European Quality Assurance Reference Framework for VET (EQAVET) is one of the four instruments (Europass, EQF, ECVET and EQAVET) with the aim to increase the transparency, consistency and transferability of VET providers across Europe. It provides a common reference framework to VET providers to improve, monitor and evaluate their quality assurance policies and practices. Since the EQAVET indicators were developed by minimal provider involvement, little attention was paid regarding their practical implementation at provider level.This project aimed to address the issue of adaptation of EQAVET criteria, indicative descriptors and quality indicators to national requirements at provider level. The specific goal of the project was elaboration of interactive web-based guidelines for implementation of EQAVET criteria at provider level. The project consortium consisted of 8 partners with the following profiles:1. Folkuniversitetet is a national Adult Education Association which offers a wide range of VET and adult education training courses throughout Sweden and in several European countries. 2. USR Veneto represents one of the regional branches of the Italian Ministry of Education, University and Research. USRV is divided into 3 departments performing tasks at regional level and 5 local branches.3. Yrkeshögskoleförbundet is Swedish Association of Higher Vocational education providers is a non-profit organisation aiming to promote providers in higher vocational education. The association deals with such issues as legal framework for providers of education, more training seats and a stable, long-term development of higher vocational education. At present it has 448 members.4. IES Hermanos Machado is a state VET provider depending on the Regional Educational Authority in Andalucía and located in Seville.5. Revalento is a consultancy that offers services on the cross roads of training, education, labour market and organization. 6. Effebi Association is a non-profit Association which since its foundation in 1976 has been a reference point for people involved in the management and development of HR and organizational models in the banking & financial sector. Members of the Association are the leading Italian Banking groups and banks.7. DIMITRA is one of the leading VET organisations at national level in Greece holding extensive experience and unique competencies in both methodology development and production of practical solutions matching specific vocational and professional development needs.8. FACO offers a wide range of services within quality in different types of education. FACO have been involved in international activities within education since 2000 and Kim Faurschou have been one of the key experts behind the development of the different quality models within vocational education and training resulting in the EQAVET Recommendation at European level. He is also member of the expert group of EQAVET.The main activities undertaken were:Activity 1 - Project coordinationActivity 2 – Research on quality indicators currently in use by VET providers and level of their alignment with EQAVETActivity 3 - Development of the web based guidelines on adaptation and implementation of EQAVET at provider levelActivity 4 - Updating already elaborated result of 3 prior project both technically and according to guidelines Activity 5 – Dissemination and valorisationActivity 6 – Quality control and monitoring and evaluationThrough these activities the following results were attained:A. Report on usage of existing criteria, descriptors and indicators in quality assurance at provider level in participating countries as an input for implementation of EQAVET at national level.B. Web-based interactive guidelines for adapting criteria, descriptors and indicators of EQAVET to national VET system C. Updated and mainstreamed the improved already elaborated products from 3 prior projects as an integrated tool for self-assessment, quality management and improvement process (“Quick Scan”). The functionality of the tool enables VET providers to approach the quality cycle of EQAVET with consideration to national QAThe project activities have generated multiple impacts on different target groups:1. The results on the outcome of implemented research (O1) increased the awareness concerning EQAVET and its criteria, descriptors and indicators and their current use2. The developed web based guidelines give providers tool for interpretation and adaptation of EQAVET criteria descriptors and indicators to both national quality framework and the environment and conditions of the VET institute. 3. The updated QA integrated web based tool gives providers a self-assessment, planning of quality improvement instrument for implementation and adaptation of whole EQAVET quality cycle.4. The guidelines developed has given EQAVET secretariat the needed input from providers for implementation of EQAVET at national level.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

"Within the project ""science beyond the classroom: undiscovered occupational areas"", we wanted young people (who are about to complete their school career) to discover unknown occupational areas within the scientific area. So we did!Background and motivation of the project are statistics about youth unemployment within the EU, which for example has a rate over 50% in Spain. Shocking enough, but, on the one hand well-educated young students (who were educated for about 12 years in school) are about to start a new period of life and therefore are about to entry into the labor market. On the other hand, especially science-focused employers complain about a lack of skilled employees. To counteract this gap, we’ve set our goal to focus the science beyond the classroom (meaning to expand the content already known to the students from the lessons like chemical reactions, motion, biological diversity and heat) and to discover occupational areas behind these phenomena.To be able to reach these aims we started a collaboration between schools from Germany, France, Spain and the Czech Republic. The four partners matched two main requirements:On the one hand, we wanted equal conditions for the participants (linguistic skills regarding the project language English, similar level of education, soon being ready for the labor market), on the other hand we wanted the partners to be unequal regarding the regional labor market through the different regional conditions. Thus, a versatile occupational orientation was made possible, which also captured the importance of an EU-wide labor market.As a result, we have not only achieved a real and individualized occupational orientation of every single participant, but, e.g. multiplier events and flyers or brochures enlarged the dissemination. Through these materials, the content-related project results are also retained.Through project implementation, we have counteracted the disorientation and (as a long-term benefit) the tangible risk of youth unemployment for these youths. In addition, young people have recognized the EU as a cohesive and unified labor market, developed their personality in exchange situations and expanded their intercultural and linguistic competences."

<< Background >>Our school has a long history of participating in Erasmus projects at all levels. The IES Hermanos Machado is a local and provincial benchmark in the internationalization process. Our center is defined and identified by the commitment to incorporate the international dimension in the different educational stages. Internationalization helps us improve the quality of the teaching-learning process and inspires us permanently in the search for excellence and an inclusive educational practice. The teacher training projects are fundamental for the IES Hermanos Machado because through these trainings, aligned with the Educational Project of the Center, we can improve the linguistic competence of the students, the implementation of new educational methodologies and the emotional attention towards our students.The main objectives of the educational project of the IES Hermanos Machado are: bilingualism and development of linguistic competence, internationalization, methodological innovation that allow students developing their skills and quality and educational excellence. Our teachers are continuously training to respond to educational needs<< Objectives >>The main objective is to continue strengthening our European dimension: we want to continue developing European awareness throughout our educational community, so that students, teachers and families are participants in this internationalization process and benefit from its advantages. Another objective in relation to this European dimension is the improvement in the knowledge of foreign languages ​​of our students and teachers. Languages ​​facilitate access to knowledge of other countries and cultures. This knowledge of languages ​​is also linked to the PLC (Centre Linguistic Project), a global project to improve competence in linguistic communication in which teachers from different areas and subjects participate and which has been implemented for 6 years in our center .We also want to be able to share teaching experiences with other teachers from other countries and expand the network of contacts with European organizations, companies and actors (this will allow our students to carry out long- and short-term exchanges and even internships in other countries). Participation in European programs means that teachers benefit from an enriching experience that they pass on to colleagues and students.<< Implementation >>With this teacher training project, 6 mobilities have finally been carried out: 3 job shadowing and 3 training courses.The job shadowing was carried out by the French teacher and two members of the center's management team with a French Lycée International. The objective was to know the way in which orality works in projects related to science and technology. After the trip, a group of French teachers moved to our institute to provide training to science teachers on orality and scientific projects in France. This training was attended by teachers from our institute and from other institutes in Seville and the area.The stress reduction course has served to carry out the project of setting up a mindfulness workshop that will be at the service of Baccalaureate students and that they will be able to carry out during breaks.The courses related to the CLIL methodology, the organization of the classroom and the new educational methodologies have served to launch the UDI (Integrated Teaching Units) in all the courses with an attractive final product for the student who will work in an interdisciplinary and using the new methodologies.<< Results >>The results have been positive and we believe that expectations have been achieved.As for job shadowing, it was very interesting to see a way of working in the scientific-technological area with research projects that require oral presentation of the same by the students and that allows them to work on scientific, autonomous learning and also linguistic skills. Our institute organized training for these French professors to explain to other professors in the scientific-technical field what research projects are like for university access.As for the organized courses, all of them have culminated in projects and self-training at the centre. Thus, the CLIL methodology course was disseminated to the rest of the teaching staff with the completion of a training pill and the courses on organization of the classroom and the new educational methodologies have contributed to improving the implementation of the UDI. With the stress reduction course among adolescents, it will create an activity in active recess, a mindfulness classroom to attend to the emotional needs of high school students and 5 teachers will participate during the 2022-2023 academic year.

The submission and promotion of Challenges project is carried out by the City Council of Dos Hermanas. This institution, after having studied the needs of young people in the area regarding Education, invited all training and vocational institutions in Dos Hermanas to participate in a Consortium to work on this issue. Four of the five existing public centers, found that the proposal was very interesting for their students and joined it. The institutions that finally belong to the Consortium are: The Town Hall of Dos Hermanas, and the following vocational centers: IES Machado, IES Gonzalo Nazareno, IES Vistazul and IES El Arenal. The main objective of the project has been to provide wider and better training to the young people taking part in this program and to give them the opportunity to adapt to current demands imposed by actual social and economic factors, and to integrate them in the labour market with the same opportunities than the rest of Europeans workers. The project involved 48 students of the following intermediate training cycles: sports and physical activities in Natural Environment, Pharmacy and Parapharmacy, Electrical and Automatic Installations, Automation and Computer networks. Out of the total number of students that have participated in this project, 23 were recent graduates and 25 were still following education.Mobilities took place in six different flows: from March to June 2015 (two groups, one of 12 graduates and the other of 7 students); from September to December of 2015 (two groups, first one of 3 graduates and the second of 8 students; from February to June of 2016 (8 graduates) and from March to June of 2016 (10 students). The program involved a training period of 70 days for participants still on education and 112 days for graduates, and a language course for all participants which was done before the mobilities.The activities undertaken have been the same for each flow of students. These have been the following: • before the mobility: dissemination of the program, giving information about the program to potential participants, motivation, selection of the participants; support on the writing of the CVs, searching for companies in the countries of destination according to participants vocational training; preparation of agreements, learning outputs; linguistic and cultural training; logistics support.• Phase of mobility: briefing meetings, flows to destination, students follow up during the stay, solving incidents.• Evaluation and dissemination: meeting with the participants on his return, evaluation of employability; overall assessment of the project and final qualitative report and financial justification.The results and impacts achieved with this project have been:- Acquisition of a first professional experience.- Acquisition of new professional and transversal skills.- Use of new technologies as common working tools that help monitoring and evaluation of the progress of the participant.-Improve knowledge of foreign languages.-Obtaining the corresponding technical degree.-Obtaining official recognition - EUROPASS Mobility.- Promoting labour market inclusion of our young people at local and European level.- Expansion and consolidation of a transnational network of cooperation between companies and public and private institutions at local and European level.-Increasing the expertise of the City Council, the members of the Consortium and hosting partners in the coordination of European mobility projects. The ongoing management of these mobility projects done by the City Council and the IES that take part in this Consortium promotes young´s interest in mobility programs at European level, increasing the interest in training and education.