Chemical engineering and technology are the foundation of innovative fields such as: nanotechnology, biotechnology as well as modern technologies of medicine production. The growing demand for innovative products makes the need for chemical engineering and technology specialists grows as quickly as the development of our civilisation. To meet this demand, it is necessary to analyse and improve the effectiveness of higher education of the students majoring in Chemical Engineering and Technology in Europe.The strategic aim of this project was the development and implementation of the unified module of English courses into the curriculum of Chemical Engineering and Technology according to the Bologna process and the best practices created by the project members which were formed by the universities from four member countries. The Project Coordinator was Cracow University of Technology, Poland, and the other three partners were: Muenster University of Applied Sciences (FH-MS), Germany, National Graduate School of Engineering Chemistry of Lille(ENSCL), France, and The Polytechnic Institute of Bragança (IPB), Portugal. The partnership enabled the development of novel IT educational tools and an online cooperation platform where the students could learn, teach and co-create the content of novel courses in Chemical Engineering and Technology. Moreover, the teaching component was strengthened by a conference organized at the end of the project as well as 3 short-term joint staff training events. At the end of the project and the EU funding, the developed course modules were introduced into the regular curriculums and have become accessible to all the interested parties on an e-learning platform (open educational resources).The major advantages of the e-learning platform are: asynchronous, convenient, and self-paced learning (especially if students have other commitments), easier communication between students and tutors from different partner countries, selection of a preferred method of learning, time-saving (attending the place of education is not necessary; students do not have to leave their daily routines), and also adjustment to the personal needs of every participant. Additionally, the online courses have been organised in a way that it enabled the testing of tools developed by the partnership of students and tutors. Moreover during the trainings meetings of the joint staff, the tutors showed how to use these tools.The results of this project which we have achieved:a ) the results achieved during the project: (i)innovative and international academic cooperation model consisting of the representatives of the four partner universities,(ii)the acquired knowledge and experience of project participants,(iii)greater cooperation and mobility skills in an international environment,(iv)improving language and communication skills,b ) the results achieved at the end of the project:(i)new educational offer tailored to the expectations and requirements of the job market for all partner universities, (ii)development of online courses available on the e-learning platform for Chemical Engineering and Technology(Open Educational Resources), (iii)development of an e-learning platform in English,(iv)other educational materials.In relation to the project impact, it attracted more international students from the EU and other countries to an existing international M.Sc. programme in Chemical Engineering and Technology. Due to the improved self-learning and collaboration components, barriers between different groups of students (domestic, European, international) were reduced. The existing scheme for double graduation at the partner universities was strengthened and might be extended with further partners. For other stakeholders like companies, the project improved their relation with the European students and enhanced the opportunity to recruit graduates who have a better and up-to-date back ground knowledge, therefore reinforcing their European and international dimension. For the National Agencies and the European Commission, the project contributed to the success and visibility of the new Erasmus+ programme.The courses which were developed and introduced during the project lifetime have been available to the member universities at a dedicated website, and therefore the public has free access to them. Moreover, the member universities have ensured the availability by integrating the results into a regular course work/curriculum to guarantee their sustainability. Since these courses have been a part of double graduation processes at the member universities, the students automatically use these elements. The courses have been based on the current knowledge to meet the requirements of future employers from the European and global labour markets.

CONTEXT AND OBJECTIVES The partnership between CFPPA (agricultural adults training center) of Toulouse Auzeville and those of Moissac and Albi has proven itself within three Leonardo Da Vinci PMT programs, then the ERASMUS+ programs : use of all mobilities allocated and high level of participants and partners' satisfaction. Those 3 institutions wanted to pursue this partnership in order to be able to offer to their trainees a professional experience abroad, which is quite rare for them in their career. And it strengthen their employability. Those 3 institutions also wanted to broaden this mobilities offer to their staff in order to developp the mobility culture inside their institutions.NUMBER AND TYPES OF PUBLIC CONCERNED BY MOBILITY The number of participants who went on mobility in this program:4 trainees of graduate education20 trainees insertion (2 groups : 9 people in Sardinia and 11 people in Spain with a guide per group)3 staff’s membersThere are three participant's categories :•Trainees which are undergoing a degree course: they can be employees or jobseekers. They follow courses in agriculture, trade, landscaping, floristry, food-processing and biotechnology. The European mobility allows them to improve their skills while consolidating their professionnal project.•Trainees which are undergoing a vocational training on their professionnal project definition : usually, they are jobseekers for a long time and have some handicaps which slow down their return toward employments. In this case, an abroad internship is an important step in their personal construction and creates a new creative drivein the job search. Those trainees and those from qualifications or degree courses, went on mobility project in group, as part of their training. Individuals mobilities were proposed to the others.•The third one concerned the CFPPA staff. Their mobilities on this program are used in order to develop their professionnal skills, whom engineering on european projects. And to develop our contacts with partners agencies.OBJECTIVES OF THIS PROGRAMThe objective is to permit our audience in a first step of professionnal mobility far away from their close environment. It is about discovering some practices and occupationnal environment, and also to confront them to the reality of this environement.•for trainees from qualifications and degree courses, this inject some dynamism into their job search by creating them an address book which help them to have a network so usefull for the employment access.•For trainees from social and occupational insertion project, the mobility allows them to have a fresh start in their lives and regain self-confidence.For training centers which participate on the program and the staff beneficiairies :•Strengthen our capacity to drive international projects•Get an international dimension for our training initiatives (attractiveness towards audiences) and for our centers (the image towards the outside)DESCRIPTION OF ACTIVITIESTrainees and staff will benefit a preparation for the mobility organized differently according to kind of mobilities : in group or individual.It will, in every case, allow to prepare the candidates for the mobility to the administrative procedure, to the culture of the country, to the language of the host country, to the optimization of the intership.A referent links with the host organization and the intermediate organization. He is a mark for the trainee all along the mobility and a main contact for the host and the intermediary organization.METHODOLOGY OF PROJECT MANAGEMENTThe roles and reponsabilities of 3 partners of the program are centred by agreement of cotraitance. Moreover, a steering committee of Erasmus Plus hold often an ordinary meeting to assure the well managing of the project.ACHIEVEMENTS / LONG TERM BENEFITSThe main results achieved are the satisfaction of all : good organization, development of the relations and network of partners in Europe, and also the personal and professionnal enrichment for the beneficiairies. The long-term benefit is especially the creation of the mobility culture into every center. It is the first programm we asked for staff mobilities. We can observe the positive impact because 2 trainers decided after their mobilities to organize mobilities for their whole class.

The Erasmus project that finished now its part of the internationalization policy of the Institute Polytechnic of Bragança (IPB). It's our desire that most part of the students currently studying at IPB can take part in the Erasmus programme mobility. IPB covers all the areas that we teach so all the students have the same opportunity to have a study period mobility. Every year we disseminate the mobility projects among the academic community in order to explain all the parts of the mobility, rules of the programme and all the relevant information. This actions are specially target to the students of the first years, taking in consideration the equity and inclusion, so they can have time to prepare their mobility. The project itself takes in consideration the challenges that Europe is facing, the development of social skills specially in young people, will develop their ability to participate actively in society. With the monitoring of the all cycle of the project we can assure, specially in students that they are willing to participate and more aware on Europe society. In order to fulfill all those goals we assure through our quality programme a fully clear and transparent recognition and validation of programmes abroad. Fallowing the policy of the European Commission and knowing the fact that multilingualism is vital part of mobility projects we put a huge effort on the preparation of the participants with free courses at our languages centers before the departure, this will not just prepare them for the mobility in partner institutions but also will assure more competences demanded by the labour market. The dissemination of results is really important in the mobility programes, this way we have the opportunity to clearly communicate the outcomes achieved in the project.

The Erasmus Consortium NOrth Working Portugal is managed by the Association of Higher Education Polytechnic Institutes of the North Region of Portugal (APNOR). The APNOR is constituted by the Polytechnic Institutes of Bragança, Cávado and Ave, Porto, and Viana do Castelo, totalling an academic community of more than 32000 students, 2000 teaching staff (full-time dedication) and 1000 non-teaching staff.The APNOR and the Erasmus Consortium NOW Portugal represent all the higher education polytechnic institutions of the North Region of Portugal (NUTS II), and involve companies and institutions representatives of the labour market of the north region, ensuring the collaboration with other European Consortia.The strategic objective of the APNOR is to be recognized as a highly internationalized association, with solid partnerships in the European context and in the Portuguese speaking countries. The Consortium NOW Portugal ensures the relation between the Association and national and international companies, and permits the affirmation of the Association in the management of professional internships and in the promotion of the employability of recent graduates. The main objectives of the Consortium are the following: - To develop the professional competences of national and international students, boosting the professional formation and the applied investigation, as well as the insertion in the active life and the employability in the national and international context;- To develop Portuguese and European companies, encouraging the placement of recent graduated interns, as well as the promotion of their international relations and their integration in the labour market;- To boost the mobility of students, teaching staff and non-teaching staff, contributing to the consolidation of the Erasmus+ Programme, and promoting the relationship of higher education institutions, students and European companies.This Erasmus mobility project involved participants of the four north Polytechnics. There were 210 mobilities for traineeships (SMT), 33 teaching mobilities (STA) and 51 mobilities for training (STT). The average duration for studies and traineeships was four months. As for the teaching and for nonteaching staff mobility the average duration was 4 working days.There were 23 different host countries in this project. The most favourite countries for studies were Spain (137 mobilities), Poland (18 mobilities) and United Kingdom (15 mobilities). The final outcomes of the project have exceeded the approved mobilities: 44% increase in training mobility (total of 210 mobilities).It is worth to highlight the increase in the student mobility for traineeships (146 mobilities approved against 210 effective outgoing mobilities), which is in line with the Internationalisation policy and with the institutional commitment, namely with the major concern of fostering students and graduates employability through the mobilities for traineeships.We can highlight as a good practice the fact that we are working as a consortium and sharing knowledge as well as good practices of the four institutes allowing us to improve how the consortium works as a whole and as institutions per se.The four polytechnics consider a mobility to be successful when it is extended and also when the beneficiaries end up staying at the host institutions as employees. Therefore we believe that these outcomes are proof that these types of projects have to exist and continue so that more students and graduates can enjoy this type of mobility.If on the one hand we have access to different cultures through European students making their mobility in Portugal, we also have the Portuguese students making mobility throughout Europe acting as ambassadors of the Portuguese culture. Through the organization of international events we allow local students and teachers to access other cultures and teaching methodologies, being an important tool of internationalization at home.The promotion of local, regional and national development may also stem from the mobility of trainees, both students and graduates.In the case of graduates we can analyze this impact at national and international level. Considering the employability of this public we are trying to contribute to the reduction of the number of unemployed graduates in Portugal. At the same time, graduates who, after completing the Erasmus + internship, were not employed by the host institution, have shown development of their skills and worked in their (international) work network, which translates into a competitive advantage vis-à-vis their peers and will surely potentiate heir insertion in the job market.

The Erasmus project that finished in September 2017 it is in line with the internationalization policy if the Institute Polytechnic of Bragança. Our goal is to lead the majority of students totake part in Erasmus mobility programme. All the students have the same opportunity to have a mobility period for studiesprojects among the academic community in order to explain all the parts of the mobility, rules of the programme and all the relevant information. These actions are specially target to thestudents of the first years, taking in consideration the equityand inclusion, so they can have time to prepare their mobility. The project itself takes in to consideration the challenges that Europe is facing, the development of socialskills specially in young people will develop their ability to participate actively in society. With the monitoring of the all cycle of the project we can assure, specially instudents, that are willing to participate and more aware of an Europe society. In order to fulfill all those goals we assure through our quality programme a fully clearand transparent recognition and validation of programmes abroad. Following the policy of the European Commission and knowing the fact that multilingualism it is vital part of mobilityprojects we put a huge effort on the preparation of the participants with free courses at our languages center before the departure. This will not just prepare them for the mobility inpartner institutions but also will assure more competences demanded by the labour market.The dissemination of results is really important in the mobility programes. This way we have the opportunity to clearly communicate the outcomes achieved in the project