The value of the crafts are based on the excellence of the knowledge, its transmission and the passion of the job. That is why the apprenticeship, which stems from the same values is an answer to the needs for the sector in terms of human resources.The European mobilities enable to optimize the training of the young, future business managers, but also the actors of the apprenticeship, but improve the European visibility of the Auvergne- Rhône Alpes territory which is enclosed too. The CRMA which represents trades of Auvergne-Rhône Alpes Region, is answering to the call of projects “Erasmus+” regarding mobility grants in favour of apprentices holders of a V and IV level diploma, of trainers and companies training masters for all Auvergne- Rhône Alpes area and in dialogue with all partners.The consortium constituted during the application process and composed of trainig center, CMA and other partners has allowed the realization of:- 67 grants for apprentices in the process of training of short duration- 21 grants for guides (trainers in training center)- 20 grants for post graduated from 1 month to 8 months.- 8 grants for staff training abroad for à duration of 5 to 6 days,- 8 grants for managers for à duration of 5 days- -1 teaching assignment for a master of training a lasts 21 daysIndeed, such an approach is supported by the members of its consortium and the Regional Council of Auvergne Rhône Alpes and APCMAAll the members of this group are eager to set up an unique and coherent action in favour of European mobility in the Auvergne Rhône Alpes area (for apprentices, trainers/training masters and young graduated).In this organization each member will have a part to play : The CRMA : Applies for mobility grants, manage the project (financially and administratively), conduct the regional platform, look for European partners, cofinancings, …The CFA (training centres) : heighten apprentices awareness and prepare people’s minds (families and companies), write and negociate educational contents with European partners, manage logistics, welcome the partners, follow and assess apprentices course …The other partners like the Regional Council of Auvergne Rhône Alpes : set up visits of contact to find partners, share its expert evaluation of courses, specific educational contents, help in financing the projects …There are several aims in this project - Increase the number of mobility grants beneficiaries ,- Improve the employability of the apprentices and the young graduates,- Acquire techniques and know how to make,- Increase their knowledge of a country language and culture,- Know the systems of training and educational methods or of management, in particular for trainers and/or masters of companies.As for the final results, they are also numerous and of different kinds : For the public beneficiaries as apprentices our post-graduated, the goal is to : - Follow their studies,- Improve the results of exams,- Integrate the European company of welcome as a salary,- Be quickly hired by the training company, As for as the sending companies are concerned the aim is to : - Develop the courses of mobility for their apprentices and for themselves, - Participate more actively to mobility projects of CFA (vocational training centers),- Accept longer mobilities for their apprentices.As for the CFA (vocational training center) : - Set up more mobility projects,- Attract more young people in their establishment.As for the CRMA (Chamber of trades Auvergne -Rhône Alpes) : - Lead and coordinate the project in its entirety by assuming its mutualization,- Welcome more partners in the regional platform and in particular the National Education Vocational Training Centre,Finaly, when it coms to the territory, the purpose to be recognized as an active and voluntarist territory regarding European mobility.Such a project that gathers all the partners dealing with apprenticeship will enable to highlight the sector of work study programs which make sure that 8 apprentices out of 10 will find a job

<< Background >>Education institutions are among the most influential elements of implementing concepts of sustainability and sustainable development and their decisions affect the economic, social and environmental dimensions of the communities and regions around them. Society expects them to educate the youth and contribute to the society. Still there is no clear understanding how to integrate sustainability into the systems, no guidelines to action, no checklist that would be equally helpful for all VET or could be applied across the board by all. Institutions are too different in terms of their legal form (private or public), location (rural or metropolitan) or size (small and specialised or large offering a full range of faculties).<< Objectives >>The aim of the project is to make the research and overview on the good practices within European VET schools, prepare the guidelines on innovative teaching methods and staff and students' systemic engagement activities and platform for the experience sharing and contribute to the environment and climate change activities in European Union and beyond.The objectives of the project are:1. To motivate and empower people via new training and engagement opportunities in the field of Sustainability.2. To provide innovative solutions , teaching methods, research and practice to target groups, staff, teachers and learners of Vocational and Adults Education;2. To excel and expand the knowledge on the good practices to eductational institutions and key players in the sustainability issues and activities in Europe;The operational objectives of the project are:1. To produce a comparative study on the activities related to these sustainability issues, in each country/region;2. To create a collections of workshops presenting different approaches to the sustainability training and engagement activities of each country;3. To develop a trainer's guide including a collection of recommendations and best practises for the promotion of sustainability issues via training and engagement activities to empower youth;4. To create an online learning platform with on-line learning resources;5. To provide training opportunities for VET staff and learnersThe target groups of the project are:- Staff and students of VET and adult education, organisations active in the field of sustainability projects, organisations active in the field of youth education and training, representatives in the field of social affairs, local, regional and national public authorities and policy makers;- Final beneficiaries<< Implementation >>AimActivities and resultsTo reduce social-ecological impact of educational establishments and widen and deepen their impact on societal development.Experience exchange, online or mobility, surveys and interviews, based on sustainability indexesTo prepare students as leaders for tomorrow and increase engagement, working for greener and sustainable future. To reflect with students and personnel on how we can develop your activities to become more impactfulTo create guidelines, innovative teaching and engagement methods and toolsTo share insightful stories on social media to add to the overview of activities and challenges about successful projects, effective strategies, and learnings from failed attempts to inspire others to develop in the areas mentioned aboveTo ensure communication, webpage, posts and articles published, To create IT platformTo create network and organize online summitTo set up a Green Office<< Results >>-Quantitative results:- Education programme and guideline produced - 1;- On-line learning platform developed – 1;- number of transnational project meetings - 4 ;- number of staff training - 1;- number of educators participating in the trainings - at least 20;- number of local dissemination events - 7;- number of participants of the local dissemination events - 200 persons;- number of persons visiting the on-line learning platform, at least 300 persons by the end of the project;- enhanced cooperation between organisations in the adult education - at least 8 organisations.Qualitative results:1. For the VET educators:- expansion of knowledge and skills in the sustainability issues;- expansion of knowledge and skills in involving and empoweringtarget groups;- wider use of innovative methods and new approaches to the promotion og sustainability in action ;- increased competence in foreign languages;- greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity - improved competences, linked to their professional profiles;- increased opportunities for professional development;- increased capacity to trigger changes in terms of modernisation and internationalisation;- increased motivation and satisfaction in their daily work by using new, efficient methods and approaches.2. For target groups (students, staff, teachers and stakeholders involved):- increased accessibility of trainings and engagement activities in sustainability field;- enhanced opportunities to explore European best practice in sustainability in action;- motivation and empowerment via the extended research, experience exchange and guided instructions on teaching and engagement materials;- raise the quality of living of target groups.3. For the partner organisations:-strengthening of partnerships;-joint activities in sustainability in action, reporting, impact assessment, involvement of stakeholders;-intercultural cooperation;-Cooperation between NG), SME and Educational Institutions - synergy of knowledge, approaches, evaluation practices and involvement practices.

Boarders of European Union continue to evolve and the development of skills for our European workers is essential for today’s and tomorrow’s challenges. Indeed, crafts and companies are dealing more and more with international exchanges and facing a multinational competition, for both professionals and production technics. Qualifications and skills are therefore need to be updated. In order to move on that direction, it is primordial to provide each apprentice with the possibility to be trained and to work on a European level. Les Compagnons du Devoir et du Tour de France which train apprentices and young professional, by traveling, community living and knowledge transmissions, have always had a strong commitment to European mobility programmes. Long-term mobility projects have always existed in our Association. It is part of our specific professional training “Le Tour de France” to have a one-year experience abroad. So far, almost 7400 of our young graduated have already benefitted from such an amazing experience.Since 2004, more than 17350 apprentices have therefore benefitted from a 3 weeks mobility project in European Union, owing to our trusted partners, in any of our trades (industry, construction, building, baking, leather and textiles trades). Driven by our strong desire to institutionalize the mobility project abroad for our apprentices, we have mention the European mobility period into the training program for all our level 4 apprentices, under the framework agreement signed in 2009 with our ministry of National education.Thanks to Erasmus + agreement for 2017-2019, we exceed our objectives and financed mobility for 1222 apprentices in gathered mobility projects together with their class and their trade teacher (107 teachers in total); 152 young professionals gone for a one-year individual mobility; 8 post-apprentices who went abroad from 6 to 12 months in order to continue their apprenticeship; 39 young participants in a 2 weeks technical training and 4 staff members, gone for a job shadowing or a training.The enhancement of the quality of our project is owing to the pedagogical projects developed by our trainers and hosting partners, who suggest a precise program compatible with the specificities of the host country. This approach is necessary as mobility period are included in our training programs in France and comforts also the employers of our apprentices, worried about this mobility project abroad of their employee. Indeed, the project allowed our participants to acquire professional, language, intercultural and cross-disciplinary skills. Indeed, apprenticeship and trades are different from one country to another. Travelling is also a way to develop its adaptability and flexibility, two qualities required in the labor market. Our partners involved in our projects are training organizations, companies and intermediate organisms in 23 countries. Mobility is more and more recognized in those countries; therefore most of the previous work placements are renewed year after year. Years of experience with our partners allow us to organize those projects in mutual trust and prepare at best each participant for his mobility.Each apprentice’s mobility has been validated and recognized through a Europass, and for our post-apprentices, their skills and competences are highlighted on our online pedagogical platform “Aquisav”. With the mod-term puropose of using ECVET system, our partners already signed the “Memorandum of Understanding”. For this project, the International Service has maintained relationships with partners and developed new partnerships, ensured the administrative and financial monitoring of the fellowships, created necessary tools to help pedagogical teams. The service also helped their training centers in France for organizing the gathered mobility projects if needed and they supported young professional going abroad for one year (individual mobility) and the ones who were following a 2-weeks technical training.This ambitious project couldn’t have been organized without the considerable investment of our staff members involved, in particular educational staffs and trainers, for which we are very grateful.

Aims fo the project:- Make up a digital guide on good practices for training apprentinces considering both formal and informal training institutions. The idea is to benefit both employers and students, strenghtening the link between teaching, training and working. We want to establish high quality rules to avoid apprendices training to focus on low skill jobs or on a poor training process causing a damage to their reputation. In addition, we want to offer a way to excellence as qualiting training processes can also contriute to foster active citizenship and social inclusion by integrating people from different social and personal origins within th labour market. - To create a network of good practices as apprentices training is concerned by including the participation of all partners in the project and any other institutions who apply for being a part of it. The lenth of the project is thought for two years. Within it we will include three transnational meetings and three training activities. The working team is formed by the coordinator Asociación de Profesores Técnicos y de Enseñanza Secundaria de Automoción de Galicia and the following partners:IEK Kavalas (Greece)Ortakoy 80. Yil Mesleki Ve Teknik Anadolu Lisesi from Ankara- (Turkey)ISIS D'Aronco from Gemona del Friuli -( Italy)Centro Formativo Provinciale G. Zanardelli from Brescia - (Italy)Jelgavas Tehnikums from Jelgava - Latvia.1.2.- Reserach on the following aspects of apprentices training:17 fields of work are established to produce the good practices guide about apprentices training process. - Legislation - Companies and schools agreements.- Learning outcomes in the training process.- Pedagogical Support- working place- Remuneration or compensation- Social protection.- Working, health and safety conditions.- Regulatory framework- Companies support - tutors training- Flexible pathways and mobility- Career guidance and .- Career guidance and self-awareness.- Transparency- Quality assurance and apprentices monitoring- To ensure equal access- Support services to implement apprentices training systems- Self-awareness.The dissemination plan of the project includes social networks, employers, apprentices and social agents meetings, written media. By means of the European network of good practices on apprentices training we will establish the sustainability of the project. We will continuo working with this tool after the project finishes by incorporating any other new institutions which will strengthen its usefulness. We will also add new working fields on it such as the apprentices mobilities and the teaching staff mobilities within the UE.

In 2007, the French Chambers of Commerce and Industry (CCIs) decided to create a national project to rationalise the work of the few Apprentice Training Centres (CFAs) that were already actively encouraging mobility. Responsibility for the national project, named “Movil’App, Mobilité européenne et apprentissage” was entrusted to the network leader, CCI France. Movil’App aims to encourage apprentices and graduate apprentices (with the status of professional training interns), teachers and tutors to pursue learning opportunities abroad. The investment of CFAs and CCIs in European mobility programmes complements their engagement in terms of apprenticeship (85,000 apprentices trained each year) and their strong commitment to developing this training route and to fighting youth unemployment. The project aspires to contribute to this combat against unemployment by making apprenticeships a training pathway of excellence and putting them on a reputational par with full-time learning. It aims to increase the number of mobility opportunities to meet business demand for staff with soft skills such as curiosity and autonomy (increasingly sought by employers) and technical competencies, in a competitive and internationalised job market. This project dovetails with the French government’s priority of tackling youth unemployment and the EU’s priority of supporting economic growth in member states and developing apprenticeships widely.The project involves four European businesses as sending organisations and 28 French organisations (with OID codes) representing 39 training institutions in eight regions. The consortium raised the visibility of the mobility initiatives developed by the CCI’s CFAs and their partners, facilitated the sharing of tools and experiences and rationalised the administration work so that the CFAs could concentrate on organising and preparing mobility opportunities: responding to European invitations to tender (with a national bid) and handling the administrative and financial project monitoring.Activities: > 481 business internships for level 3 and 4 apprentices and vocational trainees of all levels in diverse industries (hotel & catering, food manufacturing, hairdressing, sales, etc.) across 17 countries (ES, IT, IE, and also MT, HU, SI, etc.). Average stays were 14 days for apprentices and, at post-apprenticeship level, 5 months for the 92 internships completed.> 97 staff mobility periods: four teaching assignments (three to five days) for four trainers of European businesses in hairdressing, catering..., 25 observational placements (an average of three to four days, mainly in DE and IE) and 68 supervisors.Cancellation linked to Covid-19:One teaching assignment, one observational placement, 11 trips for supervisors and 69 mobility periods for apprentices.Benefits of mobility:Apprentices benefit immediately from short-term mobility opportunities in terms of generic skills (self-confidence, interpersonal skills, open-mindedness, etc.) and also gain some product knowledge and technical competencies. This impacts both the individuals and the way they conduct themselves during their training (in the company and at the CFA). Vocational trainees developed their language skills, technical competencies and soft skills such as teamwork, autonomy, etc. This boosts their employment prospects in France or in the host country, where some choose to remain after their internship. Some vocational trainees clarify their career plan during their mobility period, and they may decide to continue their education to boost their chances of success in the increasingly international job market. French businesses facing new challenges can therefore recruit staff with less common profiles that better meet their needs as they are more autonomous and more curious, with more varied skills and European experience in their industry.Staff who undertook mobility grew their personal and professional knowledge. Observational placements brought them into contact with additional content and teaching methods (new products, techniques and approaches) leading to more effective training for apprentices. Staff on teaching assignments were proud to communicate their knowledge and returned empowered, with new management skills and an enhanced comprehension of the French vocational training system.Partnerships to organise mobility opportunities have made CFAs more international. Their courses offer more exposure to European techniques and products. Incoming mobility benefits the CFA as a whole and not just the young people directly involved. Mobility therefore impacts apprenticeships at all levels, from the individual participants through to the national scale (mobility opportunities make apprenticeships more attractive for young people and their families, and so help them develop).