"1) Main activities - internationalisation strategy results and impactThe mobility plan proposed for the first year of implementation of the school international strategy involves 56 students’ and 10 teachers’ mobility for training activities and it is aimed at:- Ensuring the integration of mobility into the curriculum through the comparison with international partners who have developed new tools and educational paths internationally oriented. The direct comparison with corporate partners also leads the school to align with the needs of the labor market.- Modelling the bonds started on the territory with the actors of the labor market, both in the creation of internships and in the development of international partnerships.Therefore, increasing the complementarity of the actors in the network without losing sight of the existing diversity and autonomy, using national and international network as best one can and enhancing the experiences already made.The curving given to the internationalization strategy of the EU is based on a careful reflection on the skills of the different courses born from the school reform and from their consistency with the needs of vocational education of the territory, characterized by innovative processes and oriented to the export and the global markets.In terms of education policy, the training activities are planned in collaboration with a network of international partners that has a diversified background and ""expertise"", supported by important partners in the local area: Industrial Union of the Province of Varese; Chamber of Commerce; Association of Small Industries and by prestigious international groups willing to invest in vocational education and to work with the school, in order to:- Implement the integration of the European dimension into the curriculum in a systematic and on-going way- Consolidate the network of relations with various educational agencies;- Promote new forms of skill certifications in line with the European and Regional frameworks;- Disseminate innovative training models integrated into the curriculum and promote their sustainability over time;2) Type and profile of the participants and activities StudentsThe 56 three-weeks’ placements scheduled for students are aimed to integrate into the curriculum the international dimension and mobility with an approach oriented to the Personal Learning Environment (PLE). This implies that the students will use different methods and techniques designed to enhance the soft skills: on the one hand e-Learning and on the other hand self-learning through direct experience in the companies, without distinction between the two different moments.In line with the PLE (Personal Learning Environment) methodology, the placement programs will be designed to:- meet the specific needs of the local economy and the professional profile of each trainee - be accompanied by ""follow-up"" activities to check the results of the experience .Students will be able to develop soft skills, team working, language skills, critical thinking, autonomy and pro-activity thanks to the interaction with the representatives of the business world. They will find people who share the same interests and will have the opportunity to exchange information and knowledge.Teachers/staffThe teachers’ placements need to be consistent with the review of the curriculum which is not a list of contents any more, but is based on skills and competences, with a high level of common design, aimed at expanding the training offer with a careful look at the integration of the planned activities into the curriculum.The ""Staff Competences"" to be developed belong to teaching and methods domains and are aimed to:- Analyze the soft skills required by companies operating on the target markets for local businesses- Receive stimuli for the educational innovation and for experimenting new forms of cooperation in the field of education;- Promote planning capacity of training placements;- Plan work placement paths in an international context;- Promote the comparison in the field of the skill certification in formal and non-formal settingsAccompanying teachersAs expected from the technical Erasmus+ guidelines, each group of students will be accompanied by a teacher who will stay for a short period of time, five days plus two travel days,, to optimize the cost benefit ratio, but enough to:- ensure the inclusion of the trainee in the new reality- control the quality of the accommodation- make arrangements with the tutors of the hosting institution and the company, - take care of integration into the company and follow the subscription of the Learning and Training agreements."

Context/Background: ‘Let’s communicate together’ was initiated to address the identified needs of the schools when welcoming refugees, asylum seekers, Roma and other new migrants from all walks of life regardless of race, gender, ethnicity, religion, disability or any other Additional Support Needs (ASN) including areas of high deprivation. Each school had different areas of strength and development needs; we have shared good practice moving towards a common outcome; to enhance compassionate, efficient and effective communication. The project has allowed experiential and transformative learning that was made possible due to face to face learning about an unfamiliar culture in context. Aims Objectives and description of activities: The most relevant sectorial and horizontal priorities were: Promoting the acquisition of skills and competences and Social inclusion. Our key objectives were to promote the acquisition of skills and competences and social inclusion, by learning how to communicate effectively, efficiently, compassionately and digitally, to help welcome refugees and asylum seekers. We achieved our aims to meet those objectives through comparing and analysing communication forms across the partner schools. Using new/innovative digital forms of communication to produce results and spread outcomes. To meet our social inclusion objectives, learners: Identified political, social and cultural problems such as refugees’ integration; Staff promoted youth integration and the cohort included, asylum seekers, refugees, newly arrived migrants, pupils with social and emotional issues, those living in poverty and some with additional support needs. The project has enriched pupils’ understanding of the concept of diversity and inclusion in a multi-cultural society through communication; understanding how ICT has changed our way of communicating and studying. These activities have taken place during one short-term joint staff training event and three short-term exchanges of groups of pupils (Please see attachments, information on twinspace and other social media). The fourth scheduled pupil exchange and the final staff event could not take place as a consequence of the COVID global pandemic. Number and profile of participants: There were six partner schools from Italy, Scotland, the Netherlands,Turkey, England and Portugal. All had varied experiences and expertise and an interest in innovative teaching methods and the topic of communication and an interest in developing a concept for school events to improve European awareness. In light of the UK Brexit process such a project was even more important which is why two UK schools with different legal and education systems from one another were selected (this is balanced by working with 4 other European countries). Methodologies used: A baseline assessment was developed and conducted at the start of the project and repeated at the end to measure impact, this was initially via post-its during the teacher meeting and padlet was used for the students; following this we used digital questionnaires via MS Forms. The project was divided into 4 modules over 2 years and embedded into cross-curricular subjects, such as Computing, English, Modern Foreign Languages and Religious Moral & Philosophical Studies. Outcomes and documents were shared on eTwinning, social media and school websites and some local newspapers. Pupils worked together face-to-face at multilateral meetings staff and students worked on the following modules: Module 1 - How do you communicate? Module 2 - Communication across Europe. Module 3 - Non Violent communication and refugees. Module 4 - The role of ICT in communication in particular for teenagers; did not take place in Portugal as planned owing to the global pandemic. We created a planning Twinspace which was used for eTwinning training during the initial meeting in Glasgow. Impact: The impact of our project was measured via the baseline assessment which was repeated via evaluations at the end of each multilateral meeting. We intended to apply for relevant awards such as the eTwinning Quality Label, the International School Award, Local International Education Awards and any other relevant awards, however this was put on hold owing to the global pandemic. Results: were detailed in the following manner: Online magazine; Blog; Three ‘Communication’ days; A video of the meeting; we intended to create a new website but with the pupils decided to instead utilise existing social media platforms such as Twitter and Instagram in addition to Twinspace. Impact envisaged: The impact on all students involved is that in the future they will leave school as learners who are more empowered to reach their full potential, with enhanced life, and effective interpersonal, digital and compassionate, communication skills; aware of the needs of others in an inclusive society; leading them to be more effective contributers/citizens to society and enhance their future employability prospects. Many of the students who took part in the project are looking towards the future to apply for college and university, some have already taken the leap; taking part in the project has given the students something extra to put onto their applications that demonstrates their commitment to extra curriular activities. Having had the opportunity to travel to different countries, meet different people and experience different cultures shows that the student has a willingness to learn and an eagerness to try new things. Travelling at a young age can instill personality traits such as confidence, understanding of other cultures, knowledge of the world and independence.The dissemination processes has enhanced the leadership skills of all direct participants. The teachers’ continual professional development during this project has increased confidence to drive forward new initiatives and embed international education across the curriculum. Many of our students have continued their social collaboration via social media such as WhatsApp and Snapchat. In conclusion, our project aimed to develop transferable procedures, processes and skills to be utilised in all contexts to ensure effective, efficient and compassionate communication in the most inclusive manner possible; Focus- to innovate the practice of non-violent communication skills across the partnership schools and as general transferrable skills for life, work and learning which can ultimately be embedded within the schools’ ethos and as a model for welcoming refugees, promoting positive interactions with peers old and new regardless of their background, ASN or economic situation; we believe that despite the Global pandemic we have been successful in achieving our aims.

"The background of this project, was to work with partner organisations, who wanted to see the same outcomes as ourselves; students staying in education longer, gaining confidence in their work environment, learning a new language, increasing employability and mobility advancement in their chosen career. Many of the organisations we have worked with before, and have developed a positive working relationship, having received students from them on previous occasions and also reciprocal visits between the two. Cheshire College - South & West saw the objectives of this project being that our students became more culturally aware, in a world where cultural diversity is not contained to one country any more. Students have returned with increased employability, with the work experience and some language knowledge being developed. As Kimberley Mayer who went to Italy reported: ""It's a great way to get some hands on experience in the career you have chosen"". For our students, as a whole, to gain confidence in themselves and their skills acquired during their vocational studies.Our project engaged 34 students from vocational subjects such as hospitality & catering, hair & beauty, automotive engineering, media, plumbing, sport and I.T, who were all second year students, with the maturity of taking on such a task, and representing the college in a positive light. The students showed a passion for their subject, in their covering letter and expressed reasons why that they wanted to do this work placement abroad. There was a maximum of 5 students selected from each vocation area chosen; a rigorous interview process ensured the best students were selected for the projects. Many of our partner organizations over the years have developed strong working relationships with local business'. Students took part in work placements for a duration of 3 weeks, learning and enhancing their future careers as well as taking in the local culture not only for educational, but also social purposes. Staff participation was from a range of subject and pastoral areas, and staff used experiences gained to broaden their teaching and share good practice. Staff who participated were keen to step out of their educational comfort zone, were willing to exchange new teaching techniques and methodology, and created bonds with fellow teaching staff from the partner organisations. Methods used in our project included but were not limited to:- Interviews to choose the appropriate students - Meetings, (via Skype, telephone or face to face), to select participants and placements.- Additional lessons to enhance cultural and foreign language awareness. The results meant that students returned more confident, passing on the lessons learned to other students, who we hope will be interested in the projects in the future. Cheshire College - South & West created closer ties with schools and organisations in different parts of Europe which have added to future projects associated with Erasmus+, thus we will be able to involve more students. Staff have benefitted from new teaching techniques they now draw upon to engage students more. The impact and long term benefits are:- that students' confidence has increased - Students have created links in different countries and worked with locals gaining an increased cultural awareness which has created a better tolerance to people and cultures from different countries. Partnerships with schools have been created - Students enhanced their cultural and language diversity - Students have continued their education or gained employment, enhancing their CVs, having improved their foreign language skills, which has broadened their employability prospects. One student, requested her certificates specifially to use as evidence requested from a potential employer. She felt very strongly that the experience helped her get the position. Other students reported that conversations abut their Erasmus experience during university interviews gave them the edge to gain places on courses.. One student, in their report stated that his experience will support his future employment/employability. ""being able to go into a company to learn new aspects on a line of work I will be likely going into after I finish education courses....""- Using social media such as Facebook has shared the students' experiences and has increased interest in future projects from students and staff in college."

"The project was designed in accordance with the needs identified at the level of the participants, but also with the internal Plan for internationalization, capacity building and modernization. The mobility project partners were Cambria College from Wrexham, Wales, Cheshire College South & West from Crewe, England and companies (restaurants and hotels) in Hamminkeln, Nordrhein-Westfalen, Germany. Due to the force majeure situation created by the COVID-19 pandemia, the host organizations in England and Germany could not continue the partnership. The new partner in the project was ASSOCIACAO INTERCULTURAL AMIGOS DA MOBILIDADE from Barcelos, Portugal.This project provides participants with appropriate conditions for the development of professional skills and language requested by the European labor market. Through the expertise in Erasmus+ VET projects development with European funds, material and technical basis, working techniques, quality trainers, proposed activities, and the perspective on gastronomy and tourism service quality offered to consumers, the chosen partners ensure the fulfilment of objectives.The training needs identified in target groups were: - increasing the professional performance to European standards; - direct knowledge of the European labor market; - improving language skills. The target group consisted of 109 participants, divided into 7 flows:* 16 students from the 11th grade, qualification Technician in gastronomy, accomplished 60 hours of traineeship in the Rendez-vous training restaurant of the Cambria College, Wales, on the modules ""Gourmet Production"" and ""Practice Training in Gastronomy"".* 14 students from the 11th grade, qualification Technician in tourism, accomplished 60 hours of traineeship in the Yale Travel & Tourism Agency of the Cambria College, Wrexham, Wales, on the modules ""Travel Agency Activity"" and ""Practice Training in Tourism Units"".* 15 students from 10th grade, Tourism and gastronomy field, accomplished 60 hours of traineeship in the Academy training kitchen and restaurant from Cheshire College South & West of Crewe, England, on the modules ""Assortment of preparations and beverages"" and ""Serving systems"". * 15 students from the 10th grade, Tourism and gastronomy field, accomplished 60 hours of traineeship in restaurants in Hamminkeln, Germany, on the modules ""Assortment of preparations and beverages"" and ""Serving systems"". * 49 students from the 10th grade and 11th grade, Tourism and gastronomy field, accomplished 60 hours of traineeship in restaurants in Barcelos, Portugal, on the modules ""Assortment of preparations and beverages"", ""Serving systems"" and ""Gourmet Production"".The specific objectives of the project were: - improving access, participation and performance in learning for 30 participants from disadvantaged groups and reducing the disparities that may arise between the results obtained by different groups, for developing the professional insertion ability; - developing partnerships with institutions and companies that aim to promote learning based on practical activity, for 109 young people in initial vocational training, to ensure local and regional development through employment within 6 months of graduation. The activities set to achieve the objectives: * Welsh / English / German / Portuguese cuisine food preparation; * preparation of the salon for consumers serving; * culinary and associated beverage service; * using software for operative inventory, distribution and sale of preparations; * specific compartments activities in a travel agency; * setting up touristic packages in mixed teams with Welsh students. Expected results:* On an individual level: development of participants’ practical skills; increase motivation to participate to future trainings; improving language skills; ability to adapt to risk situations;* At school level: a better understanding of interconnections between formal and non-formal vocational training and the labor market; better preparation of the school to integrate best practices and new methods in daily activities;* Locally: improving and modernizing the activity of economic operators, leading to increased turnover if they hire students who have benefitted from training courses in the EU.Impact:* At participants’ level: increasing interest in participating in training in EU countries; awareness of the need to acquire Euro-competences in gastronomy and tourism and the need for learning foreign languages;* At institutional level: strengthening school-family cooperation; the qualitative increase of the activities;* Locally: increasing the prestige of the College in the local community. Long-term benefits aim at sustainability of partnerships and the internationalization of the school."

The project was carried out in schools and kindergartens, involving educators, teachers from schools and educators undergoing training. The aim was to sustainably promote the development of social, civil society and intercultural skills, critical thinking and the fight against discrimination, exclusion and racism at European level. The learners first studied the culture of their partner countries before shooting a documentary film about the daily routine and the work of an educator in day-care centres in Sweden, England and Germany. In the documentary, the learners examined the educational work while coping with the topic of social integration. The students of the Faculty of Social Work (pupils of the Fachschule für Sozialwesen) examined their own values and working methods in a five-day internship abroad at the kindergartens of the partner countries. In addition to their own value assessment through reflective practice, the students expanded their professional language skills in a peer learning context. Within the framework of the teaching portfolio, the learners have created portfolios for their own discussion. A flyer was produced for the dissemination of the project and the documentation was recorded on the website https://rpase.wordpress.com/. In addition, common materials for the lessons were developed. The project was accompanied by the municipalities and was reported on in daily newspapers. Surveys of the participants helped to ensure that the work was on topic and well reflected. Other schools and day-care centres can use the materials or the project idea to train the learners or the educational staff as well. The website can be used, for example, to create new teaching assignments for students on specific topics. The discussion of the topics, the creation of documentation films and the exchange of results took place online, interactively, transnationally and on the basis of the joint work of all participants. During the project, teachers and educators, among others, networked and further developed the school as a training location. A specialist conference on the project’s topic with specialist contributions from external experts supported the work process and was held at the Institute for the Situation Approach (ISTA) in Berlin.