation and insurance for the participants as well as accompanying language courses. IFA prepared the apprentices and companies organizationally, culturally and linguistically for the stays and ensured that the internships were recognized as part of the apprenticeship training in accordance with the Vocational Training Act (BAG).Given that a majority of the apprentices were minors, the apprentice groups were accompanied by an IFA-counsellor during the first week abroad. The counsellors helped the apprentices get settled in the host country and visited all the participating companies to ensure that the content and processes fulfilled the objectives. Contact persons at the receiving institution and IFA were available to support the participants throughout their entire stay abroad.158 students from vocational schools and colleges also completed an internship relevant to their professional field that was suitable for their training and level of knowledge. The internships were organized in close cooperation with the sending schools in order to ensure they were recognized as part of the compulsory internship. Most student internships took place in the summer of 2018. The duration of the internship ranged between 2 weeks and 9 months. The content of the internships were defined in terms of the occupational and training profiles and curricula as well as the individual skills of the participants and were specified before the internship in a learning agreement between IFA, the participants and the sending and receiving institutions together with the learning objectives that were to be achieved during the internship.Furthermore, within the framework of the project, 73 training officers from companies and vocational schools as well as vocational training experts participated in 1 week-long workshop to exchange their experiences in order to learn about VET systems in other countries, compare them with the Austrian system and exchange ideas amongst each other and with colleagues from abroad. The goal was to promote the quality, innovation and the European idea in vocational education and training through cross-border exchanges. The participants were multipliers and could share their experiences in companies, schools and throughout Austria and thus contribute to a Europeanisation of the Austrian VET system.While abroad, the participants acquired technical, linguistic, social, intercultural and personal skills and expanded their personal and professional horizons. An internship abroad contributes to the strengthening of important key skills such as teamwork, personal responsibility, flexibility and much more. Experiences abroad promote career opportunities and ensure the future career of the participants and thus the competitiveness of Austrian companies. International exchange increases the overall quality of the Austrian VET.IFA is a non-profit association that has been organizing internships abroad since 1995 for apprentices, professionals and training officers. Since 1995, IFA has helped more than 7.500 people take part in an EU-funded stay abroad. As the applicant and co-ordinating institution, IFA was therefore responsible for ensuring the quality and proper organization of the project.IFA works with a network of experienced partners in the target countries with whom partnership agreements (Memoranda of Understanding) defining the conditions and quality criteria already exist. IFA has been successfully working together with most of the partner institutions for many years. Throughout the entire stay abroad, there was always someone from the receiving institution, the host company or IFA at the participants’ side to supervise their progress and ensure the quality of the internship. After completing the internship, all the participants received a “Personal Transcript” outlining the activities completed and knowledge and skills acquired with confirmation from the receiving institution and host company.All internships were recognized as part of the vocational training in Austria.

The funding received within the framework of the project was used to finance stays abroad for a total of 417 individuals in vocational training and 69 vocational training specialists. 316 apprentices completed a 2 to 52 week internship specifically suited to their profession, individual level of training, knowledge and skills in a company abroad active in their professional field. 17 apprentices and students absolved a long-term mobility of duration of more than three months as part of the ErasmusPro initiative.IFA organized internships in small groups between September 2018 and August 2019. Participation was open for apprentices from all professions and industries from all over Austria. The applicants were selected based on their technical, linguistic and personal skills. IFA organized the travel, internship, accommodation and insurance for the participants as well as accompanying language courses. IFA also prepared the apprentices and companies with respect to organisational, cultural and linguistic aspects for the stays and ensured that the internships were recognized as part of the apprenticeship training in accordance with the Vocational Training Act (BAG). Given that a many of the apprentices were minors, the apprentice groups were accompanied by an IFA tutor during the first week abroad. The tutors helped the apprentices to get settled in the host country and visited all the participating companies to ensure that the content and processes fulfilled the objectives. Contact persons at thereceiving institution and IFA were available to support the participants throughout their entire stay abroad.101 students from full-time vocational schools and colleges also completed an internship relevant to their professional field that was suitable for their training and level of knowledge. The internships were organized in close cooperation with the sending schools in order to ensure they were recognized as part of the compulsory internship. Most student internships took place in the summer of 2019. The duration of the internship ranged between 2 weeks and 5 months. The content of the internships were defined in terms of the occupational and training profiles and curricula as well as the individual skills of the participants and were specified before the internship in a learning agreement between IFA, the participants and the sending and receiving institutions together with the learning objectives that were to be achieved during theinternship.Within the framework of this project 69 experts in the field of VET staff from companies and vocational schools as well as vocational training experts participated in mobilities to exchange their experiences in order to learn about VET systems in other countries, compare them with the Austrian system and exchange ideas amongst each other and with colleagues from abroad. The goal was to promote the quality, innovation and the European idea in vocational education and training through cross-border exchanges. The participants were multipliers and could share their experiences in companies, part-time and full-time vocational schools and throughout Austria and thus contribute to a Europeanisation of the Austrian VET system.During their mobilities participants acquired technical, linguistic, social, intercultural and personal skills and expanded theirpersonal and professional horizons. Work placements abroad contribute to the strengthening of important key skills such as teamwork ability, personal responsibility, flexibility and much more. Experiences abroad promote career opportunities and ensure the future career of the participants and thus the competitiveness of Austrian companies. International exchange increases the overall quality of the Austrian VET.IFA is a non-profit association that has been organizing internships abroad since 1995 for apprentices, professionals and training officers. Since 1995, IFA has helped more than 9.500 people take part in an EU-funded stay abroad. As the applicant and co-ordinating institution, IFA was therefore responsible for ensuring the quality and proper organization of the project. IFA works with a network of experienced partners in the target countries with whom partnership agreements (Memoranda of Understanding) defining the conditions and quality criteria already exist. IFA has been successfully working together with most of the partner institutions for many years. Throughout the entire stay abroad, mentors from the receiving institution, the host company or IFA supported the participants to supervise their progress and ensure the quality of the internship. After completing the internship, all the participants received a “Personal Transcript” outlining the activities completed and knowledge and skills acquired with confirmation from the receiving institution and host company. All internships were recognized as part of the vocational training in Austria.

"Fridaskolornas tvååriga Erasmus + projekt: Reframe- Changing school paradigms through an international mirror, genomfördes för att möta debatten om orsakerna till sjunkande resultat i svensk skola. Projektet är också början på Fridaskolornas långsiktiga strategiska utvecklingsarbete för att hitta nya sätt att arbeta aktivt för att uppnå de prioriteringar som anges i Erasmus + programmet i nationell, regional men även lokal kontext och implementera Fridaskolornas riktlinjer om en god miljö för lärande i praktiken. Genom 109 genomförda mobiliteter - 84 Kurser och 25 Jobbskuggningar - har vi ""speglat oss"" i en europeisk kontext för att få kunskap från våra partners om nya vägar till en god miljö för lärande samt effektiva, innovativa metoder för att motivera elever och förse dem med de värderingar och nyckelkompetenser som anges i Europa 2020. Projektet involverade samtliga personalgrupper och har gett värdefull kunskap och erfarenhet inom projektmålsområdena: kommunikation och språk, IKT, elever med inlärningssvårigheter, ökad klassrumsaktivitet, motivation, entreprenöriellt lärande samt undervisning om tolerans och värderingar. Internationalisering i vardagen har ökat ytterligare då deltagare etablerat personliga kontakter för nätverkande och samarbeten.För största möjliga inverkan på organisationen även i ett längre perspektiv valdes deltagarna ut enligt organisationens- och individuella utvecklingsbehov, speglandes ålder, kön, undervisningsämnen och -nivåer samt tidigare internationell erfarenhet. Då all personal arbetar med IKT genomfördes fler kurs- och jobbskuggningar i kombination med digitala verktyg.God framförhållning i all kommunikation med skol- och utbildningspartners samt ingående, tydlig information och förberedelse av deltagarna, med konkret beskrivning av de uppgifter som ska utföras under mobiliteten och även förväntat resultat, har säkerställt professionalitet i varje projektaktivitet.Regionchefer, rektorer på alla enheter och internationaliseringsrepresentanter på samtliga grundskoleenheter och gymnasiet har fått kompetensutveckling i strategisk internationalisering och projektutveckling. Internationaliseringsansvarig har genom jobbskuggning hos erfarna partners fått kunskap om förutsättningar och planering för framgångsrikt projektgenomförande, dokumentation och effektiva spridningsaktiviteter som kunnat implementeras i projektet.Lokala konferenser ihop med regionsvisa kompetensutvecklingsdagar, presentationer, seminarier och workshops där de som deltagit i mobiliteter har fått möjlighet att presentera kunskaperna och därefter handleda andra har gjort att vi nått maximalt antal anställda. Implementering av nya kunskaper och färdigheter efter varje aktivitet har därmed haft inverkan på hela organisationen. Spridning har skett via vår Youtubekanal och andra medier för att nå en större publik.Långsiktiga effekter:* Internationaliseringens kontinuitet har säkerställts genom ledningens och internationaliseringsteamets kompetens om olika vägar för internationalisering och effektiv projektledning* Fler kollegor är och vill bli involverade i internationella aktiviteter och samarbeten även inom andra områden och ämnen. Det projektnätverk vi skapat med våra projektpartners och i sin tur med deras andra samarbetspartners har givit såväl personal som barn och elever i alla åldrar tillgång till förstahandsinformation från kontakter över hela Europa. Detta har i sin tur genererat ytterligare internationella influenser på våra förskolor, skolor och gymnasium - förberedelser till strategiska partnerskap och elevutbyten, digitala samarbeten via eTwinning, utökad kommunikation och användning av digitala verktyg för att inte bara spegla sig i utan öppna ett fönster mot världen och nya, innovativa och motiverande former av lärande i ett europeiskt sammanhang. Vi har under projekttiden tagit emot flera jobbskuggningar från nya kontakter.Tack vare 109 mobiliteter och alla de positiva följdverkningar som skett både före, under och efter dessa har Fridaskolorna med eftertryck utvecklats i positiv riktning. Det står oundvikligen klart att en individ som får möjligheten att delta i en exklusiv KA 1 utbildning eller jobbskuggning lär sig nya saker, blir klokare och knyter nya kontakter. Dessutom fördjupas de egna reflektionerna kring den egna verksamheten. När så många individer får denna möjlighet händer det saker i en organisation. Deltagarna får nya infallsvinklar, delar med sig av de nya impulserna vid olika typer av redovisningar på hemmaplan, påverkar kollegor och gör nya saker i den pedagogiska vardagen som både indirekt och konkret påverkar eleverna. Utveckling helt enkelt. Utvecklingskraften som dessa två år har genererat går verkligen att känna, se och höra. När så många ur en personalgrupp får en reell chans att uppleva en internationell kontext händer onekligen spännande saker med en utbildningsorganisation."

"HEALTH has its starting point in an observation which can be made all over Europe and which shows that it is not easy to implement health related education into daily school routines. At the same time the European Union determines a couple of key factors which can be related to health and the question how to promote citizens possibilities to improve health. Our project wants to fill the lack of possibilities for students to acquire knowledge and tools which they can use to promote their own health as well as others. In order to do so we have to tackle the topic from a European perspective which includes different countries with different experiences. The project will therefore include one upper secondary school each from the following countries: Austria, Slovenia, Spain, La Reunion and Sweden. The project will give the participating schools several tools to improve students and staff’s knowledge about health education through focusing on related topics such as: nutrition, the importance of physical movement, relaxation, trustful relationships, and the physical and psychological work environment. The main goals of the project are highly related to the priority to reinforce the development of key competences. In our case related to health. The project will provide students and school staff with knowledge and tools which will make it easier to implement health education into daily school work and with that contribute to an overall improvement of students and staffs health. The project will improve student motivation due to the fact that they will be highly integrated in the internal work process. Further the project will provide schools with the opportunity to learn from each others positive examples which is an other important objective of the project. Finally the project will motivate students to improve and maintain their health, prevent disease, and reduce risky behaviors.In order to stress all topics equally the project will focus on one topic at a time with the help of the five LTTs. During the LTT all participating partners will provide the others with information and good examples of how the different schools treat the topic. At the same time there will be the opportunity to questioning the schools approach to it in order to improve overall health education at every school. During the LTTs all participating schools will collaborating in collecting and compiling working material for the tool kit which will be later used by the health ambassadors. In between the LTTs every school will continue working with health related questions with the help of work groups at every school. These groups are responsible for providing others with the information and the experiences from the LTTs and the internal education of health ambassadors. The different activities in our project will help all participating partners to reflect on the topic of health education in general and its importance in every country in particular. Every participating school will create work groups consisting of students, staff, headmasters and the school health team. The work groups will hold information meetings to the rest of the students and staff during the project and will lead the development work. At the end of the project the work groups will evaluate the development work. Another result of the project will be ""health ambassadors"" at every participating school who can continue working with health related topics after the project has ended. Ambassadors can spread the newfound knowledge amongst others and consists of both students and staff. Ambassadors can organize special days at school to raise students awareness of different health issues. They can be part of the working team to promote health related topics in the work environment (including school management, student counsellors and teachers, health ambassadors, students, and health experts from the local community). Through the project every school will build its own ”tool kit” which will include inspirational material found in the project and can also be used for in-service training (IST) of staff. The tool kit will be uploaded to a homepage which is related to the project and it's progression. Students key competences concerning health will be strengthened through the project. After the project students will continue working with health self-initiatively.The projects’ website will remain active after the completion of the project. Teachers and pupils will be able to use content from the website. Pupils and teachers from other schools who did not participate actively in the exchanges can be informed and encouraged to use the webpage for starting work with health related topics. The project's results will be embedded into teaching at the six partner schools due to the fact that health related topics can be find in all curriculums. E-Twinning will be used to disseminate the results and will prove a valuable resource for teachers all around the world."

Information and Communication Technology (ICT) has become very useful for everyday activity, communication, commerce, entertainment, etc. Especially the Internet has a tremendous potential and a lot to offer in terms of services. It is an evolving medium that continuously presents new functionalities, such as web 2.0 that can even be effectively used in learning. However, like other innovations, it has its own disadvantages so it is important that students learn how to use it properly. Iit is essential for the school community to develop the right attitude towards the internet and ICT. Most students (even some teachers) are completely unaware of dangers, safety risks, security matters, health matters and matters of ethics that are related to the use of the Internet. It is important that all students receive e-safety education at school. Teachers also need further training in order to ensure they have the knowledge and confidence to deliver e-safety education and respond to any safety issues. SIFA focused on making the school community aware of the dangers and risks of the Internet, on informing, educating and preparing students and teachers in ways to cope with these. We believe that through SIFA activities we have raised awareness and delivered safety messages to students and their parents, helped our schools develop an e-safety policy and support the development of functional and critical digital literacy and internet safety skills. SIFA was a strategic partnership among schools which explored and studied contact and content risks of ICT mostly Internet tools concerning our students. The participating schools were: the 2nd Lyceum of Kos (Greece – coordinator), Fridagymnasiet (Sweden), HAK Ybbs (Austria), Liceum Ogolnoksztalcace im. Piotra Skargi (Poland) and Os vidaregåande skule (Norway) and teachers and students from these schools concentrated on aspects concerning the safe use of ICT and Internet. Five different exchanges were held in each country, each dealing with a different dimension of the matter, i.e:1st: (Austria) Internet addictions (excessive use of social networks, gaming etc). 2nd: (Norway) matters concerning health (social isolation, depression, etc).3rd: (Sweden) security (viruses, malware, spam, phishing, etc).4th: (Greece) matters of ethics (copyright, plagiarism,etc).5th: (Poland) safety (cyberbullying, grooming, etc).Before each meeting there was an appropriate preparation, concerning presentations, collection of stats and data, relevant research results, etc.During each meeting all groups participated in activities relevant to the specific theme of the meeting, as described above. Follow up activities took place, such as courses organized by students, presentations, dissemination and evaluation activities.We believe that SIFA did help students and teachers to:Recognize online risksProtect personal information and reputationLearn where/how to get help Demonstrate/advocate for ethical and legal behaviors Learn about plagiarismRespect copyright Make ethical and legal decisions After the meetings, through specific activities during which student acted as teachers for their peers, student engagement increased and an authentic sense of urgency around their education was fostered. Opportunities for students to explore teaching and learning in a new and remixed way were created. Students had plenty of opportunities to publicly share their own understanding, thus fostering authentic dialogue about what they learned. These processes were enhanced through reflection. The project also promoted the professional development of teachers concentrating on the strategic use of ICT. For this purpose we created a Learning Community among teachers, using web 2.0. Among other SIFA promoted take-up of innovative practices in education, collaborative learning and critical thinking, open and flexible learning, virtual mobility and other innovative learning methods.Additionally 3 transnational teacher meetings were held (one in the beginning, one in the middle and one in the end) that helped organize and manage the learning activities and evaluate the project. Evaluation was done after each meeting and during the transnational teacher meetings.An important product of SIFA was the Research that was conducted in two ways. A more general research with a pre-test and a Post-test and a smaller scale research before and after each meeting. It served as an intellectual output that is beyond plagiarism and upgrades the quality of the results, but it also served as a tool for internal evaluation. The following research questions were dealt with (concerning 5 major problems/topics related to internet use):1st: Do students know what every problem (topic) is about?2nd: Have students experienced such problems?3nd: Do students know how to handle these?SIFA accomplished all its goals, had a great impact to the school community and society and will continue to do so through dissemination activities.