Within the framework of the project, 78 participants completed internships abroad. The primary objective of the project was to deliver (arrange/provide) · mobility stays for trainees in dual training (13)· mobility stays for trainers, teachers, and entrepreneurs with responsibility for training and /or personnel management (40),· mobility stays for qualified personnel one year after the end of their training and further training (24)· mobility stays for trainees in school-based vocational training (1The internships took place in the target countries of Northern Ireland, France and Spain. The network was extended to the regions of London and Scotland as well as to the countries of the Netherlands, Italy, Malta, Ireland, Denmark and Luxenburg on the basis of participant requests and self-organized visits (40% of the total participants).All participants acquired language skills, intercultural skills, international experience and European / sector-specific expertise. The professional content was discussed individually with the participants and described as learning results in learning agreements.Each stay was individually planned and organized in groups or individually. The organization of the stays, including arrival and departure, accommodation, professional program / internship companies, was arranged by the applicant. In the case of self-organized stays, the applicant's staff were there to advise, prepare the learning agreement and monitor the learning progress by email contact, weekly reports and by phone with participants and mentors in the internship.The participants organized the assignments to Denmark and Luxenburg themselves. The applicant was an advisory body, supported the development of the learning agreement and monitored the professional progress by regular contact via email and telephone.The duration of the assignments varied between 4 and 9 days for the target group of vocational training staff and between 14 days and 8 weeks for the target groups of trainees and specialists.The target group of educational staff visited companies and vocational schools, accompanied teachers and instructors during their professional activities, and met representatives of business associations / chambers for the exchange of experiences and acquisition of expertise. The apprentices and specialists completed internships in companies on a full-time basis.Within the framework of the application phase the Europass curriculum vitae and an application form were used. A partnership agreement was individually discussed and signed with the project partners before the first departure. The recognition was in the form of the Europass mobility certificate.This is the first project managed by the Applicant. The feedback received from participants and the evaluation carried out within our organisation indicate that the objectives of the project were successfully met. In general the stays were shorter than planned and the planned participant numbers were not achieved which resulted in the available budget not being fully utilized.

The project included the organization of mobility for apprentices and trainers for the Oslo and and Akershus region. The partnership between these two regions has been successful for several years and is based on a mutual strategy of strenghenting vocational training through international mobility in order to support educational strategies. 48 apprentices took part in the project.They participated for the most part in 13 weeks placements with language course and training in company. 9 of them participated in a 6 week placement often because they were not permitted to have a longer placement by their employer. The apprentices are selected on the basis of their motivation and their personal and professional project. In order to achieve their goals, we offer them a placement abroad that included a language course and a placement in a local company. This allows them to learn new techniques, to experience life abroad and to reflect on what this experience can bring to them in the future. We cooperated with institutions in 10 European countries for organizing the placement: Austria, Denmark, England, France, Greece, Germany, Ireland, Italy, Portugal and Spain. We offered not only a large range of destinations, but also a large range of professions: - childcare workers- healthcare workers- baker- automobil mechanic- electricians- IT workers- cooks- office and administration workers- receptionists - carpentersChildcare workers are the most represented vocational training and we placed 14 apprentices in England, Spain and Italy. We look forward to deepening our ties with our current partners in this field. Only 2 trainers were placed abroad for a duration of 4-5 days, both in Italy (childcare and service/catering) . The aim was to improve the awareness of the training enterprise about the benefits of international mobility and hopefully trigger “internationalization at home” by using the international experience for training VET learning in Norway. The aim is also to benefit from the trainer’s professional expertise to define better the specific learning outcomes of some specific placements for apprentices. The feedback from the 2 trainers was positive, though we experienced that it could be challenging to send both a trainer and its trainee to the same place. We have learned we must prepare trainers better to complete their task.

"MOB’nPRO is the result of a collaboration developed these last years in the field of socio-professional integration between Léo Lagrange NIDF, the Mission Locale de Lens et Liévin and the Mission Locale du Calaisis. The members of this consortium support the local youth policies and are involved in the territorial process of support towards employment and autonomy. This is why this project aims to respond to the territorial need of youth workers to provide young people most affected by unemployment (aged between 18-25 and 18-30 concerning young people sent by Léo Lagrange) with concrete opportunities of training and employability. The project aims to reduce the inactivity rate (neither in study nor in professional activity) of young people aged between 18 and 30 in the territories of the Pas-de-Calais (the most affected by unemployment), by increasing chances to pass job interviews and be ""attractive"". For the direct beneficiaries of the mobility action, the objectives to be achieved are the following: • Increase chances to have an interview in the first 6 months following the mobility, • Identify gaps and lacks and provide answers (training, language courses, personalized help), • Enhance cross-curricular skills acquired in a multicultural context and apply them in other areas of work once mobility returns, • Discover a promising job and be involved in the acquisition of key skills, • Acquire work experience in a multicultural context, • Become more autonomous, • Being an ambassador for European mobility (this type of experience can be promoted by the young who took part in the mobility and benefit his/her relatives), • Contribute to build European youth, open to encounters and opportunities derived from the globalization of the labor market. We will enable future participants to benefit from intercultural and linguistic, practical and professional preparation. Each member, as sending organization, will be in charge of the follow-up of its participants, in connection with the host organization. For each audience, we thought of an internship period corresponding to its needs and limits to meet its expectations. Each member of the consortium has specific expertise that will be used during the implementation of the planned activities. By creating a COPIL composed by at least the key people of each member of the consortium, we will ensure the application of the quality charter of the project, by enforcing the obligations of each structure. To ensure financial and administrative follow-up, the coordinating organization will put in place ad hoc tools for constant monitoring of the allocated grant. The consortium believes that the COPIL is a key element in the management and monitoring of the project, while facilitating relations between members. The consortium wishes, through Erasmus +, to democratize access to mobility above all, paying attention to the integration of young ""JAMO"", such as those who drop out of school, with few or no qualifications. In order to encourage their adherence to the project and the difficulties they may face individually, the consortium wishes to establish an approach within the field of active pedagogy resulting from popular education. In the short term, we aim to develop young people's autonomy and adaptability, openness to other cultures, an increase in professional skills and a development of the sense of responsibility. Over the long term, the project will generate returns to employment for young people, especially within 6 months following their return from mobility. Companies are increasingly open to autonomous, versatile and ""mobile"" profiles. Finally, we hope to stimulate a regional dynamic that will allow ""new actors"" to seize this kind of European project."

O projeto surgiu no âmbito do processo de qualidade e melhoria contínua da organização reconhecida, em 2015, com o VET Mobility Charter, e enquadra-se no Plano de Desenvolvimento Europeu da AEVA-EPA. Teve a duração de 18 meses e teve como objetivo responder a necessidades de formação e qualificação de alunos em empresas, oferecendo assim, uma oportunidade de Formação em Contexto de Trabalho Internacional (FCTI) num país de acolhimento (Espanha, Itália, Áustria e Estónia) a 20 alunos, metade dos quais com menos oportunidades, de vários cursos profissionais, vocacionais e de aprendizagem (provenientes de áreas ligadas à indústria, TIC, marketing, multimédia e áreas sociais), durante 2 meses. Estes alunos também realizaram parte da sua Prova de Aptidão Profissional nestes países. Simultaneamente, proporcionou formação a 4 professores, durante 1 semana, num país de acolhimento, visando a partilha e aprendizagem de novas abordagens organizacionais ao nível da tutoria, mentoria, avaliação e validação de resultados de aprendizagem e a melhoria contínua. Os alunos receberam, previamente, preparação: cultural, beneficiando de voluntários nativos dos países de acolhimento presentes na escola através do Serviço Voluntário Europeu; linguística, via plataforma OLS; e em competências associadas à realidade empresarial, por via de contactos com empresários e com as parcerias entre a escola e empresas da região (AIDA, GEISERTECH, etc) ou projetos afins (ex. Junior Achievement ou Aveiro Empreendedor). Durante a mobilidade, os beneficiários estiveram em contacto online (email e skype) com os respetivos professores da área técnica e coordenadores de curso da escola de origem, para monitorização contínua, avaliação e solução de eventuais problemas.Do lado das entidades de acolhimento, foi providenciado um tutor, com o qual os beneficiários reuniram regularmente para avaliar o seu desempenho e resolver outras questões. O tutor teve em atenção o memorando de entendimento/contrato de aprendizagem e assinalou/validou as tarefas desempenhadas, competências desenvolvidas, aptidões e resultados atingidos, de modo a que o processo de concretização de atribuição de créditos fosse possível (EQVET). Cada tutor ficou, assim, responsável por: monitorizar o estágio e ver se o mesmo seguia o plano previamente acordado entre as partes; preencheu a avaliação intermédia e final; validou o documento Europass mobilidade; validou o Learning Agreement e os EQVETs e, finalmente, emitiu um certificado de estágio. Em algumas situações, foi, igualmente, passada uma carta de referências. No regresso, todos os alunos participaram em sessões de disseminação e partilha da experiência e de boas práticas, assim como escreveram um artigo para publicação na imprensa local e upload nas páginas web da escola e de outras partes interessadas. Alguns vídeos e apresentações sobre a experiência transnacional foram, também, elaborados pelos alunos, para partilha em sessões de divulgação e de promoção destas oportunidades de formação e do Programa Erasmus +, como também para participação em concursos nacionais/europeus, tal como o “Conta-nos como foi… o teu primeiro dia de formação em contexto de trabalho” da ANQEP.

This 24 months length project is aimed at students from VET paths attending their senior year and focus mainly on students at risk of social exclusion, namely those facing difficult family and socioeconomic hardships, who are demotivated and, consequently, at risk of dropping out of school and some with Special Education Needs. In fact, these students who sometimes may pass unnoticed are youths with fewer opportunities and must be given all our care and attention if we want, in fact, to promote fairness and parity for all. The consortium, constituted by 8 (VET) schools and by GEISERTECH realised there were many students from VET technical courses facing these dilemmas and understood it was their social responsibility to intervene in order to improve these youths’ qualifications, showing them that “opportunity” is much more than a word. By writing this project focusing on them and on their needs, the consortium hopes to improve not only their qualifications and skills but also to improve their chances of finding a better job after finishing their course. At the same time, it will be contributing to the idea of what being European actually means and to the European dimension of the organisations involved. This consortium decided to take the risk to really make a difference by covering three municipalities of Aveiro’s region, therefore assuming a regional length. It is a project that wants to give 102 young people (including 12 with special needs) with the profile already identified above the opportunity to have a work-based experience abroad and, at the same time, offer 12 teachers/staff members the opportunity to do a training course, during a week, in the countries/regions where the students will be doing their internship. During this week, the teachers/staff members will be able to contact with innovative work approaches and methodologies and, at the same time, accompany the students’ internship, witnessing first-hand their integration in the hosting company and in the local community, their interaction with local actors and the execution of the work plan and the Learning Agreement previously established. This consortium also set as main goals: to give students the opportunity to be acquainted with other entrepreneurial cultures in a foreign context, helping them understand the diversity of people and ways of being and working that exist; to prepare them to the needs of the labour market; to improve their possibilities of finding a better job after finishing school and to promote the development of cultural, linguistic, personal, social and technical competencies. It is also the consortium’s objective to continue the work already done in the two previous consortia, related to the learning sharing of good practices, this time by integrating two new educational organisations. This means to be able to answer a double need that is being felt over the region and which has to do, on the one hand, with the lack of equal opportunities for all and, on the other hand, with the increasing need that companies have for qualified staff. In this regard, GEISERTECH will be a great asset, since it will play an important role in the preparation of students for the internationalisation process. Ultimately, this experience will also promote the development of skills, both in students and teachers/staff members in at least 2 foreign languages, as it is required by the Council of Europe. This project will also stimulate encounters and spaces for discussion of subjects related to the continuous improvement of whole process involving the selection, placement, monitoring and evaluation of students doing an internship in a foreign company. We will also be using ECVET, which means a bigger transparency of the process and the recognition of certain skills/units at a European level. All the beneficiaries will have access to non-formal learning contexts, which will increase motivation. New skills and techniques will be learnt – students will profit from these when searching for a job and teachers/staff members will replicate them among their peers and use them to improve their working practices as well. The contact with new realities will enhance adaptability to change and help cope better with stressing situations. The contact with different cultures will lead to an increased disposition to accept others and their differences. The European dimension of all the organisation will be enriched and new partnerships may result from this experience. The projects outcomes will be disseminated at the local press and at the project’s webpage and some information will also be made available on social networks, such as Facebook. There will also be arranged structured meetings, workshops and seminars (involving not only the school community but also the local community and local companies) to disseminate the project even further. Another asset will be the dissemination of results at Aveiro's Europe Direct Centre.