This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

"“Dual ECOsystems – EU Alliances for ICT” project is promoted by a consortium of 7 partners from 4 different EU countries.The project partners, within the regional/statal Dual System in which they operate, have more or less informally created virtuous local ""ecosystems"" in the ICT sector to ensure effective local cooperation between the VET actors involved in the delivery of Dual training programmes, for the success of all (student/worker, companies, VET institutions).Such ecosystems normally involve:•VET institutions•Companies, Chambers and companies’ representation bodies•Workers' associations / Trade Unions•Universities •Accreditation and Certification bodiesThe project starts from the premise that within the partnership the partners have identified some cases of apparent good practices, that are success factors in the different Dual Systems of the countries involved, which guarantee the proper functioning of the ecosystems, in terms of: high quality of VET paths; raising the employability rate; effective work-based learning system; efficient skills certification system.“DUAL ECO” project will let partners observe and share good practices adopted in the 4 local “ecosystems”, confront together on them and evaluate which good practices have the potentiality to be transferred at European level; then, the partners will conduct an experimentation on some selected good practices, importing them into their local ecosystems and applying to existing VET Dual programmes, in order to evaluate the transferability of each good practice at a larger scale.To achieve this goal, the project will be articulated in 5 Short-term joint staff learning and training events:•one for each country involved (Italy, Spain, Germany, United Kingdom) – for staff of partners organizations (managers, teachers/trainers, tutors, researchers) - organized as Study Visits, combining on-site visits to relevant organizations, presentations, discussions, workshops and/or training courses. These activities will be aimed at studying the good practices implemented by each ecosystem, at sharing ideas and confronting on the models in place;•one in Italy - for staff of partners organizations (managers, teachers/trainers, tutors, researchers) – organized as Training in participatory technique, managed by professional facilitators, that will combine peer discussions and workshops.This activity will let the partners exchange the good practices and confront among them on lessons learnt through the four study visits. At this stage, the partner organizations must learn from each other in order to create a “Dual ECOsystems” model, including a set of good practices that can be transferred at EU level, taking into account the different national contexts.The model will be reported in an Handbook, drafted by the partner organizations and containing “good practices and methods for effective Dual ECOsystems”.Each local ecosystem selects the good practices to import. To evaluate their transferability, the good practices chosen will be applied in each partner “ecosystem” on a local Dual VET ICT programme (involving associated partners from the countries):•In Italy on “Junior System Administrator - IFTS in Apprendistato” (level IV EQF) – duration 1-year course, at Engim Lombardia – starting in October/November 2022•In Spain on “Specialization VET Programme on Cybersecurity” (level VI EQF) – duration 1-year course, at Maristak - starting in September 2022•In Germany on 2nd-year training of “Higher Education Apprenticeships Programme” on ICT (level VII EQF), at ITB Bremen – starting in September 2022•In United Kingdom on 1st-year training of “Higher Education Apprenticeships Programme” on ICT (level V EQF), at Belfast Metropolitan College – starting in September 2022Once set the good practices to be evaluated, the partnership will agree on general and specific “evaluation indicators”.Each local ecosystem will run an on-going evaluation on the effectiveness of the good practices applied.At the end of the programmes, a “Final evaluation on the effectiveness of the good practices applied” will be held by each local ecosystem.On the basis of the evaluation outcomes, each local ecosystem will draft a brief report on “Evaluation on the transferability of the good practices applied”, in order to improve the final version of the Handbook.The latest release of the Handbook can be shared in all UE national context for the application of good and transferable practices of the model developed (Dissemination of the project results)."

"In the document published by the EC in 2012, “Rethinking Education”, the necessity to integrate technology in training centers was already highlighted, insisting on the need of providing trainers with proper training in this regard. Moreover, the Common Framework for Digital Competences for Trainers 2012, published by the Spanish Ministry of Education, Culture and Sport reinforced this argument stating that trainers need to improve their digital competences to normalize the use of technological resources in class. The MOBILE-TECH project wants to contribute to make this a reality.The use of mobile devices for learning is not something new and although there are some experiences of its successful implementation, we have detected some barriers for its implementation in VET:- Most of VET trainers are not aware about the potential of mobile devices as a tool for learning.- Mobile devices, and specifically smartphones, have a bad reputation ""majority of people on Earth believe mobile phones, beyond not being conducive to learning are in fact antithetical to it"" (UNESCO Mobile Learning Week Report, 12-16 December 2011, p.11).- Most of VET trainers do not have the necessary competences/knowledge to use mobile devices for learning (ICT skills, knowledge of the different apps which can be used for learning, how to create/modify their own apps, how and with which purpose to use mobile devices).The aim of MOBILE-TECH project is to encourage VET trainers´ training about mobile learning through the creation of an Open Collaborative Learning Platform. To achieve these objectives, we will carry out several activities which can be gathered in three products:1) “Trainers´ guide for mobile resources to be used in the classroom”. The guide a) describes what mobile learning is and which devices, tools, media, apps could be used in education; b) it offers an illustration of the abundant pedagogical benefits and advantages of m-learning and describes good practices collected in the 5 project Countries (Germany, Spain, Great Britain, Greece and Finland); c) it demonstrates how to plan your mobile learning approach. The guide is available in the 5 project’s languages (English, German, Finnish, Greek and Spanish).2) Development of Trainers´ course “How to develop new training resources and teach mobile learning (m-learning)”, addressed to teachers from VET centres and from other educational fields. The course is divided into 6 modules: 1 - Introduction and presentation of the course for trainers; 2 - M-Learning: definitions, models and pedagogical benefits; 3 - How and in which cases use solutions, tools and applications for mobile devices; 4 - M-learning in practice (how to develop own contents and how and for what to use different mobile devices); 5 - How to take the most of the use of social networks; 6 - Planning m-learning.3) Open Collaborative Learning Platform for trainers. All the project materials will be hosted in this platform. Not only the guide and the course but also different pedagogical materials related to m-learning in the classrooms. The Learning Platform also includes a specific area to share knowledges and information about mobile devices, tools, apps, etc. (M-TECHwiki) and to discuss doubts and questions concerning m-learning (Forum M-TECH).The Training course and the Learning Platform have been tested in partners’ countries. Totally 100 trainers and 150 students participated in testing sessions. Moreover, the platform and the training materials (the guide and the course) were presented in the multiplier events celebrated in all project countries. To ensure the smooth development of the MOBILE-TECH project different key transversal actions were implemented: A1 - Creation of an e-mail distribution list for partner’s communicationA2 - Use of Asana platform for an effective management of the projectA3 - Creation of a Skype group for online meetings - Quality Management Plan, monitoring and preparation of 4 reports (A11, A12, A13 and A14)- Dissemination Plan, implementation y preparation of an intermediate and a final report (A18 and A19)A6 - IPRA - Four financial reports (A7), (A8), (A9) and (A10) A15 - Web 2.0. campaignA16 - Publications in pressA17 - Elaboration of a video presentation of the project.The consortium met in four International Meetings to plan and evaluate project progress: M1-Kiel (Germany), M2-Glasgow (Great Britain), M3-Helsingfors (Finland), M4-Durango (Spain)."

ContextFollowing the internationalisation goals established by the IV Basque Vocational Education and Training Plan (it has now been substituted by the V Plan) a consortium composed by VET centres and TKnika, the Basque Centre of Research and Applied Innovation in VET was created with the aim of starting to work with Australia and Hong Kong. Before the presentation of the project, Memorandums of Understanding were signed between the consortium coordinator and the associated country partners. The project was submitted and approved for funding in 2017 with a duration of 26 months with two mobility grants for taking one person of Australia and one person from Hong Kong to the Basque Autonomous Community. ObjectivesThe main objectives of the project were to actually carry out both mobilities. Number and profile of the participantsThe project has had two participants: a teacher from Hong Kong and a teacher from Australia. Description of the activitiesBoth participants have been working hand by hand with higher VET teachers from here. Results and impactThe impact of the project has been rather low due to the fact that only two mobility grants were approved. It is complicated to generate a huge impact with such a small quantity of movement. Apart from that, the project has has a very positive impact and now a whole new universe of mobility opportunities has been opened.

"This mobility consortium “Goi Heziketa” is aimed at providing mobilities for practices in companies for young students of Higher Education, of any vocational training school and universities located in the Basque Country.The present mobility consortium led by Confebask, and with a large baggage, is made up of the fundamental actors in Higher Education at Basque Country level. Furthermore, it is aligned with the priority of the Erasmus+ program ""Education-Business Alliance"", as both the educational and business sectors, arerepresented. This cooperation between these sectors, is one of the main strengths of the Basque higher education system.This new proposal includes the following partners:• Confebask as consortium coordinator.• HEIs-Higher Education Institutions in Basque Country (high level vocational training schools and universities) both public and private, as sending organisations.• The Department of Education of the Basque Government, Provincial Councils as Institutional and co-financiers partners.• Receiving organisations (host companies) and partners in Europe.The objectives and expected results are the achievement of meeting the following needs of the participants covered by this proposal:- Improvement of practical training, in addition to theoretical training gained during their training period in their training schools. Provide participants with practical training through several months-stay in businesses in Europe, thus enabling the Technician qualification through recognition of the stay by the form of Training at Work or FCT or by the Credits agreed by the tutor in the university.- Improvement of their language skills: Learning and/or improvement of one or more languages (English/Italian / French /…): general knowledge and technical information relating to their professional field.- Improvement of Professional Skills: Participants acquire skills and abilities terminals set in the training program placement module, which enable them to carry out their profession. Development of a set of capabilities or skills necessary for incorporation into the workforce.- Improvement of Cultural and Personal Skills: It is, in many cases, the first experience and stay abroad, which implies personal maturity. To live in a multicultural environment, involves the acquisition of a spirit of adaptation to different social-cultural as well as a huge cultural enrichment.Confebask has been participating for over 25 years in European mobility projects, with a baggage accumulated over 3,000 participants from both vocational and university training. A process management is used, through a methodology of continuous improvement (PDCA) managed directly by Confebask, andapplied to all our projects.The Webpage ""European projects management” is established, as the fundamental axis in the management, being the main channel of communication between partners. Through this website, the sending centers send to Confebask their students-candidates. It is performed the selection of participants, and especially, becomes the key to monitoring and mentoring of the stages, once started stays abroad. Also, this tool is essential for economic management of the project itself led by the coordinator.Confebask as consortium coordinator, will support in its initial phase including supporting sending partners and their tutors, selecting participants and identifying skills to be developed in host companies.During the stay in the country of destination you will be monitored and supported by an intermediary partner/ host organization, who will manage the participants’ accommodation and arrival support, and who will perform direct follow-up work through a methodology defined by Confebask as “Learning to Learn”. In the final phase you will proceed to the global evaluation of the project and the participants carried out by the instructor (host partner) and tutor (sending centre)."