The training course (TC) was born from the difficulties that the youth workers of the partner organizations have detected when it comes to encouraging young people to acquire and develop basic skills and to promote healthy lifestyles. Therefore, this consortium is made up of associations that work every day with young people with experience in the field of youth mobility and associations that promote and implement actions in the field of food and physical activity to promote healthy lifestyles and an integrated development of the individuals. The youth workers of these organizations have realized that in order to facilitate the labour and social insertion of young people it is necessary to provide them with basic skills useful for growth. Likewise, to promote integral development, it is important to foster healthy lifestyles. The TC was aimed to 28 youth workers, plus 2 trainers, who had a direct relationship with young people aged between 14 and 30 years from Spain, Portugal, Macedonia, Italy, Croatia, Slovenia and Jordan. Duration: 6 days (21st to 26th June, 2018) in Gran Canaria island. Each organization carried out its own selection process to select 4 participants from youth workers, internal and external experts of the participating organizations. In the case of Spain, as two associations participate, each one will choose 2 participants.I. Expected impact on the participants: at the end of the TC, participants, youth workers, are expected to implement what they have learned in their daily work, applying the skills acquired among the young people with whom they used to work in order to empower them personal and professionally, spreading at the same time healthy lifestyles indispensable for an integrated development of young people.II- Expected impact on organizations: the project partners will benefit from the exchange of knowledge and experience and will have the opportunity to establish EU networks of contacts. Improved management skills and internationalization strategies: strengthening cooperation with partners from other countries to develop EU projects leads to an improvement in the quality of preparation, implementation, monitoring and follow-up. The results will be transferred into the participating countries but also in other countries in which the partner organizations of this project have networks and/or contacts. Organizations will improve their impact on daily work with young people by acquiring methods and methodologies to boost basic skills and healthy habits.III.-Impact on the coordinator: to transfer in its daily activities of non-formal and informal education, the methodology and methods acquired or developed during the TC, in order to improve the quality of info and counselling to young people with whom it usually work in its daily activities, as well as to the colleagues and staff of other departments and collaborating organizations.

In the years until 2020, the EU youth generation will diminish from 90 to 81 million. This will have a profound impact on education, the economy and society in the future. Technological changes will be even more pervasive and global competition will increase, not least the competition for talented people. Thus, there is an urgent need to strengthen policies to make EU ready for this competition and to give young Europeans opportunities to learn and to develop their capacities. There is a need to improve mobility both in quantity and quality at the EU level, and consequently a strong concern on the part of EU institutions to reach this goal. The overall percentage of young people which actually engages in transnational mobility activities remains low and compares unfavourably with higher education. Nevertheless, it appears with clarity that this training component is largely underdeveloped compared with other subjects in the VET-curricula. Some main barriers must be addressed if learning mobility is to be extended. The project seeks to address the above-mentioned needs and intends to respond to the Erasmus + priorities by setting the aim to improve the quality and quantity of mobility experiences adopting an integrated approach that involves both students and VET teaching staff. SKILLS + will be articulated into 2 different phases: during preliminary phase, 52 teachers will have an experience abroad and theyll jointly define with peers the contents of work placement, and the formalisation of MoU setting out the general framework of cooperation and networking between the partner institutions as well as establishing a climate of mutual trust. The second core phase of the project will be focused on the mobility experiences of 185 students from nine schools located in Vicenza its province, one located in Padua and in Verona. Learners will stay abroad for a period of 4 weeks of high quality work placement and 2 days of preparation/induction provided by partner abroad. The project proposal intends to foster KSC, of young learners in line with training needs of the local and global labour market. The multi- sectorial project is aimed at students who are completing the course of study and has the purpose to develop professional and soft skills, to improve the learning of foreign language and intercultural awareness. The schools involved encompass a range of professional pathways: Tourism\Catering, Administration, Finance and Marketing, International Relations and Trade, Agriculture and Food Industry,ICT, Mechanics\Mechatronics\ Electronics, Transport and Logistics, Social Services and Healthcare. These sectors can be recognized as key drivers of the EU economic recovery in supporting growth and employment also for labour markets entrants. The partnership brings together 29 partners from ten different countries (IT, DE, NL, SLO,IE,UK,FI,DK,ES, FR) and is constructed with a view into achieving the highest synergies among the different partners. The methodological framework of the project builds on existing methods and practices which are already in use in the partners’ countries or developed in other EU-funded projects (VQTS matrix, ECMO, TRIF, etc.) where CPV and other partner organisations are involved. In designing and implementing the mobility schemes the project will built on the assumption that modern work processes involve many similar tasks despite national differences in the manners of offering and organising training. The project proposal will be implemented through following stages: BEFORE MOBILITY mainly focused on preparation of participants, IMPLEMENTATION OF THE MOBILITY ACTIVITIES and FOLLOW UP/DISSEMINATION activities. The project intends to have a significant impact on public and private key actors of the partners’ countries and the respective national, regional, local. The project contributes to enhance partners’ national VET systems through:- the promotion of internationalisation and mobility strategies, linked with the quality assurance systems for placements, monitoring contents and recognition of skills acquired abroad;- the improvement of the quality in VET also significantly contributing to the further development of the competence of staff organising mobility as well as teachers, trainers and tutors involved. The EU added value of the project is, furthermore, the support provided to the implementation of common EU tools and methods for mobility quality assurance. for the implementation of an effective ECVET system for comparability and portability of VET qualifications in full compliance with EQF principles. Young beneficiaries who will participate in SKILLS + will have the motivation to act as mobility promoters, being natural and approachable ambassadors as they are able to speak the same language and use social media to share their experiences with friends who are not directly affiliated to mobility programmes.

"The ""MIND - Marketing, Internationalization & Development"" project aims to:• carry out a process of transnational cooperation to analyse, design, test, validate and disseminate a European framework for the qualification of the Vocational profile of International Marketing Manager to:a) support SMEs to define internationalisation processes to define strategies to choose the foreign country/market, the entry methods and correct positioning with respect to the competition, the most suitable communication strategies, particularly as regards agro-food products;b) analyse internal and external resources to identify market opportunities and relative strategies to adopt;c) determine the international marketing strategies based on an analysis of competition and market segmentationd) guide SMEs to define export plans, on the basis of competitive strategies and marketing.• reduce the mismatch between the demand for skills of production systems and the provision of training offered by VET actors • facilitate access to a plurality of online OER, even after project end, for at least 3 years, to allow people to acquire/consolidate the organizational/managerial, commercial, relational and marketing skills, functional for strategic planning of international SME projection.These objectives will be fulfilled by:1) ANALYSIS OF TRAINING NEEDS, defining the vocational profile of the International Marketing Manager, divided into skills, denominated and described in the knowledge and skills/abilities, indicating the EQF level, the expected results and indicators of possession and use. Through the organization of the Focus Groups, the profile will be shared with:a) representatives of a group of agro-food SMEs, to ascertain whether the knowledge and abilities/skills described are really considered necessary, in order to define even the minimum standards of possession/exerciseb) a group of people representing the target group (long-term first time job seekers/unemployed, with degrees in economic subjects), to identify the average level of knowledge and exercise of skills/abilities of planning and management skills in international marketing for SMEs, on which to base the contents of the OER.2) CREATION OF OPEN EDUCATIONAL RESOURCES, that constitute the “MARK.UP-MARKETING UPSKILLING” multimedia product, to develop/reinforce project beneficiaries’:a) knowledge of:• Success Factors and factors that influence foreign markets• Segmentation Strategies of international markets• Positioning strategies• SWOT Analysis• Competitor analysis• Strategies to enter and work in foreign countries• International Marketing Mix Strategies • Drafting an Export Planb) ability of:• analysis, • strategic thinking, • negotiation, • programming, • organisation,• decision making,• results orientation,• initiative,• propensity to new things,• forward thinking, • managing uncertainty and difficulties3) THE CREATION OF THE ""MAR.CO - MARKETING COMPETENCIES” LEARNING ENVIRONMENT, a Knowledge Hub featuring educational materials and operational tools, able to help people acquire the skills and competences of the reference vocational profile.4) TESTING OF OER, TEACHING MATERIALS AND INTERNATIONALISATION SUPPORT TOOLS by a group of beneficiaries to develop the skills of the target vocational profile, in order to:- make early corrective measures to learning contents and/or methods of use, in a logic of fine tuning for subsequent dissemination to the general public;- acquire the knowledge and skills needed to conduct a check-up on SMEs businesses interested in international business development5) CONDUCTING A COMPANY CHECK UP to understand the ways and means to be used to guide SMEs in the strategic routes of entry, development and permanence in international circuits in relation to:- analysis of internal resources (human, financial, technical) and competition- support in innovation- selection of foreign markets with the highest potential- definition of export plans- definition of International marketing mix strategies 6) CONSTRUCTING ""MIND STORY"" A DIGITAL BOOK, to narrate the actions carried out, the results achieved, the personal and professional experiences of beneficiaries, the information collected with the business analysis, including (video) interviews with testimonials expression of the partnership reference territories"

O setor manufatureiro empregou 29,9 milhões de pessoas em 2014 e gerou 1 710 mil milhões de euros de valor agregado. A indústria manufatureira foi a segunda maior das seções da NACE na economia das empresas não financeiras, dentro dos grupo da UE-28, em termos de contribuição para o emprego (22,1%) e a maior contribuidora para o valor agregado da economia das empresas não financeiras, representando mais do que um quarto do total (http://ec.europa.eu/eurostat/statistics-explained/index.php/Manufacturing_statistics_-_NACE_Rev._2)A indústria do aço ocupa um lugar estratégico na economia da UE, promovendo a inovação, o crescimento e o emprego.O aço está intimamente ligado a vários setores industriais, como o automotive, a construção, a eletronica e a industria das energias renováveis. É vital que o objetivo da UE seja aumentar a participação da indústria no PIB para 20% até 2020.Segundo a Comissão da UE, para entrar e sobreviver no mercado de trabalho, as pessoas precisam de possuir uma variedade de competências, tais como competências básicas, técnicas ou de empreendedorismo, além do conhecimento de línguas estrangeiras (https://ec.europa.eu/educação/política/estruturaestratégica/desenvolvimentodehabilidades_en).Segundo as últimas estatísticas do Cedefop, a força de trabalho em Portugal está a tornar-se mais qualificada. Até 2020, cerca de 41% das pessoas entre os 30 e os 34 anos terão um elevado nível de qualificação, graças ao aumento de competências dos jovens que facilitam também a sua entrada no mercado de trabalho português (Cedefop, 2015.Portugal).Em 2015, o setor representou 2% do total das empresas portuguesas, 7% do volume de negócios em Portugal (que aumentou 5% em relação ao ano anterior) e empregou 6% da força de trabalho do país. O principal segmento são os “produtos metálicos e elétricos”, responsáveis por 90% do número total de empresas do setor da engenharia mecânica, 53% da faturação e 72% do total de empregados do setor (Banco de Portugal, 2017. Análise do setor da engenharia mecânica). Na tentativa de contribuir para a redução da escassez de mão-de-obra qualificada neste específico e tão importante sector para a economia portuguesa (e europeia), a CCIP coordenou um “projeto EMEVM” anterior (2015-1-PT01-KA102-012763), dedicado aos alunos de escolas e centros de Formação Profissional do setor metalúrgico e eletromecânico.Para explorar os resultados e a experiência adquirida com o projeto anterior, foi decidido construir um novo consórcio para um segundo projeto “EMEVM”, que teve o seu principio em 10/01/2018 e terminou em 30/09/2019, tendo tido uma duração de 12 meses.Desta forma, 33 formandos de escolas e centros de Formação Profissional no setor da metalurgia, mecatrônica, manufatura e robótica tiveram a possibilidade de realizar uma mobilidade no exterior em contexto de trabalho real, a fim de adquirir e/ou desenvolver conhecimentos, habilidades e competências úteis para o seu desenvolvimento pessoal e profissional. Foi igualmente realizada a mobilidade de um professor acompanhante, conforme inicialmente previsto.Os participantes foram seleccionados independentemente do sexo, raça, cor, origem étnica ou social, língua, religião ou crença. Os participantes foram seleccionados tendo em consideração o seu currículo, a carta de motivação e, sobretudo, uma entrevista com o staff da escola e o coordenador do projeto.A CCIP, na sua qualidade de coordenador, fez a gestão do projeto e garantiu a sua implementação num curto período de tempo, se comparado ao primeiro projeto EMEVM.As escolas e centros de Formação Profissional, membros do consórcio, foram: CENFIM (Lisboa); EPRM (Rio Maior); CINEL (Lisboa); FEPSET (Setúbal). As mobilidades ocorreram nos seguintes países: ITÁLIA (recebendo 20 mobilidades); Espanha (9 mobilidades) e Reino Unido (4 mobilidades, incluindo a mobilidade do professor acompanhante).Os parceiros estabeleceram indicadores para medir o impacto do projeto:- 70% de satisfação dos participantes na mobilidade, medido através da aplicação de um questionário aos participantes após o fim da mobilidade (foram seleccionadas 13 perguntas do questionário da ferramenta de mobilidade);- 70% de satisfação da organização de acolhimento (empresa), medido através da aplicação de um questionário após a conclusão da mobilidade;- 70% de satisfação dos parceiros do projeto (membros do consorcio), relativamente ao desenvolvimento do projeto e medido através da aplicação de um questionário a todos os a avaliação final (mês 10-12).Para cada indicador de desempenho, a meta de 70% de satisfação foi alcançada:- 82,3% de satisfação dos participantes na mobilidade;- 85,6% de satisfação das organizações de acolhimento;- 94% de satisfação dos parceiros em relação ao desenvolvimento do projeto.

Mobility project whose main objective was for students to complete all or part of the training in work centres (known under the Spanish acronym FCT); FCT students have completed their internship in a European company and teachers have been able to receive practical training. With this type of mobility, our students have not only increased their technical knowledge within the framework of the European labour market, but have also improved their linguistic and cultural skills, achieving personal maturity and professional experience which has facilitated their insertion in the labour market and improved their employment possibilities Thanks to this experience, the staff of the Centre has been able to acquire new tools and methods that have been used to update themselves professionally, thus the sending institution has improved the quality of education and has given the Centre a European dimension. Despite the fact that the students belong to a disadvantaged environment with many unemployed family members, thanks to this type of Projects, they have been able to enjoy an experience that otherwise could not have been possible to carry out. Most of them have neither left their surroundings nor travelled by plane. Some of our students of this project and previous ones are emigrants from Morocco, Latin America and Eastern Countries, always with limited economic resources.With the help of the partners of the host organizations and the Italian Chamber of Commerce, the students were not only professionally trained, but they have also acquired linguistic and cultural training. The Italian Chamber of Commerce for Spain (CCIS in Italian) and some of our partners helped us find accommodation and care for our students. Besides, all the host companies signed with us the training agreement that the participants must follow, they will organize the appropriate training, and they will supervise, evaluate and certify their stay. The IES Mateo Alemán will follow up the participants, our tutors were in permanent contact with those of the company and the participants via internet, WhatsApp, Skype and telephone, in addition to accompanying them with a teacher the first few days to help the students establish and introduce themselves in the company.The impact has been a unique experience for all participants. It has facilitated and improved their professional insertion in Vocational Training practices, finding a job, in most cases, that same summer. The quality of our Institution has been improved, achieving the Internationalization of Education in the Centre. As we set out at the time of project development, the Erasmus Programme has managed to raise the interest and number of students to enrol in our Educational Centre, increasing the number of lines of several cycles of the different professional families. Another objective was to increase the number of mobilities and the investment of the budget granted, having the first year a total of 9 mobilities, increasing by 11 this last year, and enlarging the number of people interest for this new project 2019-2021 in all the professional families of Mateo Alemán. On the other hand, with the student mobility we have not only improved the level of insertion in the labour market of graduates, but also in the quality and level of the jobs achieved. We have disseminated the results through meetings with the students, Open House Days, brochures, posters, the Centre’s Web, creating a space where we have reflected the results of the mobility, with reports on local radio stations. In short, the evolution of the Project internally and externally from beginning to end.