"The ""HYBRID MOBILTY"" project unites vocational training institutions from Western, Southern and Eastern Europe with a focus on the chemical and pharmaceutical industry as well as floristry. The focus is always on practical training. The mobility project is dedicated to continue to steady, test and expand if necessary (learning units, learning outcomes of the learning units, measurement of learning results) the results of CREDCHEM, VOCFLO, AR4VET and others. For this purpose, 44 trainee mobilities ( chemical and biological lab technicians, pharmaceutical operators and florists; each in the second year of training) are being prepared in terms of content and organization.In this way, HYBRID MOBILITY promotes the further testing and introduction of ECVET in the chemical and floristry sectors, and at the same time it supports the anticipation of digital teaching and learning scenarios for practical training. On the one hand, this results from already updated occupational profiles (chemical technician) and expected ones (chemical and biology laboratory technician, pharmaceutical operator and florist), which leads to an increase in human-machine interactions in more automated and thus partly highly digitized or hybrid working environments in the chemical laboratory, in the chemical plant and also in floristry. As part of hybrid mobility, it is planned to use solutions, which are already developed, e.g. for the preparation of the work in the laboratories and workshops (floristry) to gain specific technical and practical knowledge. For example, the Hybrid Mobility project includes: to use the successfully tested AR scenario ""gas chromatography"" (with AR glasses: Microsoft HoloLens 1) from an completed EU project for the pre-training of apprentices, for the work in the chemical laboratory at the partner school in the Czech Republic. The aim is to promote media skills, specialist knowledge and criticism (error analysis, measurement results). The use of AR in floristry is planned for using for the mobilities in Zwolle / NL. SBG trainers benefit from it, during instructions to use it. That helps them to reflect it also during the staff mobility with the educational staff of the receiving institutions. In addition, the mobilities serve to further deepen the relationships with each educational institution, to exchange experiences among teachers/trainers and between apprentices and students as well as to initiate impulses for an increased cross-border cooperation. For this, 2-7 high-performance apprentices (chemical and biology laboratory technician, pharmaceutical operator and florist) will be send to the partner institutions in BE, CZ, SK, IT, ES, LV and NL.As part of these stays, the respective tasks for completing the relevant VOCFLO and CREDCHEM learning result units are worked on at the partner institutions. The processing takes place using a learning platform, including augmented reality and learning videos. This makes it possible to enrich existing work tasks with digital media in order to support the transfer of knowledge and to document learning progress (e.g. via online questionnaires). The HYBRID MOBILITY project supports the initiative ""Establishment of a European educational alliance for the chemical sector"" (CREDCHEM-Network) and in floristry (VOCLFO) under the sign of increasing digitalization, automation and flexibility of activities in the chemical and pharmaceutical industry as well as the development of immersive work environments in floristry, respective craftsmanship. Mobility strengthens the European dimension of vocational training, promotes the technical, linguistic and ICT skills of the participants, increases transparency between the European vocational qualifications and supports the development of common tools for quality assurance in vocational training. The results of HYBRID MOBILITY are integrated into the structures of the existing CREDCHEM NETWORK and VOCLFO and transferred to the training structures of the participating countries."

<< Objectives >>Faster 3D will: Promote digital skills of professional educational staff for natural sciences and IT - Increase the extend and depth of 3D printing and WebVR use - Training of trainers (online learning modules/microcredentials) - Creation of tailor-made teaching and learning scenarios - Involvement of learners with learning disabilities (Dyslexia or dyscalculia) - reduced resource consumption and waste by displaying active principles using WebVR or 3D printing of wearing parts.<< Implementation >>The project activities are properly carried out (incl. quality assurance) in order to develop, test and evaluate Faster 3D (F3D) content. 3 WebVR and 3 3D printing teaching and learning scenarios are created. Each is based on the lowest possible scan option, e. g. by smartphone. Further measures are: Creation of pedagogical guidelines, best practice guide, online learning modules as well as the implementation of online and offline promotion as well as training measures (mobility).<< Results >>F3D specifically promotes the development of media skills of VET training staff in DE and CY. The use and easy creation of interactive 3D models of real teaching and learning objects enables a variety of digitally enriched teaching and learning scenarios in the target industries and beyond. A total of 50 trainers are qualified. Learners (with and without learning disabilities) are involved. The F3D website and content enables the knowledge transfer and promotes new learning methods.

"This project has been carried out for the first time in the centre, and the only precedents are the visit to the facilities of the SBG centre in Dresden carried out in January 2018 by two teachers from the chemistry department, to see the facilities and thus be able to carry out this project.The objectives set out in the project were that the students of the ""Laboratory Operations"" intermediate level cycle could acquire autonomy in the laboratory, learn more about their professional sector and improve their English language skills.The participants have been three second year students, and the activities they developed were practice of instrumental analysis in the laboratory at the facilities of the SBG in Dresden, taking advantage of the fact that this center has instruments that are lacking in the facilities of our center in Huesca. The work in this laboratory was similar to what the students would have done in a company thanks to the instruments that this German centre has.The results and the impact have had repercussions both at the academic level on the part of the students, since they improved their training in chemistry and in English, and at the professional level by facilitating their access to the labour market.The longest term benefits we have found are that we have been able to identify English training needs in our middle school students. This has allowed us to participate in projects that aim to help our future intermediate students improve their English. Not only for the professional chemistry family, but for students from all the professional families in our centre.In addition, the interest in participating in European programmes has increased among students of this cycle, allowing them to be aware of the validity that their degree has outside our borders.The CPIFP Pirámide has strengthened its collaboration with the German centre SashsischeBildungsgesell Shaft Furumweltschut und Chemieberufe Dresden MBH-SBG. The German centre has collaborated in the training of our students and teachers and the CPIFP Pirámide collaborates by organising work experience in companies in the area of Huesca for its students and a training course in our centre."

The overall objective of the school's internationalisation strategy is to increase the quality of learning results (knowledge, skills and competences) acquired by students in order to facilitate their integration into the globalized European labour market.The specific objectives of the school’s internationalisation strategy (proposed by Charta VET) are:O1. increase the quality and volume of professional training mobility VET learners by implementing the ECVET system to ensure transparency, certification, validation and recognition of learning outcomes (LO) acquired by students at European level in order to facilitate their integration into a multicultural economic environment;O2. strengthen existing partnerships by implementing new international cooperation projects under Erasmus +;O3. increase the European dimension of professional training through identification of new partners and establishing cooperation in the implementation of mobility projects VET learners and STAFF;O4. join the international network of training or development of European projects / results in the VET- E_twinning, Class - on line, the Associated Schools Project Network - UNESCO Associated Schools.The proposed project is fully consistent with the commitments undertaken by the institution through the application form for getting the VET Chart, in which we provided within the Erasmus + Call 2016 a total of 36 participants VET learners and 2 participants STAFF abroad.The proposed project will contribute to the first two goals of school’s internationalisation strategy, as they were established by VET Chart.The activities under this project are:A1. training mobility in VET institutions in Germany of a total of 36 participants from the Technical College Costin D. Neniţescu Pitesti profile Natural Resources and Environmental Protection, Chemical Laboratory Technician and Ecological and Environmental Quality Technician qualifications and 4 accompanying teachers, divided into three flows:- flow 1 - it will include 10 participants VET learners and 1 accompanying teacher and will be held at VET center SBG in Dresden, Germany between 27.03 and 04.07.2017;-flow 2 - it will include 12 participants VET learners and 1 accompanying teacher and will be run at the receiving organisation Berfuskolleg Uerdingen in Krefeld, Germany, between 08 and 19.05.2017;-flow 3 - it will include 14 participants VET learners and two accompanying teachers and will be run at SBG VET center in Dresden, Germany between 11 and 25.06.2017.A.2 Staff Mobility abroad for two VET teachers who will participate in job shadowing activities lasting for five days as follows:-flow 1- it will be attended by one VET teacher, at the receiving organisation SBG in Dresden, Germany between 27 and 31/03/2017;-flow 2 – it will be attended by one VET teacher, at the receiving organisation Berfuskolleg Uerdingen in Krefeld, Germany between 8 and 12. 05.2017;The participants in this project will be minor at the mobility departure date and according to the Romanian law they cannot leave the country unless accompanied by an adult. Therefore, we have provided an accompanying teacher for each group of participants which consists of at least 7 minors conducting a training course at a certain time and in a certain institution. The need for accompanying teachers is also imposed by the low level of intercultural competence of the participants who in overwhelming percentage come from families of poor social-economical status and who were never abroad unaccompanied. During preliminary discussions, potential participants’ parents stated that they would not agree with their children movement without being accompanied by an adult.Besides the above mentioned considerations, the need for an accompanying teacher also derives from the complexity of the situation in which the participants will learn in relation to the activities they currently carry out. The accompanying teacher will assist the participants in understanding and fulfilling the duties and responsibilities they have, and will provide protection and counseling in different situations as those arise during the mobility; they will help them integrate into a new working environment and life, totally different from those at home.According to the regulations in the applicant guide and the national Call, it is possible to finance an accompanying teacher for each group of seven minors, a stipulation that I kept in determining the number of accompanying teachers, resulting in an average of 9 participants, minor / accompanying teacher.VET Chart supports our institution in the development of new learning methods and tools that integrate at greater extent the ECVET system in initial and continuing vocational training in school.

"The project ""Foreign internships- new experience, knowledge and skills"" was attended by a total of 12 students and 3 accompanying persons:1st cycle- 2 students of the chemical field- SBG Dresden (29.10.-11.11.2017)2nd cycle- 4 students in the chemical field- SOŠCH Bratislava (4.2.-17.2.2018)3rd cycle- 6 students of electrotechnics- SPŠE Bratislava (4.3.-17.3.2018)June-basic information for applicants for a foreign internship, course, financing, accommodation, ECVET principle-selection of participants by interview-choice of suitable accommodation- location, price, safety, information for participants and legal representativesAugust-preparation of a Memorandum of Understanding document, e-mail to partners for correction and completionSeptember-financial balance sheet of the project-agreement on deadlines with partners, preparation of documents- Memorandum of Understanding, Learning Agreement, Quality Commitment, LU-training of all participants on behavior and OSH on internship, requirements for theoretical knowledge-preparation of subscriber contracts1st cycle:-cultural and linguistic preparation-ensuring accommodation on the premises of the school-training - Mgr. KováčikováOctober-training - Mgr. Kováčiková, Ing. Janďourková-printing and signature of documents-ticketing and insurance, surrender of travel and subsistence expenses-1st cycle implementation: departure 29.10.- the participants were 10 working days of LU Chemistry and Environment in the laboratories of the school under the supervision of mentor A. Menning, the outputs were protocols and ratings recorded in Monitoring and Mentoring, the internship was terminated 11.11., during the placement the accompanying person was in touch by phone and email school management and coordinator.November-after completing the placement, the participants filled out the report-meeting with school management- knowledge, insights and impressions-input and evaluation of the evaluation questionnaires of the 1st cycle participants-the results of the internship were presented at the teaching council and class meetings-validation of the internship- monitoring Monitoring and Mentoring, Traineeship Certificate and Europass MobilityDecember-specification of 2nd and 3rd cycle terms by email, telephone -presentation of the work of the 1st cycle participants to the pupils and school teachers2nd cycle:-preparation of documents, provision of accommodationJanuary-printing and signature of documents-ticketing, insurance, surrender of travel and subsistence costs -cultural and linguistic preparation,also for participants of 3rd cycle-training Mgr. Kováčiková-training of participants of 3rd cycle - T. KlímaFebruary-implementation of 2nd cycle: departure 4.2. - participants completed 10 working days under the supervision of mentor J. Dömötör in the laboratories of the LU school Isolation and evidence of substances in biological materials - output: protocols and evaluation recorded in Monitoring and Mentoring, the internship was terminated 17.2. During the internship the accompanying person informed the traineeship school management.-after completing the placement, the participants filled in the report-meeting with school management - knowledge, insights and impressions-validation of 2nd cycle participants - monitoring Monitoring and Mentoring, Traineeship Certificate and Europass Mobility.3rd cycle:-specification of details of 3rd placement by email and telephone-provision of accommodation, preparation of documents-printing and signature of documents-ticketing and insurance, surrender of travel and subsistence expenses -training - T KlímaMarch-realization of the 3rd cycle: departure 4.3.- participants completed 10 working days under the supervision of mentor E. Haragova LU Programming in HTML, website creation, output: website presented by the school management and selected pupils and evaluation recorded in Monitoring and Mentoring, the internship ended 17.3. During the internship accompanying person about the course of school management.-after completing the placement, the participants filled out the report-meeting with school management - knowledge, insights and impressions-validation of 3rd cycle participants- Monitoring Monitoring and Mentoring, Traineeship Certificate and Europass MobilityApril-submitting and evaluating the evaluation questionnaires of the 2nd and 3rd cycle participants-dissemination of results, knowledge and experience of 2nd and 3rd cycle participants and accompanying persons at the teaching council, class meetings-presentation of the project on the school's websiteMay-meeting of students and teachers of the school with 2nd and 3rd cycle participants - demonstrations of protocols and websites-preparation of the final report-preparation of the financial closure of the project June-writing the final report-financial statement -review of the final report -sending the final repor"