"The Project ""ALJARAFE IN EUROPE"" is promoted by the Consortium which composition is as follows:- Association for the Promotion and Development of the Aljarafe (coordinator and sending organisation).- Municipal Center of Integral Training (Pilas City Hall)- Isla Mayor City Hall- Alixar VET School (Castilleja de la Cuesta)- El Majuelo VET School (Gines)- Heliche VET School (Olivares)- Lucus Solis VET School (Sanlúcar la Mayor).- Servero Ochoa VET School (San Juan de Aznalfarache)The Consortium has a mixed composition. It includes public local bodies that teach “Employment Workshops” and VET Schools that teach vocational training.Association for the Promotion and Development of the Aljarafe has long experience in the coordination of projects related to training and employment. They have managed several Mobility projects (Leonardo da Vinci Programme) Staff of the VET Schools have no experience in that.In the other hand, local public bodies that are included in the Association for the Promotion and Development of the Aljarafe are very interested to have a network of VET Schools, for working together to offer the best quality of training adapted to de demand of the companies of the region.So, the Consortium is considered as a collaboration framework to make the MOBILITY JOINT PLAN of the region.ACTIVITIES:- 54 Mobilities for STUDENTS for training in companies of Italy (46), Ireland (8) and Cezch Republic(2)- 6 Mobilities for the Staff (Job Shadowing to Czech Republic (4)MAIN OBJECTIVES- The promotion of permanent lines of collaboration between training centres and companies world. This is aimed to check if the educational contents and methodologies are adapted to the demand of the business world.- Add the European perspective to teaching activities- Develop the Key competences needed to go from the field of the vocational training to the European labour market.- To increase the language level of participants.- To promote the intercultural awareness and its values - Update / acquisition of innovative teaching techniques.- Analyze the adequacy of the ""European Credit System for Vocational Education and Training"" (ECVET), by observing specific cases.EXPECTED RESULTSA.- STUDENTS (FCT): Acquisition of knowledge, skills and professional skills that can be certified and validated by shipping schools, based on the specifications of the Official Training Programmes of each training specialty. Consideration PASS / APTA in the traineeship is sine qua non for obtaining the official degree condition.B.- GRADUATES - Employment: It´s expected that At least the 20% of participants would find the first job after 6 month from the end of the staysC.- STAFF- European network of entities that work together in the joint development of projects related to VET initiatives and the European Credit System for Vocational Education and Training"" (ECVET), in particular.D.- COMMON RESULTS LANGUAGE LEVEL: The mobilities will impact directly in improving language skills of the participants.LIFE EXPERIENCE: It´s expected that the 90% of the participants, at least, will consider that this experience has contributed to improve their professional and soft competences. E.- CONSORTIUMThe quantification of the results obtained by the Consortium will be the result from the addition of the partial results obtained by each of the partners. We are sure that there will be synergies associated with the existence of a common system design, management, monitoring and evaluation of mobility.The development of the ""ALJARAFE IN EUROPE"" project will enable the Consortium contact, social agents companies, local and European schools, thus incorporating the European perspective to their network."

The second edition of MOVINVET project targeted two main groups: the training centre staff (short-term job-shadowing activity in training centres and other bodies) and Young graduates who have obtained an accredited training certificate during the year preceding the departure (three-month internships). The hosting countries were Italy, Germany, Lithuania, Poland and the United Kingdom.The job shadowing activities for the staff took place in Germany and mainly addressed themes such as the integration of migrants, foreigners from EU countries, and other groups facing social exclusion in the field of vocational training.The project has accomplished with the 100% of the grants allocated. Fifty-three participants benefited from this experience. The mobility took place in summer 2016 and 2017, with regard to the recent graduates (43 participants), while the staff mobility in November 2016 (10 participants). Several activities areas have been encompassed by the MOVINVET project: Administration and Finance, ICTs, Trade, Industry, Health and Social Services.MOVINVET benefited 8 professional training centers located in the Seville province that are part of the consortium, as well as the Teacher Training Center of Seville, a public entity responsible for continuous teacher training activities in the province. This is already a good result of the 2014 edition dissemination, as the consortium has been extended from 5 to 8 vocational training centers even if it is at early stage of development.The project was divided in several stages, namely:• Call and selection,• Preparation;• 13-week internship;• Evaluation;• Dissemination.The project's main goal was to improve the participant's employability skills through the development of a broad training itinerary that would have upgraded the trainee's professional, language and personal skills. Furthermore, the project addressed the quality improvement of training supply, bridging the gap between participants and the corporate world, the European entity knowledge and the establishment of international working networks.The consortium created strengthened sustainability. Result-dissemination tasks have been essential to attract other local and international partners for the project. In this respect, the inclusion of three new teacher training centres in this project, compared to the 2014 edition, proved the impact dissemination had on its early stages.On the other hand, the inclusion of a reference centre in teacher’s permanent training (CEP) has guaranteed its impact in all centres, through a continuous activity of communication and transfer of acquired knowledge.

"The project ""Let's Experience School Together"" focusses on the needs of the schools in the field of professional development of the Creative Writing teachers whose aim is to involve drama and theatre into education and free-time activities in our school. Based on the composition of the study programmes that we offer, theatre is a suitable platform to interconnect the variety of their art work and support their mutual collaboration. On the one hand, it concerns texts created in Creative Writing lessons (Bookselling and Publishing Management, Information Services) and, on the other hand, fine art represented by Graphic Design programme including scenography as a part of 3D production.Drama and partially theatre, too, is included in the content of education in the School Educational Framework (in the subjects of Czech Language and Literature, World Literature History, Literary Seminar, Creative Writing, and Social Studies), however, so far, it has not been used as a didactic device in education. The students learn about drama and theatre but, at the same time, they could learn other subjects using theatre. In this project, we support use of drama techniques in teaching subjects such as foreign languages, Social Studies, History etc. Regarding the above mentioned needs of our school, the project includes job-shadowing which will allow the participant to get acquainted with the possibilities of use of drama and theatre in the process of education at the host organization which will also offer her an insight into educational documents. The other two participants will attend courses focussing on drama and theatre considering different attitudes towards educational process. In the case of the participant teaching Creative Writing and English, it is a course dealing with use of drama in foreign language teaching, while in the case of the other participant, it is a course focussing on drama as an art category and work with specific texts including production itself.After the arrival, the participants will begin to process the gained knowledge and experience and they will continuously apply them, primarily in their own lessons. At the end of the school year, they will organize workshops and share their experience from the mobility and also their own ideas from the following application. Since the workshops will be determined also for teachers from other schools, the impact of the project will cover a broad area of other professionals. We will inform about the project and invite people for the following events (e.g. a school theatre day, workshops) on our websites.The long-term contribution of the project lies, on the one hand, in development of teaching methods (use of drama techniques in comprehensive subjects) and, at the same time, in supporting art work and collaboration in our school (theatre activities)."

Handbook for reluctant, struggling and poor readers project addresses its efforts to a coherent group of readers aged 12-18. when, as commonly known, this population loses interest for reading. The project offers an approach centred on the individual and essential for successfully tackling reading problems, or better, avoiding them altogether in order to prevent growing gaps in secondary school. Addressing the needs of reluctant, struggling and poor readers this project aims to improve their reading skills by helping them to overcome their lack of confidence in their own capabilities and a lack of motivation. The RSP's reading is hindered by obstacles they cannot overcome by themselves; they need the help of competent others, especially the help of professional teachers. Having identified the need for explicit instruction and educational support on reading strategies, together with psychological support to build up motivation and self-confidence, the project offers a mix of instructional strategies adapted to the level of students’ competence so that they can benefit from it. Through the methodology of the metacognitive approach which gives students tools for the comprehension and study of written texts, built-in motivational activities, best practices and methods are implemented. Built on guidelines set by the EU HGHGL, 2012, the project developed rounded, innovative and comprehensive approach to the problem of RSP readers through its final outcomes: Case study, Handbook for reluctant, struggling and poor readers containing: motivational texts, guidelines and activities for reading promotion, innovative Curriculum and LMS Digital classroom for teachers, students and all relevant stakeholders. The activities within this project allowe students to interact, be creative and ultimately grasp key concepts from the motivational texts. In order to achieve its objectives the project is proposing compilation of 51 appealing text materials meeting RSP readers’ interests. Successful strategies and practices for tackling reading difficulties are rarely addressed in the Curriculum. New and innovative Curricula are produced as part of this extensive packadge, proposing the model of gradual transition from canonical and academic literacy across various subject areas, in all kinds of media, so that actual needs of RSP readers can be met. Special emphasis are put on the aspect of reading for pleasure as the unavoidable factor of motivation for potentially disengaged pupils. In order to define efficient ways to successfully promote reading, the project initiative helps secondary school teachers by developing the skills they need to support struggling readers. The project offers instruction training materials intended for those who work with such readers. Among others, it addresses one of the most recent literacy achievement gaps that Europe struggles with, reflecting on students with migrant origins in order to fight one of common misconceptions that low literacy is a problem imported by migrants, not for those born and bred in European countries. Six participating organisations within the project created a Knowledge Alliance for the reason of their long and outstanding experience and involvement in literacy issues, adolescent readers and new technologies. They represent 4 European countries: Slovakia, Czech Republic, Italy and Croatia. RSP readers population, who acquired control over their reading during this project life time started to spread the project accomplishments among their peers by showing increased motivation for reading and by encouraging and supporting reading and writing for pleasure. They are cultivating a culture of reading in long term by creating a reader's motivated environment among their population and further, through their active grown-up lifes. By helping cultivate the culture of reading in recognition that reading for pleasure is a standard for all, children and adults, they became the best dissemminators of project results. People who love to read, will read more. Since they read more, they read better, but because they read better, they read more - a closed circle that benefits individuals, families and society as a whole. Culture of reading consequently works in direction of paradigma change. It does not only encourage more and better reading, it encourages the very poor who read to seek and receive support when and where needed. By collective effort of all partners, including governments, teachers, community members, parents and all relevant stakeholders involved, effective literacy strategies were succesfully inplemented into practice. By sending a strong message to the public ear this project reached the attention of those who create educational policies in partner countries, and wider on EU level.

"A project called Innovative in graphics was made between the two partnership secondary schools from The Slovak Republic and The Czech Republic. They were tied by a common denominator, the study of students in fields with a focus on computer graphics. In the Slovak school the study branch was named advertising graphics and in the Czech School the field of study was called Graphic design. The main object of the project was to realize two internships of six teachers of vocational subjects of Slovak secondary art school of Ladislav Bielik in Levice in Czech secondary school Náhorní in Prague. Traineeships in mutual agreement of partners were realized in two terms. Trainee-ships were mainly focused on the development of school educational programs, exchange of experience, modern didactic and pedagogical knowledge, innovative methods of teaching, methods of """"Best Practice"""" in the field of study focusing on computer graphics. Those trainee-ships were visited by the six vocational teachers of subjects that are common to the study of graphics in both partner schools: computer graphics, art history culture, design, technical drawing, visual preparation, figural drawing, technology and practice. Teachers completed the observation hours of specialized subjects in their Czech colleagues and analyzes of hours, they attend the working sessions and workshops, where they compared the formal and content development of school curricula, lesson plans, track vocational subjects in the graphic, the realization of professional experience, recruitment of students and promotion of the school. Teacher workshops were focused on topics: school educational program, its creation and content; innovative methods in teaching of computer graphics and advanced software for the computer graphics; use of textbooks, presentations and worksheets for teaching the history of visual culture; project method in teaching and promotional graphics and artistic practice and the use of e-learning in teaching of technical drawing. Besides the main activities within the placements there were planned and carried out some additional joint activities. Above all it was the preparation, installation and opening of the common international exhibition of student work from graphic study branches in Prague and visit of the exhibition of secondary and higher vocational education Schola pragensis, 2014.The result of joint activities, analyzes and discussions is a comparative study that compares the school educational programs, content targeting, curriculum, hours allocated and methods for study programs focused on computer graphics in both partner schools. For the participating teachers there were great enrichment internships within comparisons using modern methods of teaching, forms of teaching and in particular procedures and the use of modern graphic software used as a means of good practical training of students in the application of the international labor market."