CONTEXT/BACKGROUNDOur schools have experience of working together on previous international projects. All 3 schools strive to provide an outstanding education for all 11-18 year olds, ensuring that students aspire and are challenged to achieve academic success whilst supporting and developing individuals to prepare for the future as global citizens. Gymnasium auf der Karthause has held some successful staff football matches with Meadowhead in recent years which strengthened relationship ties between the schools. The same results can be expected from student-student interaction. Sports is an excellent topic which will enable socially challenged students to participate as they can communicate without requiring too many words in the target language to engage from the outset. Furthermore, the cadre athletes, don't normally take part in the exchanges due to their fear of missing training sessions or having no possibility to do their individual fitness program. By giving them the opportunity to continue doing sports and to broaden the vocabulary necessary for international competitions, we expect uptake from this cohort to rise significantly.This project will allow disadvantaged students to participate in their first trip overseas - the main barrier to participation in overseas visits is prohibitive costs for our families, especially those disadvantaged economically.This project will improve both student and staff language competency through an exciting sports related theme.OBJECTIVE1 : To improve language skills of students aged 13-18, and to encourage uptake of MFL study at Further/Higher Education level.2 : To increase the number of disadvantaged and cadre athlete students participating in exchanges abroad3 : To enrich language teaching and learning, and intercultural education through a new collaborative project focused on European sports.4: To make students aware of the importance of a healthy lifestyle NUMBER/PROFILE OF PARTICIPANTSWe will take two different cohorts of up to 15 students aged 13-15 per year on reciprocal exchanges visit to Germany and Spain to exchange skills and knowledge based on the theme of popular local sports . Disadvantaged UK/Spanish and German cadre athlete students will be actively encouraged to participate and make up at least 30%. This project will give the cadre athletes the rare opportunity to take part in an international exchange without endangering their fitness level. Sports/language teachers from Germany and Spain will also undertake job shadowing with each other with a view to introducing a new Spanish/German club and setting up future exchange links, between the two schools.ACTIVITIES/METHODOLOGYHost students and staff will teach visiting students and staff about the history, popularity and sporting culture in their schools, towns and nations. Peer-learning will be encouraged since they will teach each other how to play typical sports from their region/country, and the language associated with that sport or leisure activity in the target language. Students will compete against each other in a final sports tournament at the end of the exchange week. Visiting students will also visit local primary schools to offer a presentation about popular sports in their country, to practice their language skills and teach younger pupils about their culture.Students from all schools will prepare videos with the help of the Spanish CPA, photo displays, and Powerpoint presentations about sports and language learnt to support dissemination.EXPECTED RESULTS & IMPACTSince many of the German cadre athletes are working on becoming world-class champions, their new language skills will benefit their professional career. English sports could be integrated into German P.E. lessons. Students will benefit from new language skills and will not drop their bilingual subjects. An increase in CertiLingua applications is to be expected. In the UK and Spain we expect students to improve their attainment in languages and new sports enrichment clubs to be offered. Uptake for the Year 2 exchange - Cohort 2, should be more competitive as the Year 1 participants (now acting as Erasmus ambassadors) will raise the profile of the exchange programme through dissemination of their knowledge and skills to younger peers, thus engaging and persuading them to take part.LONGER TERM BENEFITSStudent participants will act as language ambassadors in subsequent years to raise the profile of language learning and exchange benefits, talking to classes to encourage younger peers to apply for future language exchanges, which will support the sustainability and enrichment of these subjects.We expect GCSE and A-Level uptake of German and Spanish in the UK will increase. In Germany, an uptake of bilingual PE lessons will increase as well as the introduction of new Spanish lessons. Furthermore, an exchange between Spain and Germany will be planned.

In Europe there is a high rate of young people at risk of exclusion by educational, social and economic shortages, dropout and difficulty in joining the labour market. It is necessary to promote the participation of these young people in educational programs that prevent their social exclusion and promote their employability.This situation has joined the massive entry into Europe for refugees from countries in war State in search of asylum. The Member countries of the Union undertake to help these people, but the collaboration of entities with sufficient capacity of work and reception is necessary for this to be really effective and do not originate a discrimination problem.Three entities of three countries of the Union, that work with young people with fewer opportunities, including refugees, will share their experience with the objective of promoting high quality work in the field of youth that respond to the needs of the most disadvantaged through new methodologies that incite these young people to participate in educational programs that promote employment and social inclusion.The project aims to achieve the following specific objectives:1. Train workers in the area of youth, through the exchange of practices and methods.2. Develop improved methodologies and effective programs that reach young people with fewer opportunities.3. Promote the active participation of young people with fewer opportunities in educational programs that promote employment and social inclusion4. Increase the capacity at transnational level of the participating entities.The participants of this project are 24 workers of the three participating entities that work with 60 young people with fewer opportunities for educational, social and economic deficiencies and refugees seeking asylum.Activities:1) Analysis and research activities on issues that affect the whole of the European Union and on the basis of the objective of the project: equality, diversity and inclusion, refugees, youth unemployment, dropout and transmission of values. Objective: Prepare workers to be able to address the problems of today's Europe 2) Activities of exchange of practices and methods of work in the educational programmes developed for young people with fewer opportunities in each participating country. Objective: support to young people with fewer opportunities through new methodologies that lead these young people to participate in educational programs that promote employment and social inclusion. 3) Creation of a Digital platform. Objective: strategic use of open and flexible learning, virtual mobility and distance educational resourcesThe project organizes a brief Act of training aimed at workers in the field of youth of the three partner organisations to promote the high quality work. Welcome to Europe wants to increase the working capacity of the participating institutions at the transnational level. For this purpose it is necessary for staff to acquire international and transversal competences that can provide added value to your professional profile. The European project screening requires that participating workers are able to engage in an international scope.The methodology of the project:• Based on non-formal education• Innovative: the cooperation of three countries guarantees new methods and new tools for learning. • Intercultural: intercultural dialogue• Analytics: study, analysis and research.• Digital: information and communication technologies are the main workspace.• Participatory: participants enhance cooperation through the exchange of knowledge and experiences • Dynamics: debates in groups, mentoring and workshops of analysis.• Reflexiva: assimilation of content and self-criticism• Inclusive: activities that facilitate the involvement of the poor The most important expected results to spread:• Workers in the field of youth of the three partner organisations are ready to tackle the new problems of today's Europe • Young people with fewer opportunities are available educational programs that prevent school drop-outs, promote healthy behaviors and promote access to the labour market.• Increases the ability to work at the transnational level of the three participating entities in the field of youth.The digital platform of the project in addition to Exchange practices and methods used by each of the partners in his work, will also serve as platform for the dissemination of the results in order to create and develop a network of professionals in the field of youth, and not only of entities, to increase in the medium and long term the capacity of these professionals work at the transnational level sharing and confronting ideas and methodologies.

This project built on our previous successful KA1 work shadowing project for STEM leaders and comprised 2 key objectives: 1. To increase uptake and raise the profile in schools of not only the traditional STEM subjects of Science, Technology and Maths, but also (through involving the 'A' for Arts to add a creative and very visual dynamic to this project) to drive uptake of the Arts, including linguists to increase uptake of English, German and Spanish subjects in all 3 schools. 2. To improve staff and student knowledge and skills required to follow careers in STEAM areas of industry.Number/profile of participants: There were a minimum of 4 STEAM based curriculum leaders in each country, and at least 2 business partners, 2 senior leaders, a University partner and a project manager in each country. We recruited and trained 64 ambassadors (20+ per school) aged 14-18 studying STEAM subjects and planned for each group of 10 to travel to either partner school to carry out collaborative work with the 2 other partner schools. Unfortunately due to Covid19 our final exchange to the UK school was cancelled, causing much disappointment and disruption to the final year of the project for all participants. Activities: Ambassadors in each school developed STEAM subject related skills and knowledge through participation in specialist school and University based workshops, STEAM related trips, business visits and events, and by conducting employer interviews at STEAM related companies to learn more about careers in Science, Technology, Engineering, Arts, and Maths. Ambassadors shared knowledge throughout the project with partners overseas to learn more about the global STEAM landscape in education and business in each country.Each partner school led specialist workshops during the student exchanges focusing on their strongest associated curriculum area of each school: German school (SCIENCE/MATHS), and Spanish school (TECHNOLOGY and ENGINEERING). The UK school had planned to focus on the ARTS for the final exchange which had to be cancelled. Impact: Short term benefits included improved STEAM knowledge, skills and confidence of participants (staff and students), increased uptake of STEAM subjects in all schools, as well as improved links to University STEAM departments and local STEAM based businesses. The majority of ambassadors have chosen STEAM pathways, partly as a result of their experiences, and have a better idea of the career options open to them in different industries/countries. Longer term - All students on the programme accessed STEAM work experience placements or alternative enrichment opportunities with local employers. Participants are fully trained as ambassadors to inspire future cohorts of potential STEAM ambassadors when they enter their Post 16 education, which will ensure sustainability of the programme in future years in all schools. STEM subjects are enjoying a higher profile in each school and increased uptake at GCSE and A-Level or equivalent qualification in option subjects. Almost 100% of the ambassador participants have chosen to follow a STEAM related pathway into Further/Higher education. Teachers and careers advisors have improved knowledge of STEAM based careers in each locality, as well as secure links to related employers to ensure STEAM related high quality work placements and other future project possibilities for future cohorts.

Work-related experience for students has become more and more popular and important for any increased future employability. The project has provided post-16 students in Spain/Germany/England with an invaluable insight into the European job market by completing a week-long work placement in a local company or organisation of the host country which will broaden their knowledge and make them aware of the importance of knowing about other European countries in order to gain confidence in themselves, open their minds to employability possibilities abroad. Moreover, it has also increased their linguistic skills, which will benefit them in their exams and encourage the study of languages beyond A -level. The main activities involved: work experience placement in Germany/Spain/England for one week in local businesses, completion of a variety of tasks within each company under the close supervision of a dedicated member of staff, completion of a log book by the students about their experiences each day, meetings with staff in the companies to discuss educational and cultural particularities and differences between the countries, educational and cultural visits to local attractions in the evening and at weekend, monitoring and evaluation meetings during and after the visits. Students also learned about the language at work, the necessary skills to write a CV, European standards related to academic recognition, and the differences among the educational systems of the partners involved. Before the Work Experience all the post 16 students in the participating schools were given the opportunity to acquire language and employability skills as they were taught about how to do research of a foreign company, how to manage in a work experience abroad, etc. as we pretended that the project had an impact in as many students as possible, not only those participating in the trips. Each participant school sent one or two teachers accompanying a group of students to work placement mobilities (two visits per country) and accommodated the students in private housing on an exchange stay basis. This work experience was carried out in 2015 and 2016, thus implying the participation of 57 students in the mobilities. The fact of repeating the work experience had the clear aim of improving the collaboration system with the companies, as well as having the opportunity to compare results and draw conclusions.We can confirm now that the work-experience project has improved students’ linguistic skills, their interpersonal skills and their awareness of the international employment market. During the project, students practiced their CV writing skills in a foreign language, learned research skills investigating about foreign companies, improved their interpersonal skills when communicating with the foreign employers and their host families, and acquired vital working skills in a foreign company. All of this has impacted positively on the students’ exam results and increased their employability expectancies in the future. The long-term benefit can be said to be a successful work-related project between the three partner schools sustained in the future which will impact on the whole-school and local community. The post-16 education in each school has been enhanced and the project has led to a wider appreciation of language learning and employability skills in a global world. As a partnership we have attained a valuable knowledge about how to start a work experience abroad for under 18 students, and we hope it might be a useful tool for other schools in Europe too, who might be willing to accept the challenge and start such a rewarding experience. The school material developed for the didactic units may also proof to be of great value, and it can be improved every time it is used at any school. These lessons are uploaded in the website so that any school interested may have a look and use them, and they are also visible in the European Platform of Results. Its use in lessons for post-16 students is a guarantee of the sustainability and usefulness of the project outputs. The project has also had an impact on the local businesses’ exposure within the wider (European) community they are included in our website as collaborating entities, and they have been named in press articles and social networks (schools’ facebook, newspaper articles) references to the project. We hope to keep the collaboration with our partners and extend the project in the future, starting a new one which may include other countries, partner schools and companies to increase the mobility opportunities for the students.Finally, the name chosen for the project has proved to summarize the whole spirit of the project: Commuting across Europe for Work Experience (CEWE), along with the logo that we chose so that the main idea of the project was seen in just one image, that is, a European star with interconected dots representing our students commuting for work experience.

"<< Background >>The rapid technological evolution and the new digital transformation is generating a gap between demand and supply of the labour market, which will intensify progressively with the need for new emerging professional profiles in the so-called ""4th industrial revolution"". This reality has been contrasted by each member of the project partnership. Having said the afore-mentioned, this context and need contrasted in 3 EU countries (Austria, Spain and Italy - Central Europe and South-) context requires the promotion of mechanismes for permanent curricular updating through new models of agile and flexible learning and exploring other tailor-made training approaches that combine different levels of expert qualification of hybrid nature (professional training + university + business).The recent study (January 2019) of the Pwc Foundation and the INTERNATIONAL Foundation confirm other EU reports on the disadvantaged situation of young women facing new professional profiles in scientific or technological STEM areas in which the largest offer of new specialized employment will be made.There are also barriers to access to technical training for people with physical disabilities who advise promoting the design of flexible and accessible training tools.<< Objectives >>The MULTILEVEL HYBRID LEARNING proposal contemplates as a general objective to support people to acquire and develop basic skills and key competences in line with the Recommendation of the European Parliament and of the Council, to ""boost employment capacity in new specialties, skills and profiles professionals associated with the deep and rapid transformation of the labor market and with a vision of the future in fields that are strategic for intelligent economic and social development "".1º To test and validate a new learning mode, agile and flexible, focused to covering demands for professional qualification uncovered by the VET curriculum.2º To introduce a new approach for specialist qualification combining VET + university (18-36 ECTS) + enterprise for responding the ever-growing emerging new professional profiles.3º Based on the model afore-proposed, to produce and validate multilevel contents specialized and the corresponding University degree (18-36 ECTS) for subjects unforeseen by the current VET programmes produced and taught in collaboration with the business sector.4º To enhance the use of flexible tools and adapted and to facilitate the acquisition of women’s key skills in STEM areas or professional profiles.<< Implementation >>ACTIVITIES TO IMPLEMENT:-Knowledge building: design of guide and 3 expert courses.-Development of a demonstrative pilot action at international level.-Assessment, quality control and intellectual outputs validation in 4 languages.-Dissemination strategy, valorisation and transfer for sustainability purposes.METHODOLOGY:The new approach designs a methodology of diagnosis and process shared with business world to generate new models of alliance that combine VET with expert courses of multilevel university specialization by means of the agile updating of contents through own university degrees of expert level or specialization, with an 18 to 36 ECTS European modular framework, extendable to 60 ECTS if required by the degree of qualification and specialization.This new model of agile curricular design seeks to complement and update the vocational training for its adaptation to the new labour demands and promote a ""combined, and multidisciplinary learning based on open work and online training"" for its flexible development in VET training centers, companies and universities depending on market demand or employment needs and career development included.The didactic modality combines ""tailored"" training criteria (distance, face-to-face or blended) and it is flexible because of the place where the expert training is given or received (training center, university, home or company). It includes actions to support gender equity in STEM areas and the design of flexible and adapted tools for accessing to technical training for individuals with reduced mobility.<< Results >>EXPECTED RESULTS:50 trainers (methodology and guide)50 women trained in STEM areas (professional inter-qualification)150 students trained in expert courses (intellectual outputs)10 people with physical disability trained50 direct places of work generatedMethodology validation and 4 intellectual outputs (expert courses and guide) in 4 languagesDIRECT IMPACT AT INTERNATIONAL LEVEL:400 VET centers100 European universities10.000 businesses (clusters, chambers of commerce and business organisations)2.500 teachers and counsellors.10.000 VET students3 Multiplier events50 Education and employment public authorities.SUSTAINABILITY:Platform for the adhesion of 50 entitiesPartnership’s internal commitment for the portofolio enlargementSustainability accredited by the non-formal partners50 Authorities"