The project was about hosting 1 EVS volunteers from Iceland for a period of 12 months in the EFIL office in Brussels. However the volunteer had to leave after 11 months due to her acceptance in a university programme abroad. The main purpose was to increase intercultural sensitivity and motivation to be active citizens for the volunteers but also for the entire EFIL network. EFIL sees these kind of projects as win win projects, since by recruiting a volunteer or several volunteers to the office we hope to motivate local volunteers to seek for volunteer work in Europe as well as opening doors to new opportunities. The volunteer from Iceland confirmed that the volunteer project helped her in developing intercultural competence and communication skills which are part of the core values of this programme. Through participation in a number of international projects, contacts with the European institutional environment, volunteering at local level and working in the multicultural setting of a European youth organisation, the volunteer developed knowledge, skills and attitudes at social, personal and professionallevel. The volunteer co-shaped her tasks and EFIL’s projects, bringing a unique input and refreshing outlook to the federation’s work. The long-term character of the project has built bridges between the European and the grass-root level.

As the project title describes, the project aims at involving an EVS volunteer proactively in the activities of the European federation and familiarising the person with a European dimension of youth work. Next to acquiring new competences related to the European environment, the volunteer will also gain more intercultural sensitivity and motivation to be an active citizen. Through participation in a number of international projects, contacts with the European institutional environment, volunteering at local level and working in the multicultural setting of a European youth organisation, the volunteer will develop knowledge, skills and attitudes on social, personal and professional level. At the same time hosting an EVS volunteer means for EFIL getting a chance to benefit from new input and new cultural approaches, which is important for the development of our organisation. The volunteer will co-shape the tasks and EFIL’s projects, bringing a unique input and refreshing outlook to the federation’s work. The long-term character of the project will also allow to build bridges between the European and the grass-root level. The volunteer will not only stay in touch with EFIL's Member Organisations all over Europe but also get directly engaged in some local activities in Belgium.

As the project title describes, the project aims at involving the EVS volunteer proactively in the activities of the European federation and familiarising her/him with a European dimension of youth work. Next to acquiring new competences related to the European environment, the volunteer will also gain more intercultural sensitivity and motivation to be an active citizen. Through participation in a number of international projects, contacts with the European institutional environment, volunteering at local level and working in the multicultural setting of a European youth organisation, the volunteer will develop knowledge, skills and attitudes on social, personal and professional level.At the same time hosting an EVS volunteer means for EFIL getting a chance to benefit from her/his input and new cultural approach, which is important for the development of our organisation. The volunteer will co-shape his/her tasks and EFIL’s projects, bringing a unique input and refreshing outlook to the federation’s work. The long-term character of the project will also allow to build bridges between the European and the grass-root level. The volunteer will not only stay in touch with EFIL's Member Organisations all over Europe but also get directly engaged in some local activities in Belgium.

Teachers and trainers’ professional development continues to be a high priority on the EU policy agenda. In 2010, the Bruges communiqué (2010) invited Member States to invest in VET teachers and trainers by offering flexible training provision. The Riga conclusions (2015) have put renewed emphasis on the issue, calling for more systematic approaches and better cooperation and partnerships. There is a need of competences from VET providers on how to set up innovative Work-based learning methodologies to prepare students for their future occupation thus improving their employability when leaving the school. In particular, the staff of VET providers need to become more acquainted with organising WBL experiences in mobility, because they allow students to acquire key competences and professional competences at once, apart from contributing to their personal development. With this regard peer learning has showed to be a powerful method for exchanging knowledge and experience and possibly speed up the development process.Work based learning summer schools project brought together 7 partners, including 5 VET Providers (Hetel, Insignare, SPTS, EUGES, AOCDTF) and two mobility expert (Uniser and Efil) from 7 countries (Spain, Portugal, Slovenia, Germany, France, Italy, Belgium) that had a common shared concern: to improve work based learning and mobility of learners by upscaling the VET provider competences and internationalisation. The final aim of WBL summer schools was to exchange good practices among project partners, related to teacher training on work-based learning and internationalisation of VET schools with the purpose of develop a model of a European ‘summer school’ for the professional continuous development of teachers/educators operating in VET providers on these themes.The mixed composition of the partnership allowed to have multiple point of view and develop a comprehensive approach to student learning mobility projects that covered all the main aspects: writing, planning, managing, monitoring, organising, assessing and enhancing intercultural learning. The resulting methodology has been based on role games, experiential and peer learning working activities in order to put the teachers and practitioners in the student shoes and boost mutual understanding among participants.From November 2017 to October 2019 the project unfolded into the creation of an innovative teacher training methodology that was initially built on the partners best practices. The 5 days summer school training format was piloted for the first time in Bologna (June 2018) and afterwards it has been reworked based on the participants and trainers feedbacks. A second edition took place one year later in La Rochelle (July 2019). After the second piloting the final format of the WBL summer school has been delivered.Together with the training methodology partnership conceived the Mobiliteach brand with the aim to further develop teacher trainings based on the same content (learning mobility abroad) and methodology and reunite all of them under the brand in order to be easily identifiable as high quality teacher trainings.An ad hoc website has been created to maximise the impact and reach as many VET provider as possible. It contains all information about the project and training materials which are freely downloadables without any limitation. The website www.mobiliteach.net has been conceived also to bring together the complete Mobiliteach teacher training offer that organisations inside and outside of the partnership are developing.The project had a relevant impact on: - VET teachers and staff that increased their competences on writing, planning, managing and organising WBL experiences and gained intercultural learning competences.- VET providers that increased their level of internationalisation and the upscale their VET provision thanks to the competences and skills acquired by their staff - Mobility experts gained a deeper understating on the VET system of the participating countries- All organisation reached with dissemination that got interested or are already participating to new Mobiliteach projects.The project in the long run will contribute to increase the offer of high quality WBL experience abroad to VET students and therefore enhance young people employability. Upscale of VET teachers competences and their increased awareness on the importance of. work-based learning experiences will also indirectly support work-based learning validation of competences and its integration in the students curricula.

The seminar “Transversal competences for global employment” will bring together youth workers from the EFIL/AFS network in order to better connect learning outcomes of youth exchanges with the needs and language of the labour market.The project stems from the insufficient recognition given to the educational gains of non-formal education mobility schemes, by the world outside youth work. Young people, who acquire valuable and unique competences in intercultural exchanges, face challenges in capitalising on this learning in professional life. Therefore the specific objectives of the seminar are:- to discuss competences acquired in long-term exchange and volunteering;- to identify conditions needed and existing good practice for transversal competence acquisition in mobility programmes;- to review existing tools for assessment and validation of learning in exchanges;- to connect the mobility learning gains and the youth NGO context to the needs/mindset/language of European labour markets;- to formulate follow-up plans to improve quality, assessment and recognition of mobility educational outcomes.The event will take place in Belgium and will involve 24 participants and 5 facilitators/support staff from 13 European countries. EFIL, as the applicant organisation, will co-ordinate the partnership, however the hosting role will be commonly shared by 3 Belgium-based organisations (AFS Programme Interculturels, AFS Interculturele Programma’s and EFIL), and each promoter will co-shape the project at different stages.During the 4-day programme participants will analyse the role of transversal competences for employability, the current educational practice of exchange organisations vs. the needs of the labour markets today, and the existing NFE recognition tools, in order to formulate recommendations and future plans for the participating organisations. Through interactive participatory methods and peer learning, the competences existing among participants and their organisations will be explored.As key multipliers, participants will pass knowledge onto volunteers in their countries who directly contribute to the quality and better recognition of learning through mobility programmes. The outcomes of the project will thus benefit a great number of young Europeans involved directly and indirectly in exchange organisations, increasing their chance for professional success in the future.