"The aim of the myVETmo project was that European stays and traineeships abroad in vocational education and training (mobilities) are no longer reserved for mostly high-performing young people who are already in dual vocational training, for example. In the sense of an inclusive VET, it is important to make this possible for all young people. In particular, we have to open up opportunities for those who have had little access to educational opportunities of this kind. Teachers and trainers have to develop their social- and self-competence and to increase their employability.In the spirit of a broad understanding of inclusion, the myVETmo project focused in particular on disadvantaged young people who require special individual support in various areas. The learning and practical experiences abroad were to be accompanied individually, but at the same time gave the students the space to make individual explorations and to discover and experience supposedly hidden / unconscious competences ('hidden competences'). This 'balancing act' between personal care (on-site) on the one hand and on the other hand the self-regulation of the learners had to be taken into account during the development of the three intellectual outputs of the project:1. The ‘Students' Navigator’, a web application, should serve the learner as an orientation during the stay abroad, give hints, but also address the communication and timely assistance of caregivers.2. As part of the internship / stay abroad, the students developed a self-introductive video (‘Video-based Self-presentation’), which can be used, for example, in later application procedures.3. At the project implementation level, quality standards and ‘guidelines for inclusive mobilities’ have been developed and reflected in the process.The cooperation of the partnership was organized according to the methodical approach ""Arena of Innovation"". In this approach, researchers join practitioners of vocational training, which provides the basis for high quality results, e.g. innovative means in initial vocational training and further education. The international team developed the instruments for preparation, implementation and post-preparation of regional and international phases of practical training. The European partners from Finland, France, Germany, Spain and Turkey, i.e.school authorities (Bezirksregierung Düsseldorf (coordinator), Dirección General de Formación Profesional Inicial y Educación Permanente. Junta de Andalucía, Tekirdag il Milli Egitim Mudurlugu, Rectorat Academie de Lille), a University (University of Paderborn), two VET schools (Berufskolleg Reydt-Mülfort, Raision seudun koulutuskuntayhtymä) and a training provider (Stiftung Bildung und Handwerk) were collaborating on inclusive targets for the development of ‘inclusive mobility’ in their regional VET: high-level educational supply for learners who need special support.The VET schools in the project and/ or associated to project partners tested the tools and implemented them into their pedagogical work. All local teams discussed and contributed to the guidelines for inclusive mobilities. The testing by students and teachers included the design, functions, handling, communication and feedback and finally summarising reflections and follow up.Testing institutions gave feedback by sampling the degree of satisfaction with the specific tools and asking for suggestions on how to improve them. After the first testing, we re-designed the tools.It can equally be determined that work experience abroad requires a special effort by disadvantaged youths. We see it as a special feature. Now the mobility of disadvantaged groups is based on the special dedication of educational institutions and their staff and is just in some exceptional cases an explicit ingredient of training and exercise programs. However, an integration of preparation, companionship and post processing in the professional exercise programs seems to be an important precondition considering the intense pedagogical coordination effort.Apart from product development, the project also fostered competences of stakeholders in vocational training regarding digital instruments in inclusive vocational training. MyVETmo intended to enable institutions focusing on such training to include practical learning phases (also abroad) in their curricula to provide their students with better transition to work and further education.Young people with special needs took part in national and international internships. Their institutions could develop local and regional supporting structures and digital instruments for the acquisition of key competences in vocational training. More details and the results of myVETmo you can find under http://www.myVETmo.eu."

The ALTA project originates in the observation of two challenges faced by the partners of the project:-The need to implement mechanisms to ensure the integration of an increasing number of non-native speakers in their school systems.- The need to improve the quality of training programmes for student teachers teaching this specific audience.Innovative partnerships and cooperation will meet those challenges as regards staff training, international opening-up and social and territorial equality. The inclusion policy of the project will aim to reduce the effects of socio-economic and linguistic inequalities on school success.Three major outputs will be:-assessing the needs in terms of training serving teachers and student teachers in the inclusion of allophone pupils;- producing courses (5), pedagogical material (2) and pedagogical tools (5), that will then be included in a global training programme;-creating templates of professional training sessions (1) and summer universities (1) enabling the implementation of the ALTA training programme.Based upon on the complementary expertise of the various organisations - 2 French regional education authorities, 3 French student teachers training centres, 1 international educational association, 3 universities from Spain, Italy and Bulgaria and an E-training resources and solutions provider - the ALTA project will enhance the European dimension and internationalization of teacher education and contribute to improve the attractiveness of the teaching profession. It will make the mobility as a full part of the teacher education provision.Adding training sessions and pilot class testing, the project will impact over 800 trainers and education professionals, 1 000 serving teachers and student teachers and 20 000 allophone pupils over its course. Its sustainability and continuation will be facilitated by encouraging the partners to sign bilateral and multilateral agreements and sustain training sessions.

"Diversity and diversification characterize the student population in France, Germany and the Netherlands. How can these two characteristics facilitate and promote the inclusion of pupils in schools and their acquisition of basic skills? How can we encourage, help and support pedagogical teams and school principals who want to set up, improve and develop pedagogical programmes designed to achieve these goals? Seven partners from North Rhine-Westphalia (Germany), South Holland (the Netherlands) and the Lille area (France) - schools, universities and one governmental education authority - have formed a strategic cross-sectoral partnership to exchange good practices in primary and secondary education. This partnership - called Manières d'Apprendre et de Réussir l'Initiative et l'Autonomie Novatrices et Non-discriminantes en Europe ""MARIANNE"" - has observed and studied, analysed and compared, improved and developed innovative and non-discriminatory methods of learning and promoting initiative and autonomy in Europe. MARIANNE has broadly focused on educational projects that develop initiative and entrepreneurship (EntreComp) and on approaches that integrate content (EIST / MINT / STEM) or integrate content and languages (AICL / bilingualer Unterricht / CLIL).A sequence of three joint training events to observe and study these specific pedagogical projects in situ was followed by a sequence of three joint training events designed to improve and develop these specific pedagogical projects in the regions of the partners. The participation of three universities and the establishment of a council of experts guaranteed the quality of analysis, comparison and reflection on the actions, schools and regions of the MARIANNE partnership. In two years, the MARIANNE partnership has both multiplied and qualified inclusive pedagogical actions and provided pupils with basic skills. To accomplish this, MARIANNE first contributed to the in-service training of teams of teachers, school principals and headteachers to enable them to implement effective, equitable and sustainable pedagogical projects for the inclusion of pupils and the development of their basic skills. MARIANNE thus hopes to generate an open and shared European expertise in inclusive pedagogical actions and developing basic skills."

The school dropout and more precisely the one concerning the 17 to 22 year old population is a real problem for Europe but goes far beyond European borders. Every people is convinced that this problem must be considered as a priority within the European Union. This item is anyway an important part of the Europe 2020 Strategy.2 main objectives are settled:-Reduce the dropout rate in Europe-Increase the youth employability rate and especially for young people facing dropout.Remotivation, orientation linked with recruting economical sectors , training which includes abroad stayings will be important and innovative activities which will be settled in this project in France and in partners countries :Luxemburg, Belgium and italy In each countries, partners from formal or non formal education , from professional trainings, from business, and public authorities will have the opportunity to collaborate. Everyone will be able to put its capacities et expertises to help young people from 17 to 22 to face dropout. It is one of the innovative aspect of the project : profesionnals who used to work separatly will have to work all together ! Those 4 partners countries are facing the same problem with dropout : France, Luxemburg, Belgium and italyThey are all different but they will work on a complementary way for the benefit of young high schoolers: Régional Council Haut de France / ARML (AREFIE) réseau des missions locales. Rectorat. ID6, 4MOTION in Luxembourg, AMORELIANCE aide à la jeunesse and EPTO in Belgium, TEMPO LIBERO in Italy. The making of a testing group (120 young droping out learners) from 4 different countries , with an A level will be selected inside their schools, or vocational high schools , associations, …They will be accompanied together by teachers, accounsellers, training organizations, experts, business supports, and will have to through out several steps before they ‘ll be eventually hired.The first step will be the making of a group test thanks to a toolbox called « scenaribox » which includes :-remotivation tools-Orientation tools- support tools for young people entering business firms - tools for the capitalization of obtained skills The second step will drive people towards selected trainings , in economical sectors which are at the moment recruting. This step will be settled with the help of training organizations and economical partners in environmental, numerical, and hotel restaurant fieldsThe third phase will allow young dropout people to be trained and educated within training organizations and to go away for a professional training period abroad (from 2 to 3 months long)The last step will be a long training period abroad (6 months long) in our partner business branch. The young trainer will be followed after hiring for 6 months just to be sure everything is all right for him and for the business partnerThis project goes on well with all the actions and activities which were previously settled down by our partners for striking dropout. All those actions will absolutely be complementary and will strengthen the links between the european partners and professionals . Furthermore European mobility projects will bring a special touch to it.Everything will be possible for young people as long as we try to make out realistic projects for them, and as long as we recognize their transversal skills The aim of the project is to suggest a new model of educational course which develop a new approach for dropout problems. The dissemination of the results will be on local, régional, national, european , and why not, on international levels !!The objectives of the project will be :Objective 1 : to build up specific courses on the benefit of young dropout students. It will also give answers for business partners which are on recruting fields but find it hard to recrute appropriate trained employeesObjective 2 : to break down the system and allow people from education or non formal education, associations, profesional traings to work together. The new course will be an incentive for young people to learn appropriate and efficient knowhow which will lead to a real and permanent job . Objective 3 : to disseminate the results in a way to be sure that the new created tools will be properly and definitely be used by or on the benefit of the beneficiaries.

Since 2012, colleges and high schools in Germany, France, Poland and now Ukraine are taking part in a pedagogical education project combining education for sustainable development and international solidarity with education in plurilingual citizen debate , Climat_Klima_Klimat (C2K). C2K is at its peak during an annual European conference simulating an international negotiation on a subject of sustainable development. Four of these schools, located between the 50th and 51st parallels of north latitude, are in disadvantaged border areas (FR / EN / BE, DE / PL, PL / CZ / SK and Ukraine at the borders of Europe) and they do appreciate in particular the annual impact of this pedagogical action on their schools, their teaching staff and their pupils: efficient and innovative teaching and evaluation, development of entrepreneurship, encouragement of critical thinking through science teaching in an environmental and cultural context, a comprehensive and integrated approach to language teaching. The Strategic Partnership for Innovation in School Education Sustainable Development Education: Make It Work (EDD: MIW) has a fourfold objective from the beginning of 2017 to the summer of 2020: 1 / perpetuate the pedagogical action initiated in 2012, 2/ innovate by fully introducing the cartography of controversies and to renew the modalities of the debate by opening it up to non-State and non-human entities 3 / to disseminate this pedagogical action to potential new partners in the action and even to allow the transfer of this action and encourage other partnerships, and finally 4 / encourage and above all facilitate the continuation and dissemination of the action by methodological capitalization and professional development of the key players. EDD: MIW firstly brings together educational staff from four schools in Germany, France, Poland and the Ukraine, already involved in the educational activity and their project partners in Europe. EDD: MIW perpetuates the strategic support granted to C2K by le rectorat de l’Académie de Lille and link it to financial and managerial support now granted by the public interest group of this academy, GIP FCIP, the candidate of the partnership . EDD: MIW perpetuates non-formal education assistance granted to C2K by an international solidarity association and adds to it the international scientific contribution of the Fondation Nationale des Sciences Politiques as well as the technical contribution of a university department for digital innovation and pedagogical accompaniment. The activities programmed by EDD: MIW are primarily educational activities in schools, with a reflexive and documentary extension. In May each year, an exchange of short-term student groups corresponds to the European conference simulating an international negotiation, within a relevant European or international organization. Each year, the joint training event makes it possible to systematically pool the practices and teaching tools relevant to EDD: MIW, to improve them and to jointly develop the intellectual productions targeted. Three digital intellectual productions will be developed and presented at three multiplier events: the EDD: MIW workshop, the EDD: MIW method and the cartography of controversies for EDD: MIW. The strategic partnership EDD: MIW perpetuates, deepens, develops, capitalizes and disseminates the best of the five-year sequence of C2K projects. It does so for the benefit of the four schools involved and their project partners in Europe, including their politico-administrative, associative and academic partners. It does this by facilitating and encouraging, through the provision of collaborative, multilingual and qualified educational resources, the free entry of new schools in Europe into this type of educational activity, combining education for sustainable development and international solidarity with education to the plurilingual citizen debate. It wants to become a strategic, sustainable, efficient and equitable partnership in Europe, under the sign of the Paris Declaration of 15 March 2015 on the promotion of education for citizenship and the common values of freedom, tolerance and non-discrimination.