The framework included support for students and teachers of vocational education and training in the health professions and enhancement of the quality of their mobility in the European environment. The Lifelong Learning processed especially the VET traineeship and staff training in both directions (sending and receiving) made further qualification mandatory. Our organization utilized through the project:1. the long-term experience in the implementation of European programs and2. the established excellent cooperation and communication relations with the ever-growing pan-European network of partnersThese conditions were expected to form the basis for:* Selection, in cooperation with the participating partners, of implemented innovating quality practices in health professions* To enable instructors and learners to come into contact with them and so broaden their professional horizons* To promote the European idea* To achieve the program's objectives which includes:A. Shadow-placement of 14 instructors of Nursing sector, Infant Care, Midwifery and Physiotherapy:1. Specific workplaces were selected by the partners that utilized innovative quality practices in the reported health professions,2. All innovative practices in each host country were recorded.3. The corresponding educational materials and teaching tools were recorded with a view to use in the respective educational programs and if necessary a relevant proposal to be submitted to EOPPEP.B. Placement of 11 trainees (of the respective sectors):1. For the implementation of the recorded innovative practices in the reported health professions. Through this opportunity provided by the program all trainees acquired skills that contributed to broaden their professional horizons.2. To familiarize themselves with the living conditions in one of the participating countries.C. The further dissemination and application of innovative quality practices in the countries participating in the programD. The Internationalization of the participating partners and the dissemination of the European idea.Objectives of the project were:- Eliminate differences between knowledge, skills and competences of the students and professionals in the different countries- Make knowledge, skills and competences more transparent to transfer them to other European countries.- Improve and secure the quality and quantity of students' mobility by implementing the Ecvet tools. Work with the Ecvet processes before, during and after the students' exchanges will give the teachers and mentoring staff tools to assess, recognize and validate learning outcomes.-Participation in the project internationalized the educational-organization partners and the World of Work. The individuals benefited from taking part in the mobilities by improving their professional, language and social skills, which are needed in building up careers.

Through this grouped application Erasmus + of the teaching and vocational training, the MFR Rhône- Alpes regional federation gathered twelve schools. They were the MFR of Seyssel, Bonne, Thônes (CFMM ), Cruseilles les Dronières, Sallanches in the Haute-Savoie region, Eyzin-Pinet and Chatte in the Isere region; Chessy- les mines, L’Arbresle, Saint Laurent de Chamousset in the Rhône region, Montbrison in the Loire region and Montluel in the Ain region. During the project, the MFR of Saint Etienne has join the consotium. Since 2004, this project has consecutively been the twelfth to be carried out and coordinated by the regional federation and was the most important further to a voluntarist policy to promote the european mobility that has been implemented for over ten years. In a context where the inward-looking attitude keeps increasing, the opening onto the world and towards others, interculturality, the strengthening of the professional, linguistic and personal skills constituted and always constitue the aims of this project.Although every MFR has specifically defined its own aims, common objectives were upstream determined by the steering committee. They concern:-Significant improvements in language learning.-The strengthening of integration and adaptation capacities thanks to immersion work in a professional environment.-The development of professional skills specific to the enterprise, to the professional system of reference through carrying out activities determined beforehand by the partners.-The discovery of a country of the European Union and its culture.-The accession to autonomy and self-confidence, the capacity to take care of oneself and the development of adaptability.-Education in the opening-up to the world and towards others. Far from being innate, openness towards others requires a daily education that reaches its climax during the stay. Young people have a lot of prejudice, their judgment towards foreigners is often negative. Experience in immersion and meetings constitute an excellent means to perceive otherness that, despite differences, reveals more convergence and common grounds.The ambition of this project was to enable 358 students in vocational or technical high school to enjoy a three-week stay in a European country selected by their MFR. They were in fifth, sixth or final year of high school with the following options: Services to people and territories, Business studies, Horticultural production, technicians , sale in pet shop, management, administration, landscaping, farm management. They were between 16 and 20 years old, most of them coming from a rural background, they thank of living and working in a rural environment. They had little or no experience of mobility abroad, consequently we were convinced that this stay will benefit them and their future employability. In the sectors: Service and Business, the proportion of female students is very important, it is the opposite in the other sectors.In methodological terms, project activities were managed by the promoter and the MFR involved and distributed between them. The promoter was in charge of promotion, administrative and financial management, follow-up and technical support, quality control of the project and dissemination. The steering committee made up of the 3 official representatives appointed by the promoter, the director of the MFR regional federation ,of the directors of every MFR and the technical committee made up of the 3 representatives and of every project leader, planed and supervised all project stages. To realised that, numerous meetings were planned.Then, after appointing a project leader, every MFR involved is responsible for preparing, informing students and their families, organizing the stays, for the follow-up and on-the-spot support, for determining training course work and the restitution work required, for the exploitation and valuation of the acquired skills and for the dissemination of the results. All this should be achieved in accordance with the schedule of conditions determined by the promoter and the steering committee.In the short or middle term, the results and impacts expected concern the widening of the beneficiaries’ professional skills, improvement in linguistic understanding, above all orally, the awareness of the necessity to practise another language than theirs so as to be able to exchange and communicate in any circumstances, personal development, a synonym of self- confidence and autonomy.In the long term, the aims were the opening onto Europe, the awareness that we are all European citizens with rights and duties as well, the desire to travel and grow rich of the interculturality that ennobles every individual. Above all the aim was to enhance the employability of every beneficiary.Develop the professional mobility in France, in Europe and at the international. Those aims are not already mesureable but it could be interesting to make an enquiry in 3 years.

The consortium between the City Council and the Vocational Training Schools of Granada aims to create synergies at a local and international level which improve the vocational education received by young people and facilitate their access to the labour market. This project derives from the global need to become part of the process of internationalisation and modernisation of education. The sending organisations include IES Cartuja, CE Ave Maria San Cristobal, IES Politécnico Hermenegildo Lanz, IES Francisco Ayala, IES Aynadamar, IES Zaidin Vergeles, CDP Atlántida and IES Virgen de las Nieves. This VET schools have experience in the management of European projects. With this new initiative, we intend to join efforts to contribute to the improvement of educational quality and to increase job opportunities. To achieve this, we propose activities for students, who will do internships in companies, and activities for teaching staff, who will carry out a job-shadowing activity in VET schools. Regarding the students, the project includes 58 mobilities: 54 students of Initial Vocational Training (FPGM) will do their internship in companies for 87 days, hosting countries include the Netherlands, Italy, Germany, Ireland, United Kingdom and France; 4 students of Basic Vocational Training (FPB) will do their internships in Italy for 3 weeks. For Initial Vocational Training students, the project includes 13 accompanying teachers during the first week of stay. For Basic Vocational Training students, there are 2 accompanying teachers during the 3 weeks to reinforce the monitoring. The internships will be recognised by the official module of Company Placements (FCT), which is common to all students. However, this experience will entail an added value for the participants at a personal and professional level. In addition to acquiring knowledge and skills in their field of speciality, they can benefit from a linguistic and cultural immersion, expanding their linguistic and personal skills. This will foster their autonomy and they will acquire a more versatile profile, which will facilitate their access to the labour market. It will also encourage motivation to continue with their education. As for the teaching staff, the project includes 9 mobilities for a week in Finland, the Netherlands and the United Kingdom. Teachers can learn about other educational systems and observe the work carried out by other professionals. Thus, they can enrich their professional and methodological knowledge. They can learn about different resources, ICT, training programmes, etc. All this will have a very positive impact on the quality of the education provided, adapted to the needs of today's society. For the proper management of the project, communication channels will be established between all the parties involved throughout the entire project. There will be a continuous contact between the City Council, school mobility coordinators, teaching tutors, participants, host and intermediary organisations and company tutors. The City Council will be part of the Association of European Cities XARXA FP. This supposes an improvement in the quality of vocational education in Granada, promoting the mobility of students and teachers. In addition, we have the cooperation of different companies, including intermediary and host organisations with great experience in European projects, which will allow us to achieve the expected results. Regarding the selection process, it will be carried out in a fair and transparent manner, publishing the established selection criteria. Then, we will organise practical issues (travel, accommodation, insurance, etc.) and quality issues (training programmes, agreements between different parties, etc.). Pedagogical, linguistic and cultural preparation will also be provided before the mobility. Monitoring will take place during mobility period. Participants will have a teaching tutor and a company tutor, and communications will be established among all the parties to ensure compliance with the training programme and the adaptation and satisfaction of participants. At the end of the mobilities, participants will obtain a certificate and the Europass Mobility document. Each member will hold a meeting with the participants for the final evaluation of the project. All results will be shared between the coordinator and the members of the consortium to maximise the results. The results will be disseminated through different means: meetings, press and local TV, web pages, European platform, social networks ... In conclusion, we intend to promote the internationalisation of education through innovative training programmes for students and lifelong training of teachers. In addition, we establish a European cooperation network for future projects, creating a greater sense of European citizenship and promoting Unity in Diversity.

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“Train for Europe” foresees traineeships for VET learners and job shadowing activities for VET teachers in Europe.The project applicant is the “IFPS. Pertini”, a vocational school in Trento (Italy) that provides vocational qualification in hairstyling, beauty therapy and woodworking.The project aims to respond to the students’ and teachers’ needs emerging from a needs analysis carried out by the applicant organization. An objective of the project is to increase the employability of the students by enhancing their linguistic skills and key competences, which are fundamental in order to be competitive on the labour market. Furthermore, the project aims to develop both linguistic and methodological skills of teachers in order to provide CLIL (Content and Language Integrated Learning) lessons. The management of the applicant institute decided to implement new CLIL courses starting from the next school year.Conlan School (United Kingdom), Savo Vocational College (Finland) and HTBLVA-Villach (Austria) will be the project partners. They will provide traineeships for participant students inside their facilities or in companies of their local networks. The teachers’ job shadowing activities will take place inside the Finnish and Austrian VET institutes.Train for Europe is a two-years-project involving 96 VET learners and 10 teachers of the“S. Pertini” institute. A needs analysis highlighted that the students have basic linguistic skills. Most of them come from families with a low social and cultural background. The consequence is that they don’t have many opportunities to travel or study abroad and confront themselves with other places and culture. The analysis also pointed out that the current school curricula don’t provide specific courses focusing on key competences like problem solving and flexibility. As for the teachers, only a few of them have already taught CLIL lessons; the project aims to improve their language skills and teaching methods in order to implement CLIL courses.In detail, participant students will train abroad in companies selected by the partner organizations or inside their facilities. The traineeship will consist in a work experience in a foreign context: the students will have the opportunity to communicate in another language, confront themselves with new organization of work and become more aware of their professional skills. The full immersion in another European country will enhance their autonomy and their problem solving skills. Teachers will participate in job shadowing activities in the VET institutes in Austria and in Finland. They’ll take part in German/English speaking lessons and by means of observation grids take note of the CLIL methodologies used by the local teachers. They will have the opportunity to share and exchange teaching methods and innovate their teaching strategies and contents. This activity will improve their language skills and their ability to structure and implement CLIL lessons.At the end of the project, students will have enhanced their professional and language skills and acquired an advanced know-how. The new competences of the teachers in terms of implementation of CLIL courses will have a positive impact on the applicant: participant teachers will transfer their competence and knowledge to colleagues and help them to develop CLIL lessons. Teaching content from the curriculum in German or English will increase the language competence of all the students in the school and stimulate them about the importance of global communication.