IDEA originates from a study on the relationships between job and school education, carried out by the Italian Industrial Union, data by EUROSTAT concerning young unemployment in the UE, a McKinseys report on the italian economic situation and studies of the School of Management of Milan. Collectively these informations indicate the presence in Italy of a gap between jobs and school education, an aspect that is dramatically worsened by the large percentage of unemployment among young.The specific objective of this project - involving 27 schools located in Lombardia, Piemonte and Emilia Romagna - is to create a professional figure required by companies/firms that is not offered by the italian educational system. Additionally, the project will haver positive benefits on about 28.000 students and 3.800 teachers, and 1/3 of the total italian firms. Moreover, the professional figures predicted by the project will receive competences from i)advanced informatic knowledge, ii) ability to use the cloud computing system in a foreign language, both in the productive areas and in the commercial offices to facilitater their internationalization, and iii) increase the qualification on the commercial and informatic micro-languages related to: german, spanish, french and bulgarian that are, in this order, the most requested by the firms in the four regions involved in the project.318 students selected from the classes of the fourth and fifh year of 25 Technical, Professional Institutes and High Schools in Economics and Informatics specialization will attend a training stage of 5 weeks in firms located in Frankfurt, Vienna, Cadige, Valencia, Portmouth, Malta, Sofia, Cannes. The stage will be done during June, July and August 2015. In addition the students will receive, in their destination countries, 40 hours formation session dedicate to improve the specific commercial and informatic microlanguage.The departure will be preceded in Italy by an extracurricular formation period of 400 hours through e.learning sessions, in place learning and training stage in the firms. Twenty teachers will follow the same formation program as the students in the firms.In addition to the specific objectives, the project will have positive consequences on both the participant schools and the italian educational system as follow:1-to introduce into the schools the education for employment procedures, with a constant collaboration between school and firms on the territory connected with the Industrial Unions, Unioni Territoriali and Category partners, that will produce as outcomes an enhancement of the italian educational system, joining it with the professional figures emerging from the job market2-to increase employment among young people by promoting their hiring in the firms participating to the partner Category associations3-to start a constant international collaboration between schools and firms to I) introduce into the italian educational system a pragmatic approach to the international job market, and ii) gain a better knowledge of each other, and iii)strenght the teaching of the commercial and informatics micro-lanuages4-help the knowledge among the partner schools of the German dual formation system; this has the scope to promote the formation of an experimental program in the partner schools in collaboration with the firms willing to join this experimental program5-create a common procedure in the italian evaluating system based on ECVET, this for the coomprehension of the competences and knowledges acquired by the students, both in school and in the working area at National and International in order to facilitate the international mobility of the students to favour their employment.Finally this project aims to develop a data bank useful to the tracking of a participant student from the end of the project to the actual employment and working as data source for future analysis on the educational project integrated to the need of the job market.The ambitious scope of this project are justified by the web by involving partners that have competence, knowledge, and financial means to sn the project action. In particular, the fact that only the constant interaction between National and International education and work abilities, will allow the solution of the dramatic issues connected to the unemployment of the young people.The main actors in this projects are the partners schools, the Industrial Union in its territorial entities, the Goethe Institute collaborating with the British Council and Cervantes Institute for the linguistic formations and the ECVET in collaboration with Dr. Faggioli of INDIRE, the international partners for their connection to the firms on their territory, the Office XVI of MIUR-ER for the validation of the congruity of the project with the MIUR.The long term benefits are the enhancement of the interaction schoool-job

"From the earth to the plate - responsible and sustainable handling of food and nutrition -Everybody eats every day - that is a truism, and so normal for us that we are unaware of the importance of this fact. With all the distance of modern societies to natural processes, food still determines a large part of our lives. It has this important role, not only because of its biological necessity, but also because of its importance for human culture.What is frightening, however, is the finding that most people pay only little attention to their everyday food and alienate themselves from it. In Europe, most of the food is produced by an industrial-based agriculture and processed using equally industrial methods.The processing often reaches a level that the origins of the products are no longer identifiable as such. We pay a heavy price for this small value and the prevalent methods of food production: the erosion of cultural knowledge about original and artificial foods, as well as the loss of our sense of taste and, associated with it, the loss of judgment based on personal experience free from the influence of advertising and the media on our daily food.But our responsibility goes beyond us and our children when it comes to food. It also extends to our environment and the people who share this earth with us (now or in the future). ""Food"" - its production as well as their consumption - is a sustainability problem par excellence. The way we deal with them is a key element on the way to a sustainable world.The project aims to shed light on significant aspects of food. It establishes a relationship between adolescents and food with its many facets such as enjoyment, quality of life, health and sustainability. This relationship can be established by observing how food from the fields reaches our plates. Food for thought, with a view to a more responsible and self-determined way of dealing with food, away from the widespread ""cheap mentality"" and the connection between our food consumption and the requirements of sustainable development.The aim of the project is to bring young people into contact with the sources of their food - and thus, with the sources of their lives. The focus is on conveying as diverse and extensive knowledge about healthy nutrition. Ethical considerations in relation to food promotes the development of a responsibility for the foundations of our lives. Practical experiences in the production of food and cooking - the experience of ""doing it yourself"" - increase self-esteem. These aspects are very important for the development of personality, they are basic elements of the effort to encourage children and young people to a healthier and more conscious lifestyle. The challenges on the way to a sustainable society urgently require self-confident and reflective people. Personal experiences must be accompanied by knowledge about the origin of our food and its production. Only through the combination of experience and knowledge is responsible enjoyment possible. The project's goal is to make young people aware that the choice of food has an impact on their health, the people who produce their food and earth. Quality food and good food convey signals and messages, they are not elitist luxury. The goal is a responsible and conscious handling of food in everyday life. Young people should learn again how valuable food are produced or grow. Anyone who knows the connections between agriculture, people and health knows how to appreciate their value."

"The topic of integration and migration (emigration, flight) was as planned in the focus of our Erasmus + project. There were, as planned, three priorities:1. Developing a common school-based approach and program to better manage migrants and refugees and improve school outcomes for those groups. 2. Improve the integration of migrants into the school community by reducing discrimination and building tolerance. 3. Improving cooperation between schools and external partners. The resulting tasks could be addressed as follows: There was a very productive exchange of experience between the project schools, so that they could work on a broad basis thematically and in terms of content. In this way, it was possible to ensure, as also stated in the application, that not only regional, ie limited, issues were of relevance. In the process, all schools involved are developing a concept for dealing with migration, which should be included in the respective school programs. Here is a constant revision and update makes sense. Results are available in the manuals produced by each participating country. It should be noted that there has been a strengthening of cooperation among teachers in all nations of the project; also a change in knowledge and attitude within the teachers' colleges and the student body. The development of teaching concepts and methods, in particular for the language acquisition of refugees and migrants (individualized and cooperative learning), has also been initiated. as a result, there should also be an improvement in cooperation with the parents of the refugees / migrants. Further development of the school programs in the field of ""dealing with heterogeneity"" is under way. Thus it can be assumed that - within a reasonable time - an improvement in the educational success of the targeted groups of people can take place. This would also result in improved integration of refugees / migrants into the school community. In addition to these narrower tasks, more general goals could be achieved among all those involved, to name only a few: prejudices could be reduced and knowledge expanded on all sides; Experiences abroad could be made possible; and much more. We should also mention the further expansion of cooperation between the schools and the relevant regional authorities. (Migrant organizations, offices, ...). Here, European-level added value has been achieved through thematic cooperation between local, regional and international organizations."

The need to form teachers of non linguistic-subject so as to enable them to teach Clil in a foreign language has started our project for the English language. The Clil project has involved 11 teachers of our school, 5 in the first and 6 in the second year. The decision to open to 6 teachers in the second years instead of 5 –as in the preview – was due to a great interest among the teachers of the school after the first course abroad in Summer 2015.The involved teachers are experienced teachers , for the year 2014/2015 : 3 teach Maths,one Law and one Interdisciplinary Education ; for the year 2016/2017 one Business/Administration and Law, one biological Sciences and 4 Arts and Humanities Interdisciplinary. During the two years of the Erasmus project the phases have been as follows:1)The school has organized lessons(a 30 hours course at B1 level/ a 24 hours course at B2 level/ a 12 hours course at B2 level ) , activities, materials on Clil methodology (first year) and on language improvement (first and second year) held by teachers of our school,and of partner schools in Bergamo and by mother tongue teachers. Some of the teachers involved in the Erasmus have carried out CLIL teaching in their classes2)The second phase has taken place abroad, in Malta, where the participants have followed a course for a week,methodological and linguistic at a local institute and obtained a frequency certificate.3)The third phase has developed lessons materials with Clil methodology , especially for the last class and for the last exam of our curriculum.The results of the first exams are quite good . A lesson on Schengen treaty has been followed also by Danish students of our exchange during the year.But this stage is a “long term one” and surely needs more time than the end of this project in october 2016. The analysis and comparison of the results of the two years are still going on and will end presumably after the final exams of 2017 .Cooperation among teachers, production of an archive of Clil materials, diffusion of Clil teaching in different subjects of the curriculum are our most important goals for the next future.-