"During four previous projects running from 2010 to 2018, an intensive cooperation with European partner institutions on the topic of “Intercultural Learning” was born. During the first project, a teaching unit on intercultural education and mobility tools were elaborated together and then put into practice and tested during in the second project. In all the following as well as in this completed project we managed to further develop and strengthen the strong working partnership and even add two further Eramus+ partners. All of these mentioned projects were based on ECVET principles and tools (Memorandum of Understanding, Institutional Agreement, Gothenburg Quality Agreement, Assessment of Learning Outcomes for Students) and on the Europass documents (Europass Mobility Certificate, Europass CV with integrated Language Passport). Within this project, 14 students of Fachakademie did a 4-week placement in a child care institution in one of our 6 partner countries Spain, Great Britain, Finland, the Netherlands, Hungary and Ireland. For further 14 students the placement had to be cancelled in March 2020 because of the Covid-19 pandemic and couldn’t be realized later in this project. The students are doing a vocational training as a state-registered childcare worker/ early childhood teacher which combines theory and practice. At the moment of the internship abroad, they had already completed a first vocational training, usually as a state-certified child care / nursery school assistant. Thus, they left with 2 years' experience in the field of child care/ early childhood education. During their stay abroad, the students got to know and had to deal with different approaches of intercultural education in their host countries. They experienced themselves in another cultural environment and finally had to reflect on theory, practice and their own experience in the host country. It promoted their understanding for intercultural education and improved their professional skills and competences in this field. Furthermore, this experience increased their awareness and open-mindedness about linguistic diversity in Europe and it trained their language and communication skills. The students participated actively in the daily life and routine of the hosting nursery school. They were involved in all tasks and duties of the pedagogical work and regularly carried out themselves educational activities with the children of the nursery schools. The students' learning outcomes were assessed by the hosting partner institutions with the help of the ECVET-Tool ""Assessment of Learning Outcomes"". This way, the students’ learning experience abroad could be fully recognized by the sending institution as practical work experience required by the study programme. The students were awarded a ""Europass Mobility"". Furthermore, staff members of Fachakademie took part in 14 continuing education measures, among them one group mobility with 8 participants. 2 education measures were cancelled short-term by the course provider. Further planned staff mobilities couldn’t be realized because of the Covid-19 Pandemic. The participants teach theory and practice of education, they are Erasmus coordinators or are part of the employee representative body or other kinds of school committees. The objective of staff mobility for our Erasmus coordinators was on the one hand to make them more proficient in foreign languages and to improve their intercultural competence; on the other hand, to allow them to get to know our partner institutions and their staff responsible for the Erasmus+ programme. At the same time, sharing expectations, wishes and needs and adapting the procedures of the internships accordingly. The objective of staff mobility for teaching staff was to get to know new pedagogical approaches and methods in early childhood education used across Europe, in order to share and implement this acquired knowledge during training and tutoring of future childcare workers; and last but not least to find new contacts within the teaching sector across Europe. All this following the principle of “learning together and from each other”. During a visit at a partner institution where our students have been getting practical experience for years, we succeeded in strengthening the existing cooperation and personal contact with the partner institution. Moreover, the participants realised the relevance, the importance, and the positive impact the Erasmus+ internships abroad have on our participating students. Thanks to disseminating this experience among all the teaching staff at Fachakademie, the effect was a clear positive attitude towards the idea of lifelong learning within Europe and towards the increasing international orientation of our learning institution. Every single participant has this way become a multiplicator of an increasingly unified Europe and of improved intercultural competence in our pedagogical and private environment."

The MOVING HARZ project was the basis for strengthening European competences in vocational education and training in the goslar district. The creation of a consortium of the three vocational schools in the goslar district pooled existing competences and resources of the individual schools. Nevertheless, of the 47 planned mobility, only 32 mobilitys took place. These were carried out by both trainees and education staff. The reduced number is due to the redistribution of responsibilities, which led to a delayed start of mobility in the project. In addition to the consistently positive experiences of the project participants, the good and productive cooperation of the three schools must be highlighted above all. Synergies have been created, which will also be further exploited and expanded in a follow-up Project.

"<< Background >>Work based learning; a path of excellence:While the development of skills (Skills Pact) and vocational training are priorities for Europe, in France, work based learning seems to have acquired its letters of nobility and has become a ""path of excellence"".At the educational level, it is based on a dynamic that mobilises the learner and his or her family, irrigates the partnership with the professional world and the regions and allows for a ""collective intelligence"" in the service of the success of the alternating students.This is all the more important as this type of training is regularly aimed at people experiencing difficulties in integrating into society, who are often isolated (particularly in rural areas) and thus participate in a social, economic and geographical logic of sustainable development.Uncertainty as a norm : At the same time, society in general and the world of training in particular are facing (r)evolution (particularly digital) of a magnitude and acceleration that has perhaps rarely been reached.In France (and in other European countries), proof of the reforms of vocational training implemented, the microcosm of vocational training has naturally been turned upside down.If we can perceive a real relevance of the experiential learning model in the face of the learning challenges of today and tomorrow, work based learning organisations are not immune to the metamorphosis of the training ecosystem.The confinements and the prolonged period of health crisis accentuate the modification of the balance and invite, if not a rethink, at least a rethinking of the established models of training in general, vocational training of course and work based learning in particular. Is this observation shared beyond national borders?The European area seems to be a relevant area for comparing systems and building the future of work based learning. This is all the more true because in Europe, work based learning seems to be known (and recognised) through the prism of the dual system. However, there are other engineering approaches on the fringes of this system (without excluding it) which value experiential learning.This project would thus have the advantage of setting out a pedagogical reflection on the levers of learning in work based learning (by insisting in particular on the place of digital technology in work based learning) and of tracing the lines of the necessary competences which would make it possible to feed the training courses of trainers (innovative approach).<< Objectives >>The aim is to carry out an overview of practices within the partner structures of experiential learning with a view to determining the invariants and in the future to nourish and feed the training of trainers. To do this, several discriminants will be observed:- In relation to the pedagogy implemented: Since work based learning introduces the ""other"" (spatio-temporal diversity and diversity of actors), how is this otherness of actors convened in the engineering set up?In a traditional training system, the interface between the place of learning and the learner is usually the training centre. But with work based learning, isn't the multiplicity of living spaces (and therefore learning spaces), and often their confrontation, beneficial to the development of skills? How is the link between the company, the social environment and the training centre maintained?What reflections are carried out to encourage learning situations in both the professional and social environments?Beyond replacing what one would do in traditional mode, What is the place of digital and ""virtual worlds"" in the conquest of socio-professional worlds?In the end, what pedagogical innovations are applied to the pedagogy of work based learning ?- In relation to the training and support professions: The resource, available in a few clicks, via new tools (essentially digital) and new uses of learning (asynchronous, experiential and distance learning), added to the evolution of the public (young people or adults) and of the needs in terms of competences, impose a rethinking of the posture of the ""teacher"" trainer (disseminator of knowledge) towards the accompanier of ""learning to learn"" (""Apprenance"" according to Ph.Carré).In fact, how does this transition take place (or not) towards the posture of accompanying the work based learning students' life projects, of mediator (between the resource and the work-study student), of community facilitator (of work-study students, families, tutors, course supervisors, apprenticeship supervisors, partners, etc.) and of stimulator of motivation to learn? What skills should be reinforced and adapted? What new skills should be developed to implement a ""learning"" alternation teaching system?In the end, and at the end of this European programme, is it not possible to see the beginnings of a methodological and conceptual framework for learning through work-linked training and of a European job reference framework for the ""coach, facilitator and mediator of ""apprenance work based learning""?<< Implementation >>In order to achieve an overview of experiential learning practices within the partners, activities will be implemented to- Implement a data collection methodology during a transnational meeting and the 1st training activity.. Identify and capitalise on the experiences of innovative work based learning pedagogies implemented in the partner countries thanks to the work of each partner between the transnational groupings during the first year. - To carry out an ""engineering"" comparison of the systems and devices in order to reveal the invariants and particularities during the transnational meetings and a training activity.- To analyse the place of digital technology in the implementation of work based learning courses (Beyond replacing what one would do in traditional mode) particularly during a special event. - Produce modelling thinking to outline a European framework of ""apprenance"" through work based learning,- And finally, to draw up the broad outlines of a European ""trainers'"" job reference framework (""coach (accompanist), facilitator, mediator of ""apprenance"" by work based learning""?) during the transnational exchanges and during a third training activity and a dissemination event.To this end, a steering committee composed of representatives of each partner will meet throughout the programme to monitor the progress of the project, the administrative and financial aspects. Finally, whenever possible, an incentive to limit the carbon impact of travel will be proposed.<< Results >>All the transnational meetings, training and dissemination activities will be an opportunity to produce and exchange good practices. All these activities will thus have the effect of producing reinvestment in the participants' own practices and in the engineering reflections of the partner organisations' vocational training systems.The comparative analysis will lead to the production of a guide outlining a European framework of ""apprenance"" by work based learning and will draw up the broad outlines of a professional reference framework for ""work based learning by ""apprenance"" coaches, facilitators and mediators""."

"Context : The implementation of this project is related to the development of digital tools in today's society. It will train learners to master such a tool to better fit into the agricultural and para-agricultural. In addition, this project is in line with sustainable development, as it will have an impact on different levels : social : facilitate working conditions to better reconcile professional and personal life; environmental : preserving natural resources by responsible fertilization, treatments and irrigation; economic : more effective monitoring and management of livestock production (food, health, reproduction, etc.). This will ensure sanitary safety, food, animal welfare, and an improvement of income by reducing costs and improving the value of products.Concerned public and profile : learners of the technological diploma STAV who are intending to take over a farm or be an agricultural adviser.Number : twelve students and three teachers (English, economics, biology-ecology) for France Six students and Two teachers for Ireland Ten students and two teachers for Italy The geographical location of the partner countries, Ireland and Italy, makes it possible to compare the practices of a country in Northern Europe and wi a country in the South. In addition, the productions present in these countries are in line with those of the Lot region.Ireland, which has always had a know-how in sheep farming, especially for its extensive and open-air driving, will give us the opportunity to discuss the characteristics of the breeds and discover a different way of raising sheep, based on the system in sheepfold.As for Italy, it is a long-time partner for the fattening of French grazers and thus ensuring significant outlets for the cattle industry. This will be the opportunity to understand the methods used by the Italians ; obtain their opinion on the conformation of our animals so that they best meet their expectations and those of consumers (meat color and tenderness). The observation of the management of production and production processes in specialized fields and the distintive characteristics of ""Made in Italy"" will make it possible to compare the various processes.This cooperation will lead us to discover the digital tools used by the farmers of these two countries, their contributions in the management of the farms and the innovations put in place.This partnership between member countries of the European Union will be a strong asset to sensitize the young people of today, future European citizens to the values ​​of solidarity and tolerance between peoples in order to assert the place of Europe in an increasingly global society. The digital tool will facilitate exchanges, even at long distances and in real time thanks to a transnational network of techno-economic data. Thus, a agricultural Europe will emerge more efficient and more competitive on the world market while having the concern to transmit territories respectful of the environment to future generations."

<< Background >>This project gave MSLETB an opportunity to develop, enhance and deliver on National and European FET targets through learning from other EU VET organisations on five key areas/competencies:1. Improve management capabilities in areas such as VET management, VET systems and support structures, Quality Assurance, Employer Engagement strategies and professional development of our staff2. Promote Active Inclusion of minority groups in VET3. Development and increased use of Technology Enhanced Learning (TEL) strategies4. Explore and learn from our EU partners how they promote VET within their countries so that we could enhance the perception of FET in Ireland5. Build strong EU relationships and partnerships in the hope of future partnerships and projects under Erasmus programme.MSLETB has seen strong involvement in the Erasmus Programme as a strategic priority under its FET pillar and assigned one of its FET Leaders to lead this strategic priority going forward. This project was a key starting point for this aim.<< Objectives >>The following were the objectives of this project: 1. Complete 24 staff mobilities over the duration of the project within the allocated budget 2. Match MSLETB staff and their VET responsibilities with the targeted areas of expertise of the host organisation e.g. management development, TEL, employer engagement, active inclusion etc. 3. Support the staff members to gain maximum benefit from the mobility; this will be achieved through effective project planning, clear needs identified and an agreed Memorandum of Understanding/ Mobility Agreement 4. At the senior management level, give staff the support in developing strategies within MSLETB to be able to apply the learning and knowledge that was attained from the host organisation during the mobility project. Undertake a clear agreed evaluation of the learning from each mobility project. This will form the basis for development plans to be put in place to apply the learning in the workplace. 5. Disseminate the learning from this project throughout MSLETB, the host organisations and the wider EU VET sector. 6. Foster and support future cross-border projects with our host organisation and other organisations identified during the process.<< Implementation >>Despite the global pandemic, we completed 9 full staff mobilities to one of our partner organisations, Bayerisches Staatsinstitut für Schulqualität und Bildungsforschung. We had a further 6 mobilities that we had arranged but could not complete due to the pandemic and had to evoke Force Majeure on these mobilities. There was a total of 15 mobilities recorded. In these mobilities, we were able to meet the needs of this project effectively, in that we:1. Participated extensively in seminars about the Bavarian VET School covering: Quality Assurance, Management and Staff Structures, Technology Enhanced Learning Strategies, Professional Development for Staff, and building good relationships with Erasmus programmes into the future. 2. The group visited 4 VET schools in Bavaria as well as the head office of Bayerisches Staatsinstitut für Schulqualität und Bildungsforschung3. We were able to build potential relationships that will support future cross-border projects in the future4. We continued to communicate with our partners throughout the project aiming to make future mobilities and exchanges in the future, but unfortunately we were not able to undertake this during this project due the restrictions of the global pandemic.<< Results >>The following were the achieved results from our project:1. 15 planned staff mobilities, 9 actual staff mobilities to Bayerisches Staatsinstitut für Schulqualität und Bildungsforschung, Munich, Germany (May 2022) and 6 mobilities which had to be cancelled due to the pandemic (Nov 2020)2. Development of strong relationships with 4 Bavarian schools in the hope to develop and support more staff and learners' mobilities between them and MSLETB3. A Better understanding of German and Bavarian systems of VET including Quality Assurance Systems, Management and Staffing Structures, TEL, Professional Development and Employer Engagement4. MSLETB staff motivated to engage with more Erasmus-funded projects in the future due to this positive experience5. MSLETB promoted the exchange through our internal newsletter which reaches approximately 1200 staff and social media campaign through Facebook, Tik Tok, Linked In and Twitter6. As we made this exchange with Kildare Wicklow ETB we were able to foster better relationships and learn from this ETB as well during the exchange.