Apprenticeship is a priority all over EU. On the last years most of Member states have adopted regulations and schemes on Apprenticeship, but the majority of them suffers from the same problems: find shared solutions at EU level, strengthening apprenticeship effectiveness and governance trough cooperation between all relevant VET stakeholders and companies, make VET more responsive to a changing skills demand. R.APP project partners are from 5 EU Countries and, apart from DE, where apprenticeship in Dual System is a strong reality, 4 of them (IT, RO, MT, EL) share the same situation of very limited performances and even if regulations and schemes are rather recent, they are all atone for cultural legacy that influences effectiveness, governance and employers’ perception.Everywhere, resistances are still related to the lack of information and awareness, bureaucratic procedures, lack of coherence between the professional/skills needs and available didactic programs, absence of training culture, difficulty to find suitable apprentices and preparing internal tutors.R.APP project represented a reply to the above mentioned problems and pursued the following objectives:- Train Apprenticeship Tutors within VET Providers and Schools, who needed to gain or improve skills to plan and manage Apprenticeship schemes, motivating and guiding companies in providing quality paths and properly evaluate and validate LOs achieved by apprentices;- Train Apprenticeship Tutors within Enterprises, who needed to gain competences on normative and administrative aspects and recruitment procedures; shape curricula design and seek flexible arrangements between VET Providers/Schools and Companies to meet specific demands; - Contribute to remove obstacles at the company level in investing and providing apprenticeship paths;- Foster the adoption of quality assurance procedures to raise the standing of apprenticeship among VET stakeholders; - Make sure that apprenticeship programmes give a genuine, high quality learning experience that gives young people a solid foundation and an entry-ticket to rewarding careers;- Lay the basis for widening an EU VET Mobility area for Apprenticeship with transparent qualifications systems which enable the transfer and accumulation of LOs and allow young apprentices to further develop their skills and enhance their employability perspectives. Main R.APP project achieved results are:O1–R.APP Didactical Guidelines for training VET Tutors: it is a compact presentation of how didactical process should be organised and implemented when dealing with apprentices and how to support them during Apprenticeship paths even at EU level in Mobility projects. O2–R.APP Training Guidelines for training VET Tutors: it includes a theoretical part and the supply of concrete competences to VET Tutors when dealing with apprentices, enterprises and key stakeholders; how to improve enterprises motivation and commitment; how to map skills, design curricula and seek flexible arrangements between VET providers and companies.O3–R.APP In-Company Tutors Vademecum for Enterprises Staff: it is a very practical tool to support the target on normative and administrative aspects and recruitment procedures; ensure a strong correlation between training programmes and professional needs; properly assess and validate LOs achieved by apprentices.O4–R.APP Apprenticeship Mobility Vademecum for VET Staff and Enterprises Tutors: it supports VET sending organizations and EU hosting Enterprises on how to work on LOs acquired in a EU context and how to evaluate the apprentices during Mobility, with the final aim to develop more permanent actions to raise the quantity and quality of mobility experiences for apprentices, even on a long-term basis.These IOs were connected with Multiplier Events, in order to reach the widest range of target groups and stakeholders possible. In addition to these 4 core IOs, R.APP developed a number of further outputs necessary to achieve the set objectives: Dissemination Strategy; Website and R.APP e-Learning Desk; Dissemination materials; Quality Management Handbook; Learning/Training Teaching Activities.R.APP project achieved an extended impact in particular on:- Direct participants in the project: R.APP provided concrete competences for the targets on how to properly plan and manage Apprenticeship paths; how to evaluate apprentices during their in-company training; how to foster companies motivation to take on apprentices;- Partner Organisations: with the project they received an innovative approach for planning and managing flexible Apprenticeship pathways both at NA and EU level;- Other stakeholders: they are labour market authorities, political decision makers and policy makers on regional, NA and EU level; labour market organisations; chambers of commerce and social partners. They all gained impact out of the project with the innovative and flexible approach of the R.APP Model.

CONTEXT OF PROJECTEducation and vocational training are affected by a process of great transformation, necessary to accompany the great change that the crisis requires.In most European countries, the technical-vocational education occupies a central role in the education system and the related curricula studiorum provide interactive teaching methods and learning processes on the job.The labor market becomes increasingly international, Europe needs education and training that fully respond to requests from the production world, for this reason, European policies on lifelong learning consider the international mobility as an integral part of vocational education and training programs.Moreover, the pressure of the economic crisis, has produced negative effects in terms of employment, making it even more urgent acceleration of the integration process of cultural systems and putting a strong need to revitalize technical and vocational training in order to contextualize the knowledge in the local production environments. OBJECTIVES.The school is actively involved in the initiatives of the agri-food sector by promoting a number of impulses for the involvement of the production system in the local training device, promotes mobility as exchange of best practices and knowledge of languages and foreign cultures. With this project the school proposes a target focused on improving rural tourism, environmental sustainability and traceability of products.The aim of “VITAL 2” is to improve the quality of education and vocational training, giving a European dimension to the educational paths and thus provide, to the young participants the opportunity to test and improve their skills: professionalism in their specific areas, cultural knowledge and linguistic training.PROFILE AND NUMBER OF PARTICIPANTS.This overall goal is pursued through a mobility experience that consists of a three weeks’ placement abroad for 70 students and 7 teachers of the Agriculture schools.The participants’ background is related to their profiles of technical and vocational education in agriculture: Technical Agriculture, Agribusiness and Agro-industry; Technical Biotechnology; Professional Services for Agriculture and Rural Development.DESCRIPTION OF ACTIVITIES:ACTIVITIES:- Target Group Selection- Professional preparatory training- Professional training implemented in the hosting country- Job experience in the agriculture sector companies of the destination countries- Experience reporting- Communication activitiesTARGET GROUP:- 70 students between 17 and 20 years old- 7 teachersMOBILITY EXPERIENCE DURATION:- the mobility experience for every candidate will last for 3 weeks- mobility for teaching staff will last 1 weekDESTINATION COUNTRIES ARE:- UK- Spain- Portugal- Malta- FranceMETHODOLOGY USED IN CARRYING OUT THE PROJECTThe work program includes a trial internship in selected companies, linked to the acquisition of skills in the management and promotion of rural tourism, environmental sustainability and traceability of products, in a rich experience of relational experiments within transnational mobility, linked also to the sphere of scientific communication of the product.RESULTS AND IMPACTS ENVISAGED.Increase of participants’ potential employment; raising of the personal and professional skills; promotion of the key skills connected with the exercise of real active citizenship; inserting innovative training methods and improvement of the educational offer of Agriculture schools; Promotion of collaboration processes and exchange of best practices among the parties involved, with a considerable impact in educational and professional guidance; Relation development among the transnational partners.POTENTIAL LONGER TERM BENEFITS Policies orientation of the public partners involved on the basis of the results of the project;use of the procedures such as standard model.ADDITIONAL FEATURES“VITAL 2” project has also been developed to provide concrete answers to the development of ECVET, in line with recommendations of the European Union on the establishment of the European credit system for education and vocational training.The initiative takes part in the realization of a European area for lifelong learning within technical professional sector aspiring to be made in the strongly European way shown in all its actions.

Project context La Salle is an Educational Institution, that practically from its origins more than 300 years ago, has a multinational vocation. With our presence in 82 countries and an organisation divided in Educational Missions by regions. Spain belongs to the RELEM region and it is part of the ARLEP district (La Salle Regional aggrupation for Spain and Portugal). It is La Salle ARLEP, with 17 vocational schools, the responsible of presenting the project ERASMUS PRO LA SALLE 2018, as a continuation of the project LA SALLE DREAMS ARLEP ERASMUS PLUS. In La Salle ARLEP, we have developed a common project because our vocational school networking is constant. We have identified axles that gather our pedagogic proposals for vocational studies. One of these axles is the internationalization of our students and we pretend to make it true through this kind of initiatives. Project objectives 1. Following with the mobility Erasmus+ projects that we already started with LA SALLE DREAMS ARLEP ERASMUS PLUS consortium. 2. Starting, as a school network and each La Salle school in particular, the implantation of the first level of each one of the axles; what it takes necessarily to the development of internationalization proposals. 3. Keep working in the improvement of our teachers’ linguistic competence, action key of the Internationalization axle. 4. Keep working in the improvement of our teachers’ professional competences, action key of the Professional Skills axle. 5. Establishing mechanisms to incorporate in our centre new methodological proposals that our teachers could have experienced during their mobilities. 6. Developing professional competences in our students, through the teaching-learning process in an international context. 7. Offering the possibility to our students of increasing their linguistic competences thanks to mobility projects. 8. Encouraging the acquisition of transversal competences (key action of the professional skills axle) which favour our students’ labour insertion. Consortium Activities For the students, we are going to work 4 mobility types, all of them oriented to the realisation of the FCT Vocational Module (trainee practices in job centres): 1. Short mobilities. We understand as short mobilities the ones where the vocational students take part and the mobility lasts for six weeks (half of the FCT module period in Spain). 2. Mobilities for students enrolled in Formación Profesional Básica (Basic Vocational Studies Programmes). These mobilities are designed to last 24 days. This kind of mobility can be very positive for this kind of student typology. 3. Mobilities Erasmus Pro>90. The students carry out all FCT Module during the mobility. This means that the mobility is over 90 days (around 92, according to the calendar). 4. Mobilities Erasmus Pro Plus. We call Erasmus Pro Plus to mobilities that will be carried out for five months by our students. For the teachers 1. Job-shadowing. Participation in job-shadowing periods in other countries vocational schools with the goal of knowing and learning about other educational systems, methodological proposals, vocational modalities and also the relationship that exists between companies and these school centres. Additionally, we pretend to visit companies related to the area of studies offered by the vocational centres visited during the job shadowing period. 2. Preparatory visits previous to Erasmus Pro mobilities. This includes Mobilities Erasmus Pro and Mobilities Erasmus Pro Plus. Expected results 1. Improvement of linguistic and professional competences of students and teachers. 2. Improvement in the working processes in the vocational centre and the consortium, intrinsic to mobility projects management. 3. Improvement in the associated rates to the spread and impact of European projects. 4. Improvement in the implementation of good practices thanks to the experience gained through participation in European projects. 5. Increase in the students and teachers’ satisfactory rates associated to the participation in the project. 6. Increase in the employability of our students. Project diffusion Our consortium diffusion project plan objectives are: 1. Announcing to all the agents involved the approbation of the project. 2. Announcing the execution of the ERASMUS PRO LA SALLE 2018 project. 3. Achieving that actors involved in the project learn about the transcendence of participating in it. 4. Easing to personal and/or actors, different mechanisms of access to the information about goals achieved during the execution of the project. 5. Developing mechanisms to involve the partners abroad in the project diffusion duties. Evaluation Through the defined panel of indicators. Participants The components of the consortium are the 17 La Salle Vocational School in Spain, that is to say, LA SALLE ARLEP. All these schools are leaded by La Salle Virgen del Mar of Almeria.

"The project had supported the Erasmus+ priority ""mobility of the young people all over Europe through activities of systematic cooperation and of participatory design with Organization of the European Countries. The VET STUDENTS mobility in Europe represents a strategic WORK-BASED LEARNING modality as well as NOT FORMAL AND INFORMAL LEARNING that allows the reinforcement and the development of professional competences in line with the market of the global work. With the project, 52 transnational mobilities have been carried out by VET students from professional families: installation and maintenance, electricity and electronics, construction and civil works, physical sports activities in the natural environment, gardening and floristry. The internships have been developed in companies and have been divided as follows: 16 students of basic vocational training who have completed internships in companies for 15 days, 36 students of intermediate vocational training for one month. The CIPFP LLuis Suñer has selected 17 students, the CIPFP Ciutat del aprenent has selected 4 students, the CIPFP Xeste has selected 28 students and the IES LLuis Simarro has selected 3. The mobilities have been developed in 4 countries: United Kindom, Italy, Latvia and Poland and have been divided into 9 flows: 5 to Italy, 2 to UK, 1 to Poland and 1 to Latvia.Therefore, actions of professional traineeships have been carried out where there have had the chance to incorporate TECHNIC-OPERATIVE, SECTORAL, OF SPECIALIZATION AND TRANSVERSAL SKILLS, in order to support the professional growth of the participants and of the organizations themselves.VET teaches of the consortiun have been able to acquire more professionalism inside the management of the European mobility projects, with special regard to the new actions foreseen by the ERASMUS + programmes and have been stimulated for the comparison with the Partner European Organization on the ECVET system and its evolutions.The PROJECT has been divided in 5phases: ADVERTISING-COORDINATION, SELECTION-PREPARATION, TRAINEESHIP MANAGEMENT-MONITORING, EVALUATION OF PARTICIPANTS AND PROJECT and DISSEMINATION that have been carried during all the projectThe MANAGEMENT of the whole project has been structured according to the Quality Management System, implemented ad hoc for the training traineeship abroad, by the National consortium, characterized by operative procedures, instruments, subdivisions of duties and responsibilities. Such a system includes a series of activities through the processing of objective evidences to grant the beneficiaries the quality of the learning processes. The impact on the participants has been closely linked to the specific learning objectives of the project:− Quality of the beneficiaries’ mobility learning trough the training experience abroad (work-based learning).− Competences related the technical-professional area of the relative profile (and object of the Learning Agreement);− Capacity of transition to the labour market, thanks to acquisition of transversal, citizenshipkey competence for active citizenship) entrepreneurial and self-esteem skills too.− Motivation and re-motivation of the beneficiaries who would eventually decide, after the mobility experience, to reintegrate in the formal learning paths or professional familiesThe foreseen IMPACTS for the consortium have been:− Possibility to widen the outstanding partnership agreements in platforms including agreements and mechanisms to recognize competences;− The strengthening of connection with the strategic lines and the EU instrument on transparency of the qualification and quality of the educational offer;− The widening of actions of support to the transitions of training, to the traineeship, to the work world through targeted orienting actions in line with the working needs of the Professional Areas of reference."

The project has responded to the need that VET schools have to provide their students with the chance to increase and improve the quality of vocational training, by taking internships in European companies, and getting in contact with the single European labour market. The success of the collaboration in the previous consortium integrated by 10 Public VET schools of the Valencian Region that was promoted by the IES Ramón Esteve, the high rate of insertion of the participant students to the labor market (90%), the great interest and the satisfaction of the students and the coordinators who participated in the previous project, as well as the close and fluid collaboration of the VET schools involved in the consortium, have fostered the present project that it has satisfied the demands of the VET schools, it has make possible the collaboration with enterprises at national and European level. The project has been integrated by 10 VET schools in Valencian Region has been adressed to 74 VET students and former students who are doing the 2nd year of the cycles of intermediate level in informatics and communications, agrarian and administration, phisical activivities in the rural area; or graduates in the last year: medium-level technicians from these specialties. 10 monthly flows (4 to Italy, 2 to Brussels, 1 to Latvia and 3 to UK) and 2 Erasmus Pro flows of three months (1 to Italy and 1 to UK). IES Ramón esteve has selected 8 students, IES Bernat Guinovart 5, CIPFP Xeste 23, CIPFP Mislata 3, IES Camp de Morverdre 3, IES Sant Vicent Ferrer 10, IES Serpis 3, IES Marcos Zaragoza 2, IES el quint and IES Serra Perenxisa 8, 8 of them Erasmus Pro.Of these 21 students have completed internships in Uk, 32 in Italy in different destinations, 4 in Latvia and 9 in Belgium. In addition, 2 pre-planning visits have been made - Erasmus Pro, one to Italy and one to the UKThe main OBJECTIVE of the project has been:To allow VET students to develop, through internships in European companies, the skills and abilities to complete, in a practical way, the skills acquired in VET to be incorporated efficiently into the European labor market, either on account own or for others. To do this, VET students have developed specific tecnical skills on the specialty that they have studied and transversal skills like social and intercultural that are necessary to face new challenges and become active citizens with values for the future. The main ACTIVITIES have been: - PREPARATION: selection of the participants, initial evaluation of their competences, pre-departure training of participants, logistics and agreements’ tasks definition, coordination, etc. - IMPLEMENTATION OF THE MOBILITY. Implementation the internship programs in the companies. - EVALUATION AND CERTIFICATION OF THE PARTICIPANTS. The competences have been acquired during the stay abroad. They have been certified using Europass and they have been evaluated according to the ECVET. - MONITORING. The development of the internships has been monitored by all the tools and processes, previously agreed by the project. - EVALUATION OF THE PROJECT. The project has been evaluated using quantitative and qualitative tools - DISSEMINATION. The dissemination activities have been carried out during all the project . A final conference for the dissemination of the project’s results has been organized, Students have participated in conferences and training courses organized by CEFIRE and regional Ministery of education and in debates of regional and local radio and TV and radio even in the teachers meeting and in the pedagogical meetings of the schools consortiumBesides the impact on the participants, the project has benefit all partners, fostering the European cooperation and relationships between companies and VET schools. The DISSEMINATION activities and the mobility itself have generated an IMPACT at local, regional and national level. The IMPACT of the project has been:- The project has improved the opportunities for VET students to be actively incorporate national or European labor market, either on their own account or as an employee, in a more effective way- The collaboration among the participating organizations have allowed promoting European cooperation and internationalization and it has make it possible to bring companies closer to VET schools and it has improved too the collaboration with other VET schools, public authorities, etc. It has given to the participating institutions a vision about most demanded professional profiles and the skills that students must learn The project has been directly linked to the 2020 strategy, the skills agenda and the European priorities to help the EU and its Member States generate a higher level of employment, productivity ,social cohesion and development.