"The aim of MOB4DIGICOMP project was to answer to the evolution of the economic and production fabric of two manufacturing ""districts"" - handicraft present in Tuscany and Umbria which over the years have consolidated their position of excellence of Made in Italy gold (Aretino) and ceramic (Media Valle del Tevere).The manufacturing /craft sector underwent a sharp change in the competitive scenario due to the well-known phenomena of globalization either for the technological innovation that has affected all the production processes and particularly the manufacture production. The answer that the project intended to provide was to RAISE THE LEVEL OF DIFFERENTIATION AND INNOVATION within the sector through the training and specialization of the YOUTH in the field of process and product innovation.A special attention was done on the training and specialization of young people on four dimensions, namely:1) Design and creativity, also through the use and learning of 3D modeling techniques, reverse engineering and additive manufacturing (3D printing)2) Quality control, new materials and applied chemistry3) Business automation linked to the new ""intelligent factory"" scenarios 4) Integration of the value chain: e-commerce, marketing automation, multimedia and social media management such as innovative product marketing techniquesThe areas outlined above are among the priorities of the National Industry 4.0 Plan (2017-2020), and that, among its key guidelines, the raising of skills and the dissemination of the I4.0 culture also through the interventions "" Digital School ""and"" School—Work Alternation "".MOB4DIGICOMP contributed to the increase of employability of the young people through mobility actions: mobility of third and fourth-year students and newly graduated students. The schools involved were technical and professional institutes and Artistic High Schools with the study specialization coherent with above mentioned sectors. The project also permitted to recognize and validate the LOs through linear and transparent procedures in line with ECVET indications through the use of methods and tools for recognizing of skills and credits through Learning Units that can be capitalized and translated into school and / or training credits.NUMBER AND PROFILE OF THE PARTICIPANTS118 STUDENTS of classes III and IV (of the year 2018- 2019) from the Project Partner Institutions and that carried out training experiences (35, 28 and 21 days) in Germany, UK, Portugal, Spain, France and Ireland. 23 NEWLY GRADUATED/ QUALIFIED in the 2018-2019 from the Project Partner Institutions and that have carried out the the training experiences ErasmusPro (92 days) in companies in Germany, UK, Portugal, Spain and Ireland. There were also realized 4 preparation visits in Spain, Ireland, Uk and Netherland.REALISED ACTIVITIES:Project management (Coordination and Control Plan, Learning and Evaluation Plan, Communication Management Plan, Dissemination and Valorisation Plan).Selection and preparation of participants (linguistic, technical, pedagogical and cultural preparation)Identification and activation of internships (MATCHING candidate-company in collaboration with foreign subjects for the evaluation of the profiles based on the availability of the companies).Monitoring in itinere and ex post.Final evaluation (outcomes, project, good practice).Dissemination RESULTS AND IMPACTThe project had a positive impact on the participating students and on schools that made part of Consortium. Particularly the project produced and generalized an increase of students’ soft skills with a positive impact also on academic achievement during the school year 2019-20 (for students of classes III ° and IV °) and an increase in employability for newly graduated participants.Furthermore, there was a positive impact in terms of internationalization of the schools directly involved, mainly thanks to the participation of several teachers as accompanying persons, which allowed the development of relationships and an increase of the knowledge of various VET systems and working world on the European level.The impact at world of school and of the professional training (VET) was recognized mainly in: training results of the participants in the mobility; acquired skills (life, soft and hard-skills); recognition of training credits."

"Narrative cinema is an educational and communicational tool almost essential in today's school, both as a visual art and as a means to pass and learn through emotions. The cinema narration has a great training value for young generation and succeeds in profoundly affecting the emotional sphere of the youth, training them to decentralize and to develop empathy, stimulating the imagination and knowledge of other worlds, developing divergent thinking. Starting from these premises, the 5 schools were involved in the project:- Mameli-Magnini - Liceo Artistico Alpinolo Magnini (Deruta - Italy)- Salvatorelli-Moneta (Marsciano - Italy)- IES A Pinguela (Lugo - Spain)- Esprominho (Braga - Portugal)- IES Axati (Siviglia - Spain)They intend to use cinema as an educational tool in European schools, carrying out training, discussion and exchange activities among schools, students and teachers, launching a discussion on the topic and activating an eTwinning group that allows all interested parties to find points for reflection and useful tools to create a European community that can collaborate in the development of new projects on the subject of cinema and school education.OBJECTIVESThe objectives of the CIAK project are:- to promote the active participation of teachers in the experimentation of teaching through the cinema and audiovisuals use - to recognize and promote the skills of teachers who will collaborate in identifying, drafting, using materials and tools in the eTwinning group in order to increase the use of this platform- to encourage the socialization of teachers' work, in a synchronic and diachronic sense, opening the way to a collaborative relationship with other teachers coming from different European countries and allowing an overall growth of teaching reflection of the audiovisual and cinema subject at school- to facilitate the participants (teachers and students) in the experimentation of a collaborative school teaching that gives the teacher the role of facilitator in a research where students are considered the protagonists- to support the planning and definition of the criteria for the dissemination and settlement of educational activities to be carried out through the use of the audiovisuals in the curricular programming of the partner institutionsPARTICIPANTSThe total number of students involved will be around 150, 49 of them will do a mobility and approx. 100 students will participate in the activities on site. The total number of teachers involved will be 33, 6 of them will do a mobility, 7 will accompany students and 20 will participate in the activities on site. Both the teachers and the students involved will participate in the eTwinning group.ACTIVITYThe CIAK project plans 4 actions:1 Short-term exchange of group of pupils, from Italy to Portugal-Braga (21 days / 19 students)1 Short-term exchange of group of pupils, from Italy to Spain-Lugo (21 days / 15 students)1 Short-term exchange of group of pupils, from Portugal and Spain to Italy (10 days / 15 students)1 Short-term joint staff training event of 5 days in Italy which will be attended by 6 teachers coming from Spanish and Portuguese schools and 4 teachers from Italian schools, during which a laboratory will be created in which they will acquire skills related to the use of cinema in traditional teaching and will collaborate among them in the conception, drafting and realization of a short film covering different roles (from filming to audio, from editing to acting, etc.).METHODOLOGIESThe methodologies used will be mainly active and will consist in collective exercises, group works, brainstorming, storytelling. Audiovisual products will be produced through laboratory experiences. The English will be the transmissive language of the project.RESULTS- Creation, management and implementation of an eTwinning group on the theme ""Cinema and teaching at school""- N. 4 project works carried out by students of the mobility in different European countries- N. 2 short films, one made by teachers and one made by students- Collaborative creation, through the eTwinning platform, of tools and materials useful to the different school disciplines for the audiovisual and cinema implementation in the traditional teachingBENEFITS AND IMPACT1. Improvement of the educational offer of the schools involved2. Improvement of the quality of teaching3. Enhancement of collaborative practices through eTwinning4. Increase of the learning opportunities for students5. Improvement of the visibility and European participation of the educational institutions"

"<< Background >>The Liceo Artistico Alpinolo Magnini is located in an area particularly rich in art and craft traditions related to the production of artistic ceramics. Our courses include design and graphics. About 20% of students are certified as disabled, while 30% have specific learning disabilities or special educational needs, about 20% live in a condition of economic and social disadvantage (in particular families of immigrant origin). The domestic context does not always provide students with cultural opportunities that lead them to broaden their horizons, but the school always tries to organise activities that stimulate their interests. The project ""Artists of Inclusion"" was conceived from this constant will of improvement by offering activities at transnational level especially for those students more at risk of exclusion.<< Objectives >>Thanks to this project we want to tackle issues such as inclusion and support students in choosing their future after school. We will do this by planning and organising learning activities for students to improve the quality of education and to support the professional development of the teachers. The objectives are:1 To implement laboratories and collaborative teaching with foreign realities aimed at the acquisition of skills for students;2 To implement didactic approaches and methodologies aimed at improving the learning experience of each and every one (both students common and special educational needs);3 To promote the acquisition of key competences by all students.4 To design and implement experiential and active learning experiences for orientation and guidance after the studies.<< Implementation >>In order to achieve these objectives, 3 types of activities will be implemented:1) A one-week job shadowing abroad for teachers in Spain aimed at observing the methodologies for the inclusion of students with SEN, SLD, physical or mental disabilities and economic or cultural disadvantages.2) An individual training mobility of 14 days at the Lasnamäe Gümnaasium school in Estonia, during which our students will carry out on-site lessons and deepen the topic of inclusion by comparing the phenomenon from an Italian and Estonian point of view.3) A 30-day mobility experience in Spanish and French laboratories or companies aimed at grasping the internal dynamics and functioning of a company. This experience will provide insights to pick the right choice after the end of the school (orientation) and it will also improve entrepreneurship competences of students.All activities will follow some common steps such as the selection, preparation, monitoring and valorisation.<< Results >>As for the teachers, it is expected a better knowledge of the education system of another country and a better awareness of the educational practices used to organise support students with learning difficulties and/or from families of foreign origin or with economic problems, including mobility.Students will improve their knowledge on subjects like history of art, chemistry, natural sciences, while thanks to practical and laboratory activities they will deepen the study of graphics and ceramics.Students participating in mobility in a company will gain a better understanding of the internal processes and functioning of a company, which will help to improve their entrepreneurial skills and provide useful elements for the choices to be made at the end of their studies concerning their future. Finally, an improvement in key competences is expected for all students."

<< Background >>In the Istituto Omnicomprensivo Mameli-Magnini a specific staff group was set up in 2021. The group was formed by the Headmaster, the Director, Teachers of the Secondary School, Technical and Administrative Assistants. This working group was born from the need of the Institute to have to train staff in order to manage the activities related to the Erasmus project in a completely autonomous way, both from the point of view of design activities and from an educational and administrative point of view, in order to further expand the Institute's training offer and quality, also thanks to access to European funds.<< Objectives >>With the participation of the staff in the two projects, it is intended to place the emphasis on the development and improvement of the skills of all school staff. In particular, the objectives range from strengthening the knowledge of the English language in the professional field, to increasing the specific skills of the Erasmus staff group present in the Institute. Therefore it is necessary to increase managerial and organizational skills, acquire adequate language skills to be able to manage projects both in the incoming phase of students and guest teachers, and in the outcoming phase of them, through the participation in dedicated courses focused on these topics . It is also intended to increase the skills package relating to the management of Erasmus + programs.<< Implementation >>The planned activities will involve at least two units of Adminsitrative staff in the course dedicated to the development of erasmus projects, in order to have reference figures able to analyze the new calls, to identify both the most congruent opportunities with the needs of the Institute and the opportunities to develop problem solving strategies.At the same time, other activities will involve at least seven additional and different Administrative personnel units in the course dedicated to learning the English language at level A2. With regard to the time horizon for organizing the mobility, the participation of the staff in groups of up to two units is envisaged in order not to interfere with the performance of normal school activities. In addition, periods of interruption of didactic activity will be preferably selected.<< Results >>The expected results of the project are identifiable in having within the Institute extensive skills in the field of Erasmus planning, specific skills in order to be able to support both students within the Institute and students from other institutions during the activities of incoming carried out while participating in other Erasmus projects. At the same time, we expect to see a significant increase in the language skills necessary for the correct evaluation and implementation of future Erasmus projects.