The European mobility of apprentices is a phenomenon that has been developing for about fifteen years. Many arrangements allowing financial, administrative, legal and collaborative support have been implemented to contribute to this trend. However, it should be noted that the proportion of apprentices with European professional experience during their training remains very limited. Thus, at the national level, only 3 to 4% of apprentices achieve European mobility during their course. Of this volume, 72% of them have less than 1 month of international experience; few people choose to leave more than 3 months of age (2.9% of French apprentices leave abroad for 6 months, on the European level, this average even falls to 0.8%).It seems fundamental to work towards the establishment of a genuine European area of ​​vocational training for the benefit of apprentices.In this project carried out by training centers for apprentices, an Academy and a Chamber of Crafts, the partners expect to combine their skills to facilitate, secure and promote the long-term mobility of vocational training. learning and post-learning. A European certification framework for two specific sectors: hairdressing and automotive, will also be set up.By combining both pedagogical and entrepreneurial skills, the consortium plans to build and test a completely innovative International Complementary Mention in the craft industry.This additional mention will fit perfectly into the reforms of apprenticeship systems, which are undergoing a complete change at European level.

"The target of the European Commission is to reduce the rate of dropouts to 10% in the European Union by 2020. Whereas France, Cyprus and Greece already reached the threshold (FR: 8,9%, CY: 8,5%, GR: 6,0%), Germany is with 10,1% still slightly above the target and Spain is still more far away to reach this number with 18,3%. Although the number of dropouts decreased in all of the countries since 2010, there is still a huge need for ways to include young people in difficulty into education and training. In order to develop new ways for the inclusion of young people in difficulty, the project “InMobVET” brings together 7 partners from these 5 European countries: vocational schools, public training centres for apprentices, training providers, organisations working in mobility projects and the Rectorat de Lyon as regional institution of the Ministry of National education in France. The projects’ objective is to follow an intercultural approach resulting in a mobility stay abroad for young people in difficulty to remove obstacles to training and by this increase the rate of education and employment among these young people and promote their success in training. Therefore, the primary target group are young people with fewer opportunities taking part in vocational education and training. These young people are at risk of dropping out of education and training due to learning difficulties or fewer opportunities because of their socio-economic and cultural background. Altogether 60 young people will benefit from the two trainings, out of which 20 will get the opportunity to take part in a blended mobility and complete an internship abroad. In this way, the success of their participation in the training beforehand can be measured and the web application can be tested in practice. Another target group are educators, in particular VET teachers, for whom a guide will be developed and who will be able to use the training module directly with their students and adapt it to their needs. To reach the projects' objective, the “InMobVET” project will develop three intellectual outputs: 1) A Guide for educators/ VET teachers. This guide will on the one hand include empowerment activities and motivational strategies to work with young people in difficulty. On the other hand it provides information and materials about the importance of intercultural learning and the benefits of a mobility stay abroad for young people in difficulty. The aim of the guide is the motivation of the educators to encourage their students regarding a mobility stay abroad. Some of the materials will also be used with the parents of the young people in order to inform them about the benefits of intercultural learning and a mobility stay abroad and to include them into the whole process.2) A training module ""Interculturality"" to enable a better understanding of cultural differences among young people. This training will also prepare the young people for a mobility stay abroad, which is intended to motivate the students to continue their education and training in their home country. It will consist of different activities to raise awareness on cultural differences, stereotypes, preconceived ideas, as well as common points, empathic communication, reflection on the facets of each culture, knowledge of the other through diversity and cultural elements, understanding and respect for different behaviours and possible actions in intercultural situations. The goal is to involve the parents as well in this process.3) A web application ""Move in Europe"", which contains video sequences of professional situations to support the acquisition of professional and language skills (technical vocabulary) and to facilitate a mobility stay abroad for the target group. The videos will be accompanied by interactive exercises to apply the newly acquired knowledge from the videos. Due to the sectors of the vocational high schools and training centres represented in the project, the professional video sequences will focus on the sectors electrical engineering/ electronics and gastronomy.In general, the impact on local, regional, national and European level will be raised awareness on the issues of young people in difficulty and the importance of overcoming these difficulties in order to improve their education and training. The project will also disseminate the possibilities a mobility stay abroad can offer for this target group. Therefore, the project develops ready to use tools for teachers and trainers in form of a guide, a training module and a web application to support young people in difficulty during a mobility abroad. Long-term targets of the project are the reduction of the dropout rate and the increase of the success rate for exams, further studies and employment of young people with difficulties in vocational education and training."

<< Background >>In a mobile world, where the European Union is destined to become an increasingly interconnected space with a common identity, the Council of the European Union calls for the construction of a European education area, which would be a space where “education would not be hindered by borders”. Spending part of one’s education in another state would become the norm. Thus, while the acquisition of multilingual (linguistic and social) skills is increasingly recognized as a competitive advantage as well as a means of strengthening social cohesion, it is becoming strategic to acquire effective resources, by exploiting the new possibilities offered by digital technology. This is one of the tools that our partnership intends to develop. Indeed, we want to complete the modernization of an already existing tool that has proven to be very useful - the European Language Portfolio (ELP) - by offering a new digital dimension to make it more accessible, sustainable, fun and interactive. We know the previous e-PELs and we relied on the literature reviewing experiments (especially in the academic world) to build our approach. It seems to us that technological advances and changes in the use of digital technology make it possible to consider the creation of a sustainable application that is easily accessible to all.Today the portfolio approach seems more relevant than ever because it:- encourages the global and continuous consideration of pupils, the promotion of formal and informal learning and the diversity of school and family cultures;- complements traditional assessments and certifications by recognising multilingual skills, including languages not taught in class (regional, minority, sign). The student plays a role in his or her journey by seeking the skills of self-assessment (in addition to euro pass) and microcertification; - facilitates family/teacher interaction and raises awareness among teachers of all disciplines about the challenges of multiculturality;- is a lever for building intercultural mediation skills and education on the values of democracy.The health crisis and the modalities of implementation of pedagogical continuity have accelerated awareness of the usefulness of the digital to reach fragile populations, prone to school dropout and exclusion, and more generally those that make up the educational communities (pupils, teachers, staff, parents). The context is therefore conducive to the invention of new tools, whose usefulness will be quickly perceived, especially when they are accompanied by a robust training path - which we propose - to accompany the change in the practices of all those involved in education.<< Objectives >>The main objective of our project is therefore to ensure a better consideration, appreciation and promotion of multilingual profiles in the school area, so that they are perceived and considered as a wealth and a resource, but also to value the diversity of languages present in the environment of monolingual children. We will emphasize the role and importance of intercultural mediation skills: the ability to switch from one language to another, to translate concepts by articulating one’s knowledge of two (or more) cultural systems, but also adaptability to a multilingual environment. In the long term, partner countries see the development of the application as an opportunity to respond to school challenges (mobility, multiculturality, inclusion, self-confidence and school) and to strengthen citizenship education.<< Implementation >>Following the logic of action research, we will set up training activities, dissemination and intellectual productions based on field experiences and research. The activities will always mix target audiences to make everyone feel considered and valued. Each participant or target audience of the project will be placed in an expert position at a point in the life of the project.<< Results >>Our project is to produce an educational guide to raise awareness and promote plurilingualism and interculturality, a digital application inspired by the European language portfolio implementing the recommendations of the pedagogical guide and an international training course to encourage the support the European area of education and training through mobilisation around common tools and issues.The expected effects of our project are: Among the students:- Developing a sense of belonging as a full and integral player in a project. - Engaging, within a network of pupils, in a training action that is rewarding, responsible and civic.- Having a regular and autonomous use of the application to enhance one’s own linguistic and intercultural knowledge and skills and - project into the acquisition of new ones, in coherence with the new objectives of the renovated CEFR and in a citizen approach of openness to - others, other languages and cultures.- Daring to engage in a voluntary process of self-evaluation of one’s plurilingual and intercultural identity and that of others. - To be able to engage in an autonomous process of learning to learn.Among teachers:- acquiring and strengthening knowledge and skills on plurilingualism and pluriculturalism;- developing ones representations with regard to the status of languages and first languages potentially perceived as a brake on learning rather than as a lever;- developing professional actions with regard to plurilingual and migrant pupils;- developing professional gestures with regard to the assessment of pupils on the basis of self and co-evaluative approaches;- raising awareness and improving the pedagogical management of migrant audiences;- adopting the application as a real teaching resource and make it an integrated component of its practice. Among parents - enhancing and strengthening the principle of co-education;- fostering the bond of trust between families and schools;- enabling families more distant from the school culture and the language of schooling, migrant families to take part in the learning journey of their child(s). The idea is therefore to promote an education system that is both inclusive and supports talent and excellence.

The collaboration between education institutions at all levels and industry is not a new priority in the European debate and policies, but the scenario of collaboration is not homogeneous in Europe, the good practices of some countries and regions in fields like apprenticeship, work-based learning and dual learning at all educational levels contrast with the limited experience of others and, even in the most “virtuous contexts”, an image of fragmentation, overlapping and –most important- serious gaps results from the analysis. The recently concluded COKLEECO Project, that was focusing on the school and VET sections of education systems in six EU Regions (of five MS) has allowed partners and stakeholders to reflect, in each of the regions, on what works and what is missing in order to improve and systematise the collaboration framework.The ED-EN HUB project is aimed to improve the quality of education (focusing but not limiting itself to VET) through the consolidation and systematisation of the education-enterprise relationship in a long term perspective. Dual learning and work-based learning in their different forms (to be defined and classified also through the help of existing glossaries and a renewed mapping/classification exercise) will be a significant part of the scope of the project, but other ways to cooperate (co-design of new qualifications, tracking employment results of former students, proving input to guidance and career services, developing entrepreneurship competences, maintain the existing set of qualifications) will also be covered, coherently with the review of good practices conducted by COKLEECO. In particular, the project will have the following operational objectives:1.To develop a methodology for the joint (education-enterprise) development of innovative complex competences resulting from the emerging needs of the labour market and active citizenship;2.To create the conditions, in the partner regions, to make joint training of teachers/trainers/tutors from VET and trainers from industry an easily accessible opportunity;3.To support the development of regional ED-EN HUB, as visible and institutionally supported Centres of Excellence for Education-Enterprise collaboration;4.To co-create, test and diffuse collaborative education-enterprise approaches for the professional guidance and individual support of young and adult learners searching (re)qualification and employment perspectives;5.To link the activities of the ED-EN Hub Network to Regional Development policies and maximise their impact at the regional, national and EU level.In order to achieve the above mentioned objectives, the project will develop the following Intellectual Outputs:IO1 – A Toolkit for the joint development of transversal and transferable competencesIO2 – A European platform and model for ED-EN HUB structures, to be proposed to other EU regions, as an impact multiplier of the project.IO3 –Guidelines and learning resources for Joint Training the Trainers, including instruments for joint design of collaboration activities between education and IndustryIO4 – Guidelines for cooperative guidance and support to individual learners searching qualification and employment perspectives, following the principle of Learner’s agency (autonomy and intentionality);IO5 – Policy Recommendations to support education-enterprise collaboration through the integration of private and public funding (structural funds, Erasmus + and local resources).The project is expected to produce a significant increase in the level of collaboration and synergies among existing initiatives in the partner regions, and to inspire similar developments in other EU regions in the later phases of its development. It will allow an in-depth analysis of collaboration approaches and the broad diffusion of methodological know how within and beyond the partner regions. At least 100 teachers and trainers will be directly involved in the validation of the joint training-the-trainers model, while at least 10 organisations per partner region will be involved as active stakeholders in the development of the ED-EN Hub structures.

We advise you to consult, alongside the reading of this report, the collaborative platform that has been put in place by the project leader to share the work done in common. You will be able to read all the documents related to learning activities, joint training events, dissemination activities, intellectual productions, project management and administration. (https://gipal.fr/owncloud/index.php/s/XlK8yWav43Jkugd?path=%2F).The long-term benefits are to ; ensure that the notion of skills become a shared and common language in the field of the EDD-SI between the various actors (teachers, health workers) on one hand but also the other associative actors of the educational system ; build more effective trainings by connecting training activities and the aimed skills ; create cooperative work between trainers of the associative environment and teachers and/or trainers of the Educational system ; allow an evaluation with indicators and shared signs.Education for Global Citizenship gives keys to understanding environmental, economic, social and cultural interdependencies all over the world, and contributes to the education of citizens. It strengthens social cohesion and capacity to act of the people. Carried out in many European countries by motivated teachers, informal education organizations and local authorities, it was still fragmented, scattered and poorly organized. As a consequence it needed to be recognized as part of an interdisciplinary and systemic approach, the ACTECIM project provided that new and innovating approach. It has brought together partners from European territories to build a collaborative and transdisciplinary approach to establish and develop training for sustainable development and solidarity. It was aimed at improving the quality and the relevance of educational tools and structuring the acquisition of transversal skills. Our partnerships was inspired by the outputs of the “Des Alpes au Sahel” project and REDDSO which initiated exchanges between community and local actors in formal and non-formal education. Their goal was sustainable development and international solidarity. These last three years our new partnership has been enriched by the participation of a Romanian region, the Judet of Dolj (South-West Oltenia region) and 18 other partners in France, Romania and Italy. The partners were three local governments: Piedmont Region (Italy), Rhône Alpes (France), South-West Oltenia Regional development Agency Judet of Dolj (Romania), three universities: University of Craiova, Faculty of Education Turin, Lyon ESPE, three “Rectorats”: Lyon, Grenoble, Inspectorate Dolj, schools of the three “académie” but also international solidarity networks such as RESACOOP and COP associations.Our objectives were clear and easily measurable. We wanted to improve the quality of educational programs by developing an innovative approach and new teaching practices in order to develop the skills of young people in that field and the quality of public education policies as well. We also wanted to enrich the educational offer for teachers through the implementation co-develop training contents of Education for Sustainable Development and International Solidarity, especially through distance trainings aimed at educators. This project has also enabled the mobility of young people, and that of multipliers to promote the spirit of mobility and develop methods and training systems, to regionalize the issues the project has tackled especially with EGD-IS. The activities planned were the production of knowledge and know-hows, the definition of the EGC-IS impacts and its added value on the targeted audiences; integration of skills in the youth’s and the trainers’ curriculums, integrating international solidarity in education training for sustainable development; diversification of university training curriculums; to boost the practices of informal education, organize the methods and content of EGC-IS approaches. Dissemination of the productions: three national and international workshop have been organized in order to share approaches and knowledge of EGC-IS. Trainers, teachers, facilitators and students have been invited to these events to share and the impacts and outputs. The beneficiaries are now able, in the framework of an intercultural approach, to question the vision of their partners on common issues (water, environment, food, health, human rights, good governance ...). They have acquired citizens’ skills and habits to live together. Therefore transferable skills have been strengthened. Then teachers and trainers have been able develop a transversal approach to teaching. The professionals of formal and non-formal education have exchanged their practices and have become a real task force.