For teachers, the COVID-19 Pandemic has become a great challenge, for which there is no preconfigured playbook that can guide appropriate responses. The crisis has, among other things, demonstrated the complexity of keeping young primary school students attentive to the online explanations of teachers, which is one of the main problems that teachers have encountered in their improvised online classes, as maintaining attention and motivation can be even more challenging when using new methodologies for blended, and distance learning, as the COVID19 breakout dictates.Additionally, when it comes to second language teaching the obstacles might be even greater, as language acquisition in all its contexts, and especially in second language acquisition, is a complex process that can only become effective if the appropriate methods for total immersion of students in the natural language environment are created. The learning process that we typically find in the classroom, either that is based on traditional translation-based methods or more interactive everyday dialogues and material, still cannot be compared to the real experience that the students can have nowadays with the use of technology. Augmented Reality(AR) can be defined as “a real-time direct or indirect view of a physical real-world environment that has been enhanced/augmented by adding virtual computer-generated information to it” [Carmigniani & Furht, 2011.]. A number of studies have uncovered its potential in language learning, as well as in increasing motivation among college students learning English (Li and Chen, 2014; Lu, Lou, Papa & Chung, 2011). Through its ability to use add-on digital assets to explore and expand scenes and locales from the real world, there is an obvious connection between AR and current theories of second language acquisition which emphasize localized, contextual learning and meaningful connections to the real world.Also, using AR through mobile technologies facilities social interactivity, enabling interaction and collaborative learning, the benefits of which for second language acquisition have long been recognised (Chapelle, 2001). However, despite the fact that Several studies published in the last four years have shown that AR enhances learning and classroom interactions, helps students maintain positive attitude to learning, enhances collaboration, and motivates students to do better, so far its use in language classrooms has been limited.In primary education, as our observation based on the needs analysis we have implemented, the majority of students are required to learn English in the vast majority of EU Member States. Indeed, learning English is mandatory both within the education curriculum in several Member States but is also a requirement in finding a job, and so a number of them have almost 100 % of pupils learning this language already in primary education (https://ec.europa.eu/eurostat/statistics-explained/pdfscache/1151.pdf). With the target group being primary school teachers, and our main informants highlighting the existence of this need in our needs analysis, we propose the use of tools that help to engage students, and that have also been shown to improve learning and can be used ubiquitously through mobile devices in non-formal learning environments, outside the school. Thus, with this project we aim to train school teachers to use AR when teaching English as a foreign language to young students, who are also the final beneficiaries of the project. Objectives•To create a realistic learning environment for learners of a second language so as to motivate them to learn•Design, test and publish an innovative educational package based on AR technology for primary school teachers that will guide and support their English (or any other) as second language teaching •To provide quality training to primary school teachers on how to utilise the innovative educational package in traditional or virtual/online classroom.ResultsIO1: Desk research: A literature review comparing traditional approaches and augmented reality in language acquisitionIO2: A teacher handbook with lesson plans for language learning through ARIO3: Augmented Reality application, with which we aim to generate a methodology that makes students an active part of learning, and also allows collaborative learning2 training activities: C1 to train the VET trainers (3 training workers from each country) and C2 to train primary school teachers (5 teachers from each country), on the educational AR for EFL package developed during the project. The aim of these training activities is to maximize the impact of the project allowing them to use the application effectively and give participants the necessary training and skills.-6 national multiplier events to promote the project, its intellectual outputs, and its outcomes

Many students of the vocational high school of Trinité operate in a difficult socio-cultural context and are in the process of dropping out. Many of them have never left Martinique and do not consider this possibility.The objective of this project is to revitalize and involve them in their learning so that they can project themselves and have a clear career plan to consider employability, to enable them to acquire the necessary skills in daily life and increase self-confidence, enrich their CV and get positive references, develop their knowledge of the English language using the four skills of reading, listening, speaking and writing but also the syntax and vocabulary, optimize their chances to succeed their exam since, from this year, they can present their internship abroad as an option. It's also giving them the opportunity, they have never had to discover a totally different environment, to consider other perspectives and allow them an opening on their professional orientation.Thus we chose to try it this year with 10 students aged 17-19 years, educated in mechanical section (section where students have great need of recognition and work on improving the image of itself).This program will be carried out over one month with the partnership of CONLAN school that has two training centers, one in Abergele in Wales and one in Chester in the North of England.Students will be accommodated full board in families in Abergele (2 per family) and will be placed in companies according to their professional and language level. This immersion will enable them to understand the daily work and to be confronted with the reality of life in Wales.Throughout the period, the students will be monitored and advised. Review meetings will be organized. They will be assisted to achieve their CVs and possibly make contact with other companies that may match their career plans.In addition to the professional activities, they will have the opportunity to visit local universities and companies. They will also be engaged in leisure activities such as football or swimming. Two tours will be held in Liverpool, Manchester, Snowdania National Park and Salford Quays. They will also have the opportunity to visit the company Jaguar Land Rover.This action by allowing students to improve their professional and English language skills and, at the same time, their cognitive abilities, will contribute, regarding the students, initially to increase the exam pass rates, which will lead to either a continuation of studies or a better professional integration .Regarding the vocational high school, the school plan will include training abroad for all students during their studies before the exam which will result in a change in the teachers’ practices (they will have to work together, the educational content should take into account external requirements, achieving partnerships will become systematic) and the prospect of opening a euro-Caribbean section.A communication strategy will be developed to enhance and sustain the project. The web site of the school will report on all these actions that will be relayed to the rectory. Furthermore, leaflets and slideshows will provide a relevant illustration at events such as open days, for example, articles will be written in the press and reports will be broadcasted on the radio and television media.

"The “GOALS for Future” project involved 133 students of III and IV classes from the Higher Education Institutes of the Province of Macerata and favoured students with technical and professional training, with the aim of integrating their institutional study paths with a professional experience of education in transnational mobility in the fields of culture and creativity (CCS).The project has helped the learners to develop technical and linguistic skills, as well as transversal and orientation skills, in the following three areas:1.Integrated management of the artistic-cultural and tourist heritage;2.Digital and multimedia applications;3.Digital tools for design and prototyping. The ""GOALS for Future"" project wanted to offer a positive response to the recent seismic events that hit the region, providing an important opportunity to relaunch all those activities related to cultural and tourism sectors. The small and medium-sized companies in this sector, who were affected by the calamity, in fact need figures capable of enhancing the territory they belong to with the use of adequate technologies and know-how abilities. All this is in line with the European policies that underline the importance of CCS for the development of employment (see “Mapping the creative value chains: A study on the economy of culture in the digital age, EU Commission, 2017”) and with the regional practices that highlight how this sector constitutes a driver for the development of the Marche system.Promoted by the Marche Region’s Chamber of Commerce, GOALS enabled 133 beneficiary students to carry out a transnational internship experience lasting one month. The project was composed of 16 groups of students, divided into 4 flows and carried out between January 2019 and February 2020 in 10 EU countries (France, Poland, Slovenia, Germany, Bulgaria, Lithuania, Hungary, Spain, Ireland, UK). This experience was achieved with on-the-job training methods and through the direct practice of duties relating to professional profiles relating to the areas indicated above. The project aimed to address some critical issues identified with respect to the condition of students closest to job and / or academic placement, among which are:-Limited awareness of one's own knowledge and inadequate application capacity of the same;-Lack of operational skills and unfamiliarity with the professional world;-Mistrust in future employment prospects;-Need to make their training courses usable. The realization of internships in companies that have adopted successful business models related to CCS, has given beneficiary students the opportunity to develop their skills, contrasting the aspects highlighted above. The experience abroad was carefully prepared and preceded by a linguistic, cultural, pedagogical and sectoral improvement (OLS, health and safety in the workplace, sector technical seminars). The qualitative management of all the planned activities, the recognition, certification and validation of skills have been guaranteed through the application of ECVET tools.The main results achieved by the project were:-Development of communicative-linguistic and technical-professional skills in the participants with respect to the project sectors;-Strengthening of technical-professional skills and consequent improvement of the professional curriculum through a certified, recognized and validated path;-Acquisition of increasingly qualitative mobility experiences, to be transferred through the testimony of the beneficiaries themselves, in their local, cultural and professional realities;-Training experience aimed at increasing access to employment for young people and lifelong learning;-Strengthening the synergistic action of the project with other initiatives to encourage the creation of a stable network and the implementation of successful future projects characterized by greater collaboration between schools, companies and social partners, using common and transparent tools. The extensive national partnership of the ""GOALS for Future"" project included, in addition to 20 schools aforementioned, 15 territorial partners (including the Marche Region, regional universities, social organisations and companies in the sector) which contributed to the achievement of the project results by favouring the integration between the associations/bodies involved."

"The Cadiz City Council has successfully developed in the framework of the ERASMUS + 2016 program The project ""Cadiz Young Europeans II"", coordinated by the Institute of Promotion, Employment and training (IFEF) through the consortium for the mobility composed by the centers of Professional training SALESIANOS SAN IGNACIO SCHOOL, DRAGO HIGH SCHOOL, SAN SEVERIANO HIGH SCHOOL, COLUMELA HIGH SCHOOL, CORNELIO BALBO HIGH SCHOOL, ALBERTI HIGH SCHOOL, and FERNANDO QUIÑONES HIGH SCHOOL. This project, which has lasted 24 months, has counted with the participation of 76 participants in total (64 intermediate-level vocational training students and 12 teacher mobility), specifically:-50 students have made training in work centers (FCT) (16 were girls) in the countries of Italy, Malta, United Kingdom, Slovenia, Portugal, Czech Republic, Ireland, Germany, France, Belgium and the Netherlands.-14 Newly-Graduated students have done professional internships in Italy, Malta and Portugal, 5 of these students were girls.-12 teachers Mobility from the consortium's member centers in Holland, United Kingdom, Germany, France and the United Kingdom.Given the need to open the horizon of young people in the City of Cadiz to other possibilities, this project has contributed to generate professional, linguistic and personal competencies towards internationalization among the youngest, marking for most of them the first opportunity to develop what they learned outside of their city, knowing other ways to do and work.At the local level, the impact of this second mobility project that took place in the city of Cadiz, has exceeded all expectations regarding the participation of Vocational Educational Centers in a common project of internationalization of their students, as it can be seen in the increase of member educational centers of the current Consortium, which has more than double of those that were part of the first Project 2015, tripling also the number of mobility of students and Newly-Graduated students (of 23 in 2015, in this project have been managed 64). Similarly, this project has involved many benefits for the participants, bringing the experience of living in a foreign country, in a new environment and in an independent way, as well as acquiring new practical knowledge, which will serve them as professional experience that later, the labor market is going to demand to them. To highlight that through this project 1 student with special educational needs had the opportunity to make a mobility in Ireland, valuing the suitability of such mobility by the pedagogical team of the center and guaranteeing a tutoring in destination customized and adapted to the needs of this student. Other aspects to highlight are that 21% of participants have improved their language skills in English, Italian and Portuguese, 30% have found work at the end of mobility, and 20% of them have received some offer of Employment in the destination country.This project has a special relevance in order to consolidate the European internationalization plan that at municipal level is setting out in a shared way from the different educational agents of the vocational training and the local administration, reviewing the Following aspects:-Provides a solid and very participatory consortium, which is part of most Educational Vocational Training Centers in the municipality. The organization is formed by the Institute of Promotion, Employment and training of the city of Cadiz (IFEF), which acts as coordinator, and seven VET in the municipality of Cadiz that teach intermediate vocational training in the city and work as Entities for sending students and teachers to different mobility to European countries.-A large number of institutions and companies from 11 different countries are involved, working through networks that were launched with other European projects such as Leonardo Da Vinci. Specifically, it has worked with 64 direct host partners and 7 intermediary partners, remembering the collaboration with the counterpart centers of Holland, United Kingdom, Germany, Malta and France.-Represents a real opportunity for the improvement of the competencies of the students and the educational community."

"The project C.A.T.ER.P.I.LL.A.R. has been part of the already launched and consolidated internationalization process that have seen sending Institutes and foreign partners present in different projects in cooperation with other schools or public and private organizations, aimed at fostering the European dimension of formal and non-formal learning for an employment policy addressed to the international context.In this perspective, the project offered to 104 students attending the IV° years of 8 Upper Secondary schools of the Veneto Region, the opportunity to undertake a 4-week period of training mobility abroad recognized as ASL (in line with the provisions of Law 107/15) in the following countries of destination: UK, IE, FR, DE, ES, GR, LT, SLO, NL, DK. The following technical-technological and vocational study curricula have been involved (Tourism, Agriculture, Agro-food and Agro-industry and its articulations, Environmental biotechnologies; Social-health services, services for food and wine and hotel hospitality) referring to specific professional profiles and related support services.The mobility flows in the different countries of destination have been preceded by an intense phase of pedagogical and linguistic preparation. The linguistic communication skills have been exercised both in curricular programs and through the awareness of the participants towards commitment and self-learning (through the use of the OLS), but also with strengthening activities within the educational offer.The scouting activity of the host foreign companies has been carried out in collaboration with foreign partner organizations in the different countries and through the involvement of companies operating in the sector consistent with the study programmes of the participants belonging to the Consortium's already consolidated network and new companies identified also through the CCIAA system abroad.These synergies have made possible to set up an effective matching between the skills requirements and the identification of appropriate professional profiles. The foreign companies have been supported in the definition of the training project in collaboration with the sending Institutes, favouring the ""dynamic"" demand and offer matchmaking. The contact and scouting activity as well as the consultancy needs analysis carried out with the companies has been organized within the new E.R.M.E.S. Portal with the support of a database containing company data such as operational headquarters; reference sector; position / professional profile; contacts of the company tutor. Thanks to the long-lasting experience of CPV in managing mobility projects, different tools to guarantee the safety and protection of students before and during their stay have been developed and fine-tuned.Travel and transfers to / from the airports have been organized for all destinations and appropriate insured policies have been activated for all participants and group leaders. The Consortium has provided students with constant support during their stay. The high percentage of underage beneficiaries has required the involvement of carefully selected group leaders who have played a key role in facilitating the socio-cultural integration in the destination country as well as in the supervision and monitoring of activities.The students have been mainly hosted by certified host families identified by the foreign partners with full board accommodation. Season tickets for public transports have been provided. Before departure, CPV, in collaboration with the sending Institutes, has organised a meeting with students’ families in order to guarantee maximum transparency and dissemination of information and recommendations on expected behaviours, rules to be respected, and expectations. A ""Code of Conduct"" has been signed by all students in order to ensure a safe stay abroad. During all phases of the project, the role of foreign intermediary bodies has proved to be strategic. These organisations have many years of experience in the organization and management of mobility projects and provide qualified staff who, in collaboration with the CPV, have guaranteed assistance and informative support to the participants for the entire duration of stay."