Over the past two years, our national mobility consortium Zealand Learning Mobility has implemented ZLM17. During this period we sent 157 people (97 pupils, 6 accompanying teachers, 52 staff mobility and 2 teacher mobility).As described in the application, the project has helped to manage:1. Our students and staff's international outlook and knowledge, linguistic skills and intercultural competences through their participation in educational stays abroad, which enable them to act in an educational sector and in a labor market with an ever-increasing degree of internationalization. 2. Quality assurance of educational stays abroad through a deeper integration of ECVET 3. The international relations of our institutions and collaborate with other European schools, companies and social partners through the rollout of ECVET, as we will jointly develop new procedures to ensure the transparency, validation and recognition of learning outcomes. educational stays abroad.Among the participants there was great satisfaction with the quality of the mobilities, cf. the participant reports.In order to ensure the greatest possible realization of the project budget, a number of different actions have been taken. During the project period, we added two new national sending partners - EUC Syd and SOSU H, and that we were granted an additional grant, as there was a need for a larger number of employee mobility than we were originally granted.Despite the efforts described above, unfortunately, it has not been possible to realize more than 80.32% of the budget, this is mainly due to the fact that some partners in the consortium have had organizational changes or replacements on the post as international coordinator. So while a few of the consortium's members (ZBC and CELF) have been paying extra attention and the addition of new national broadcast partners, it was not enough to secure a higher budget realization. Finally, a larger CELF's flow was unfortunately placed in our 2018 project due to a misunderstanding, which could have contributed to a greater budget realization.Overall, the project has been a success, and support has continued to continue the international work at all the schools in the consortium.

Today for employee good personal qualities and a willingness to adapt to new circumstances, to make the right conclusions and to be cooperative are becoming increasingly important. Through the project it is possible to affect positively the ability to develop and adapt, to understand cultural differences and deepen the interest in professional development. During two academic years (2016/2017 and 2017/2018) we carried out 2-8 week work placements for 53 students from 16 different occupational fields. Less than half of them were testing new ECVET modules.12 vocational teachers carried out 1-2 week work placement in enterprises or participated in a job shadowing. The purpose of the mobility of teaching staff is their participation in additional training. This is part of the annual teachers’ training program, which is planned as result of self-evaluation and development chat of teacher and development plan of school. Kuressaare RTC has established the vocational training scheme which includes also two-week training in company. The goal of work placement in foreign country is the acquisition of new professional skills, improving language skills and gaining working experience in a foreign country. Job shadowing helps attendees find solutions to employment-related bottlenecks and to get new ideas for everyday work. The Development Plan of KRTC states that for ensuring the high-quality teaching and education the international elements are added to the training ( internship abroad , teacher traineeship, etc ) . The goal is that at least 4 % of the students have the opportunity to perform their internships abroad. The project's overall objective was to give students from various specialties the opportunity to perform the work placement in highly-rated schools and their partner companies. The result of work placement is the acquisition of new skills and knowledge and professional skills in unfamiliar cultural and linguistic environment, but also the experience of the present-day mentoring in enterprises. Positive feedback from such experience will bring more young people to vocational training institutions and improve their career prospects later. The accompanying aim was to introduce of the ECVET credit points system through the work placements. KRTC has participated in the 2009-2012 in INTERREG IVa HETA - ECVET project, which developed in collaboration with the project partners (Omnia and Varia school) 7 ECVET modules of different specialties, which were successfully tested in the previous study year . From 2012-2014 we were continued in Leonardo TOI project STEVTA ( the creation and elaboration of common training modules), in cooperation with the Finnish , French and German partners. The project used the additional documents as the Memorandum of Understanding and Learning Agreement. The project objective is to obtain assurance that the developed learning modules and assessment criteria are actually working and thus ensure the more transparent and better quality of recognition of work placements, organization and network of partner schools . The project is considered successful as the participants (both teachers and students) have acquired the necessary work attitudes, study outcomes, improve their foreign language skills, and have coped with the environment and thus achieved a sufficient self-confidence to start after the graduation of their independent professional career. Vocational teachers gained by work shadowing or work placement vocational experience, they learned innovative techniques and methods to carry out better teaching and develop curricula. The project will result in the effective mutual recognition of the ECVET system for selected modules and the national context (Finland, Germany, France). Through the program the participants:• acquired new professional knowledge and practical skills;• ensured the high quality and competitive education that will help realize their abilities and personality assumptions – be successful in working life, society and the world;• got a broad range of international experience, which is especially needed to cope with the cultural environment;• increased the level of cooperation through the development of personality traits, creativity, openness, communication skills, decision making ability, the courage to take risks , etc.;• contributed to the development of training (curricula and process);• impacted on employment in the region (there will be more competitive graduates) .

"The original purpose of the project was as such in the summary of the application:- A general description of training courses in relation to two different target groups of vocational and CVT students.- A description of educational needs of teachers (eg, training programs or peer training)- Description of the physical and financial requirements required to perform EV training at the VET centers- The development of curricula, methodology, guidelines and courses will be designedWith the outputs and results that we developed and achieved in the project, we certainly believe that we have achieved the goals that we set ourselves in the 2015 application.The project has developed a training course for the education of electric and hybrid vehicles in the field of vocational training, and in the actual training materials and in the rest of the IOs of the project, the original objectives of the project are found.The consortium consisted of educational institutions from Denmark, Estonia, Germany and Spain, all of which have experience EVarea, all of which have experience in implementing European development projects.In the project we have implemented:- An ongoing project management- The development of four Intellectual Outputs1. We surveyed the status quo and the winding needs of the electric and hybrid car area by conducting a survey among key players in the sector2. We developed a modularized competence matrix with associated learning activities / situations3. We chose a work based learning approach as the teaching method with a mixture of theory and practice, and we based the teaching materials on two different approaches; one for classroom-based teaching which is text-based, and one for workshop training, based on presentations, instructions and video4. We have developed a training course with five learning situations within four learning areas within the field of electric and hybrid vehicles.- A learning activity for 18 apprentices- a multiplier event- Ongoing dissemination activitiesAll in all, we estimate that the project has had a direct impact on approximately 400 people, ranging from participation in specific project activities to being ""exposed"" to dissemination of the project.The project is successful as a training course has been developed that addresses the skill-gap in field of electric and hybrid vehicles. A training course which is possible to implement at most vocational schools without the big issues.The entire training course and all teaching materials are publicly available on the ERASMUS + dissemination platform and on the project website."

"According to the Public Company Housing Energy Efficiency Agency (hereinafter - BETA) recent data, the implementation of the Renovation Programme (hereinafter - the Program), is currently signed to more than 1,000 construction works contracts, even for more than 400 of renovation going on purchases. By comparison, since 2005., when it was launched in the program by 2012 in Lithuania renovated just 479 apartments. ""Of the more than 1,000 a year and a half to sign contracts to close 200 apartment renovation projects already completed, others are planned to complete in recent years. In addition, there are up and our agency coordinated nearly 2,500 projects, of which close to the 1000 implementation of the projects is to support the population, ie, short-term renewal of these houses will start construction works contracts "", - says Director of BETA Valius Serbenta. It is very important that the renovation work carried out at high quality, without defects. Building Inspector visits to Lithuania municipalities reveals the following key construction defects: badly mounted plinth profiles, thermal insulation panels incorrectly arranged at the corners of the windows, window sills exposed to precipitation, badly plastered and painted walls, are not fitted with protective canopies over the entrances and so on.In order to properly prepare Lithuanian construction specialists of renovation program, initiate the project.Project objectives: to get acquainted in Lithuania and the host countries with the building renovation examples; to develop business practices and technology skills; improve relations with the social partners (businesses, crafts), and trainees with staff from business enterprise; to develop creativity of participants, willingness to work in a team, a sense of responsibility; to promote the efficient and quality performance of the works; optimal use of raw materials and production capacity; materials and construction quality control; increase the attractiveness of vocational education; encourage public spirit, intercultural dialogue, social inclusion, solidarity, self-esteem; Internationalisation of gaining skills; innovation, learning to learn, cognitive, social, personal, creative competence, initiative; European competencies.Our consortium partners aim - to provide high quality, era eligible education to each student according to their needs and resources of as a personality, 'extended' civil and ethnic self-awareness, acquire good practical skills to ensure the opportunity to compete in the labor market.The project involves 68 participants in the project the following specialties: construction service provider, building restorer, finisher, a carpenter.Project participants will have practise in construction companies, vocational training centers.The project consortium consists of six organizations. Project's participant;s (68) pupils of construction specialties from 6 vocational training center's - schools in Lithuania: Kaunas vocational training center of social services and construction business specialists - 16 participants, Vilnius builders training center - 12 participants, Alytus vocational training center - 10 participants, Klaipėda construction school -10 participants, Plungė techology and business school - 10 participants, Veisiejų technology and business school - 10 participants.Accompanying persons (total 5) delegates social partner - Kaunas chamber of trade, industry and crafts.Receiving partners: Centre for Vocational Education Lolland Falster (Denmark), wisamar Bildungsgesellschaft gemeinnuetzige GmbH (Germany), F+U Sachsen gGmbH (Germany), Überregionales Ausbildungszentrum Waren/Grevesmühlen e.V., (Germany).For mobility activities are using ECVET. With all partners signed memorandums of understanding.Results of the project: the project will be organizied five flows of participants; participants willl make an internship report; participants will create a photo book or video ""Our placement"" (it can be in PowerPoint version); dissemination of the project; published a booklet.In project will be carried out linguistic preparation (english, german) languages, Public Company Housing Energy Efficiency Agency will present presentation.The consortium partners have invested in your organization's infrastructure construction industry vocational training. Sectoral practical training center can not be simply an investment on the basis of a given vocational training establishment creates a modern technological base. The latter has become a stimulus to the same body to create new quality management and service delivery culture. Otherwise, each (even very large) investment to become an ordinary educational institution infrastructure renewal, creates a single practical terms to improve the quality of teaching services, but do not help build long-term capacity to effectively develop and provide high quality vocational training."

"This report for Zealand Learning Mobility (ZLM) 2018 should be entitled ""In the middle of a Corona era"". However, our consortium has succeeded in carrying out our project most satisfactorily, and despite the closure of Europe, we have succeeded in realizing 93% of our funding. This can be mainly attributed to the fact that our ErasmusPro students have been able to lift a significantly larger part of the project than planned in the application both in numerical number and the length of their stay.In the project, we have completed a total of 166 mobiles, of which 125 short mobiles with an average duration of 13 days, 16 ErasmusPro broadcasts with an average duration of 142 days and 24 employee mobiles with an average duration of 3 days.At the end of the project, the consortium behind ZLM18 is still composed of 5 business schools from Region Zealand, which have already completed and are still completing mobility projects together.In the project, we built on the experiences that the consortium has gained since 2014. The collaboration in the consortium has strengthened the incentive to get more students and staff on mobility courses, and thereby the project, as described in the application has helped to strengthen:1. Our students' and staff's international outlook and knowledge, language skills and intercultural competencies through their participation in training stays abroad, which enables them to act in an education sector and in a labor market with an increasing degree of internationalization.2. Quality assurance of study stays abroad through a deeper integration of ECVET3. The international relations of our institutions and cooperation with other European schools, companies and social partners through the roll-out of ECVET, as we must jointly develop new procedures that ensure the transparency, validation and recognition of learning outcomes in connection with. educational stays abroad. The project have therefore contributed to the fulfilment of the consortium's strategic objectives, as described in our European Development Plan, and at the same time contribute to the realization of those objectives in the ERASMUS + program. To ensure maximum learning outcomes, the consortium has decided to apply the ECVET principles and Europass mobility certificates to student mobility. The consortium has established a common website for the consortium, where all mobilities will be documented and where the participants' experiences will be shared."