IDEA originates from a study on the relationships between job and school education, carried out by the Italian Industrial Union, data by EUROSTAT concerning young unemployment in the UE, a McKinseys report on the italian economic situation and studies of the School of Management of Milan. Collectively these informations indicate the presence in Italy of a gap between jobs and school education, an aspect that is dramatically worsened by the large percentage of unemployment among young.The specific objective of this project - involving 27 schools located in Lombardia, Piemonte and Emilia Romagna - is to create a professional figure required by companies/firms that is not offered by the italian educational system. Additionally, the project will haver positive benefits on about 28.000 students and 3.800 teachers, and 1/3 of the total italian firms. Moreover, the professional figures predicted by the project will receive competences from i)advanced informatic knowledge, ii) ability to use the cloud computing system in a foreign language, both in the productive areas and in the commercial offices to facilitater their internationalization, and iii) increase the qualification on the commercial and informatic micro-languages related to: german, spanish, french and bulgarian that are, in this order, the most requested by the firms in the four regions involved in the project.318 students selected from the classes of the fourth and fifh year of 25 Technical, Professional Institutes and High Schools in Economics and Informatics specialization will attend a training stage of 5 weeks in firms located in Frankfurt, Vienna, Cadige, Valencia, Portmouth, Malta, Sofia, Cannes. The stage will be done during June, July and August 2015. In addition the students will receive, in their destination countries, 40 hours formation session dedicate to improve the specific commercial and informatic microlanguage.The departure will be preceded in Italy by an extracurricular formation period of 400 hours through e.learning sessions, in place learning and training stage in the firms. Twenty teachers will follow the same formation program as the students in the firms.In addition to the specific objectives, the project will have positive consequences on both the participant schools and the italian educational system as follow:1-to introduce into the schools the education for employment procedures, with a constant collaboration between school and firms on the territory connected with the Industrial Unions, Unioni Territoriali and Category partners, that will produce as outcomes an enhancement of the italian educational system, joining it with the professional figures emerging from the job market2-to increase employment among young people by promoting their hiring in the firms participating to the partner Category associations3-to start a constant international collaboration between schools and firms to I) introduce into the italian educational system a pragmatic approach to the international job market, and ii) gain a better knowledge of each other, and iii)strenght the teaching of the commercial and informatics micro-lanuages4-help the knowledge among the partner schools of the German dual formation system; this has the scope to promote the formation of an experimental program in the partner schools in collaboration with the firms willing to join this experimental program5-create a common procedure in the italian evaluating system based on ECVET, this for the coomprehension of the competences and knowledges acquired by the students, both in school and in the working area at National and International in order to facilitate the international mobility of the students to favour their employment.Finally this project aims to develop a data bank useful to the tracking of a participant student from the end of the project to the actual employment and working as data source for future analysis on the educational project integrated to the need of the job market.The ambitious scope of this project are justified by the web by involving partners that have competence, knowledge, and financial means to sn the project action. In particular, the fact that only the constant interaction between National and International education and work abilities, will allow the solution of the dramatic issues connected to the unemployment of the young people.The main actors in this projects are the partners schools, the Industrial Union in its territorial entities, the Goethe Institute collaborating with the British Council and Cervantes Institute for the linguistic formations and the ECVET in collaboration with Dr. Faggioli of INDIRE, the international partners for their connection to the firms on their territory, the Office XVI of MIUR-ER for the validation of the congruity of the project with the MIUR.The long term benefits are the enhancement of the interaction schoool-job

This organisation has been awarded an Erasmus accreditation. The award of the accreditation confirms that the organisation has set up a plan to implement high quality mobility activities as part of a wider effort to internationalize its activities and to improve the quality of learning and teaching at the organisation. Accredited organisations are committed to a set of quality standards defined at the European level. By being accredited, the organisation gains continuous and easier access to funding for mobility activities of learners and staff under Key Action 1.

"According to the EU Commission, "" Entrepreneurship is an individual’s ability to turn ideas into action. It includes creativity, innovation, risk taking, ability to plan and manage projects in order to achieve objectives."" The Entrepreneurship 2020 Action Plan foresee teaching actions and education to provide our students with the tools to become future entrepreneurs. Moreover, it shows how up to 20% of students who have participated, during their secondary school, in programmes targeting this type of learning - which involves project work, real-life experience and simulated roles - are ready to start their own company or business. To support productivity and growth in Europe, it is essential to invest in education and training. While the definition may sound simple, its execution is more difficult. The main objective of our project is to develop entrepreneurship as a way of thinking and acting in order to improve pupils' educational-socio-economic development, to create transparency and common criteria for evaluation of skills, to develop social inclusion, non-discrimination and citizenship values. First, the project aims at increasing basic skills of the students in the participating schools in terms of entrepreneurship and innovation. The participating students have learnt to see themselves as future entrepreneurs in an intercultural society with possibilities without borders, and they can now use the acquired knowledge in their future professional life. The students from the participating schools have been exposed to an environment where such life skills as creativity, sense of initiative, innovation, risk-taking, communication across cultures, collaboration and critical thinking are employed. The project has also provided a powerful effect on the pupils’ language skills and their ability to act and behave in a multicultural setting. Second, pupils, apprentices and teachers have traced their European identity and have become aware of the great chances our global world offers by meeting people from different European countries. By working and living together they have explored and understood similarities and differences, improving their personal ideas about a “European” life and making big steps on their way to become active European citizens. Each school has contributed one field of the business plan:- Italy: From planning (projects, computer aided design tools) to production. What are the methods to create a product? - Denmark: what are the means to advertise a product? From packaging to communication impact - Poland: Business aims, objectives and ethics. How can technology be used to promote a product or service? - Germany: focusing on financial and legal aspects: How do you set up a business and create a marketing concept for it?The many activities planned by the project have been carried out keeping in mind that entrepreneurial teaching needs a horizontal approach and becomes a cross curricular subject which requires teacher-teams and room for experimentation. Moreover, the participating schools have established a cooperation network with community organisations, companies and businesses to support their activities. As a consequence, besides: - the opening of project websites (eTwinning, stand-alone, Facebook page, Moodle platform) for students and teachers' sharing ideas, presentations of schools and country, - uploading of our activities that form a data-bank for EU colleagues who want to engage and experiment with our outputs; - common evaluation questionnaires and quality analysis; - dissemination via the web, newspaper and official meetings; our planned activities have foreseen: - setting up and implementation of a 2-year programme of activities to develop each country's domain, based on: research, direct experience in companies, analysis of finance/ innovative methods/ production technology as well as channels used for product promotion and advertisement - visits and workshops in local companies, conferences with experts, managers and companies' technicians - teachers' exchange of teaching methods and their experience of the integration of the present project as a horizontal approach - modelling and production - exchanging produced outputs and results through ICT tools and during mobility meetings to share ideas, knowledge, experience, and best practices among the students, teachers and stakeholders, enhancing ICT skills in the students"

Project background:English is an indispensable component in the professions of industrial mechanic and business management assistants. The increasing globalisation and internationalisation also requires an international qualification of our students. This project is specifically designed to support apprentices who have not had the opportunity to do so and who have hardly been able to participate in European exchange programmes. This is in line with the principles of the mission statement of the Günzburg Vocational School Centre.Project objective of the business management assistants and industrial mechanics:The participants are to deepen and expand their general and subject-related English skills during their stay in London. The project-related work is intended to promote independent work, mastery of presentation techniques and team spirit. The participants in Turin work in a bilateral team. Overall, their understanding of an international business environment is to be broadened. In addition, they will gain important intercultural experience. Furthermore, we expect a targeted development of self-confidence. Combined with this, the project should be an impetus for further, lifelong learning.Participants business management assistants:The plan was for 20 participants to participate in the project in both 2019 and 2020. They have completed about half of their training period. They therefore have basic practical work experience in their field of activity. The participants have a solid basic knowledge of the English language, which mainly results from a secondary education, partly higher secondary or A-levels.Their written and oral expression skills are above the average for the year. In the 10th and 11th year, the specific technical vocabulary was already partially developed in the context of English lessons at the vocational school. The trainees were also able to build up a basic knowledge of intercultural communication. In 2020, no activity could take place due to Covid.Participants Industrial Mechanics and Education Staff Metal Department:7 students participated in the 2019 student visit. The participants were in their 2nd or 3rd year of training at the time of the activity. They had a solid basic knowledge of the English language. 3 teachers participated in the teacher visit. Unfortunately, the activities in 2020 could not take place due to the Corona pandemic.Activities/procedures for project implementation of the business management assistants:In addition to the college lessons on job-related topics, the students work in small groups in the afternoons on a topic of their own choice under the guidance of their project tutor. They research independently and present their findings in an oral presentation at the end of the course. The project topic must be written up after the course and submitted to the college for assessment. On a cultural level, the participants receive an overview of British politics as well as the economy and society of Great Britain. Several excursions are included in the programme in order to establish as realistic a connection as possible to the current situation.Activities/procedures for project implementation of the industrial mechanics:In addition to the teaching units at the Istituto Pininfarina in Turin, where the participants dealt with the subject-related areas of CNC, CAD and digitalisation, they also took part in company internships. Here they were able to gain a lot of experience about the operational processes in Italian industrial companies (in a foreign language). The numerous cultural activities enabled the participants to broaden their cultural horizons. The contacts with Italian pupils resulting from the stay abroad also represent a further enrichment of their cultural and open-minded education.Activities/procedures Educational staff:The participating teachers were able to gain valuable conclusions and suggestions for their own teaching through numerous visits to lessons. Through the cultural activities, their openness to other cultures was strengthened. In addition, the impressions they gained can have a positive influence on pupils and teachers for future stays abroad.Intended outcomes, impacts and long-term benefits:In addition to various general education and country studies lessons as well as the company internships, the three-week stay abroad is excellently suited to positively consolidate the view of other cultures. Through the numerous positive impressions of the participants, which are passed on in personal conversations with classmates, friends and acquaintances, this experience also has an influence on further events within the framework of Erasmus. In addition, the European idea will be carried and strengthened by the participants.