"The project ""Winter Servicing, a way to boost self-confidence"", was born from the desire to revitalize the European section of the school.The framework of the Erasmus project seemed to us particularly suitable:- it allows a real international opening for our students who for the most part have never traveled- the pairing with another technical high school of the automobile allowed to lay the foundations of the work in common: ""WInter servicing""- The focus on self-esteem has become apparent in view of the problems encountered by our students, who have often been destabilized by chaotic school backgroundsParticipants:- French team: 12 students from 5 different classes and 5 adults (3 teachers, 1 CPE and 1 management staff)- Finnish team: 5 students from 2 different classes, 3 teachers, 1 education consultant and 1 international relations coordinatorJobs done :- Mobility 1 Montluçon -> Kemi: 2 major axes with the preparation of cold weather engines (production of a technical video on the subject) and self-confidence with real-life activities of students and questionnaires- Mobility 2 Kémi -> Montluçon: two technical axes, with the new propulsion energies (Natural Gas Engines Vehicle, Electric and Hybrid) and the ground connections(""tire in Auvergne"": Dunlop company visits Montluçon, Procar Recygom in Joze and the Michelin adventure in Clermont-Ferrand).The benefits for the students are numerous. The first is to have traveled and borrowed transportation such as the plane, the night train, the tram, the boat, while some students had never left their home department. A second, which combines self-confidence and technical skills, is the fact of having participated in an international exchange in a second living language. On the human level, they all had confidence in themselves, which resulted, for example, in:- a continuation of higher education for some students who did not even imagine it, including in IUT for two of them, which is exceptional for students from Bac Pro and is almost a first for the institution- the realization of internships in companies and the hiring for the summer of two students, thanks to the video they realized- we had taken the risk of bringing into mobility a difficult student, involved in delinquency problems. He gave us the confidence of opening up again to adults and getting back to work for the end of his schoolingThe adults have created a real team that goes beyond the time of Erasmus. The contacts established with the Finnish team continue. The project could be a second wind for some participants and a real opening to a different education system for all.At the school level, he helped to enhance the image of the school outside and opened doors to other experiences: this Erasmus simply showed that it was possible for a small school to carry out large-scale projects. Since then, colleagues have dared to embark on ambitious projects."

<< Objectives >>The objectives of this project is to develop professional skills of the teachers and students in Social welfare and Health Care program in VET. Moreover, objective is to plan and develop study programs and teaching methods to meet better the requirements and needs of the future working life. Professional and international knowhow of these specific studies increases among the participants by working together, sharing practices internationally and finding new methods for teaching as Nordic method.<< Implementation >>Four workshops with specific theme and agenda for the target group to work together towards the shared objectives.Monthly steering group meetings to follow the implementation of the project.<< Results >>Our aim is to develop teaching and learning methods in Social welfare and Health Care studies in VET to meet the requirements of the working life in Nordic context. We will learn from each other and try to create a new methods for teaching and learning in this sector of studies.We expect to get more visibility and attractiveness for the studies at local and regional level. In addition, increase collaboration opportunities between the Nordic colleges in Social welfare and Health care sector.

The purpose of MOBVET project was to support achievement of the objectives of the European education area. Those objectives are focused on developing a learning space, which is not hampered by national borders and there are no obstacles in recognition of international learning outcomes. According to the EU Council Recommendation on VET for sustainable competitiveness, social fairness and resilience (2020), all Member States are encouraged promote vocational education in an international context. At least 8% of learners at national VET institutions should benefit from a learning mobility in abroad and their studies should be recognized internationally. In order to promote learners` mobility, not only students should be addressed, but also the VET teachers. We identified that the barriers of international mobility are often related to VET teachers, who have limited experience and readiness to work in intercultural environment. Therefore, teachers are the key factor unlocking the potential of learning abroad. The project partners, representing seven different institutions (VET training providers, universities, NGOs and educational organizations), recognized the need to enhance international mobility in VET training programs in their countries and institutions. Within that context, the overall aim of the project was generating a supporting instrument (MOBVET platform) for students and teachers to prepare them to study and work at the international learning environment. The Project provided a practical tool for VET institutions, which supports and encourages international cooperation and staff/student mobility. The project had two main objectives. First, to create a functional and sustainable strategic partnership to achieve common goals of internationalization of VET learning programs. Second, to create a specific tool for internationalization (a learning platform), which is designed to assist VET program teachers, trainers and students. The platform allows develop their intercultural competences and reflect their skills before, during and after a period of mobility. During the project MOBVET learning platform was designed, which is ready-made and open for use. The platform includes Study Module and Country Module with accompanying materials and instructions to cover all stages of mobility. The methodology used emphasized the significance of the learner’s own contributions to their learning process through active involvement, critical thinking and reflection. The platform was piloted in all participating countries with groups of VET students, teachers, teacher students and experts (study abroad program coordinators). Learning outcomes were defined and validated through the piloting in all partner countries. Based on the rich feedback received, the platform was improved to be more functional, informative and attractive for potential learners. The main outputs of the project were digital platform and specific instruments (e-learning tools) to promote high quality mobility and international dimension of VET programs. The COVID-19 situation also brought the need to rethink internationalization strategies and action plans. The keywords of the „new reality“, such as multichannel working and experimental agility became relevant for the MOBVET project. The project accumulated the best practices of the partner countries in introducing systemic approach for developing practical solutions to support VET teachers and trainers competences to promote internationalization and change in mindset. The outcomes of the project are sustainable in the long term, as the MOBVET platform has become an important part of the Erasmus mobility preparation in our partner institutions. The Study Module of platform is integrated into a VET teacher education curriculum in terms of mobility window. The MOBVET platform is open to all other institutions who are interested in adapting it for its own curriculum or for mobility preparation and support. In the long term, the project will result in an increasing number of mobile VET teachers and learners in Erasmus+ Program countries and provision of high quality mobility through all stages of study abroad.

Context and background:Developing international activities in VET requires new initiatives to global mobility. Bridge the Ocean (BTO) project meets these needs. The mobility between European and Canadian VET colleges is still very rare. We want to prepare our students for global labour market. We look forward to future Erasmus programme 2021-2027 and develop our services accordingly, since there is a growing interest among students for mobility overseas. Besides, the New International Education Strategy launched in Canada in 2019 promotes international collaboration. Developing internationalisation strategy is one of the Finnish national priorities in 2020. The project meets priority by developing the structures and practises of mobility and by establishing a network to support the internationalisation of VET. Besides, we will build the partnership with partner countries, i.e. Canada. The activities include validation and recognition of learning outcomes as well as encouraging students with special needs to participate. Objectives: - to understand the global perspective in VET- to strengthen the international aspect in the strategy of partner organisations- to create a structure for reciprocal mobility and further cooperation between European and Canadian VET colleges - to build a network of VET colleges to support the international collaboration- to promote the validation and recognition of nonformal and informal learning- to create study modules in three professional sectors: Hospitality, Construction and Entrepreneurship- to prepare a toolkit with practical information to help other VET providers to start overseas mobilityParticipants:Teachers and other staff members of the participating VET colleges from Finland, The Netherlands, Denmark and Canada. Students will participate in the LTT-activities. The management of the VET colleges. Managers play an important role in supporting the strategy and providing resources for collaboration. As a secondary target group, we intend to reach other VET providers and future students by dissemination activities. Description of activities and the methodology used: We will organize five transnational meetings to monitor and evaluate the progress, to work on the products and to ensure dissemination and sustainability of the results. Besides, we will organize three multiplier events as dissemination workshops.LTT-activities play an important role in the project, since we aim to pilot the study modules during LTT-activities in Finland and in Denmark. Our products i.e. intellectual outputs are1.Model for international collaboration as a part of strategies of VET providers2. Hospitality in International working environment study module in Finland3.Green construction study module in Denmark4.Entrepreneurship study module in Canada5.Canada-Europe VET mobility -toolkit including practical advice to carry out overseas mobilityWe will have a hands-on approach in the BTO. The model and toolkit are based on the previous experiences of participating organisations as well as small surveys on the background information. The modules will be designed together with the partners and after piloting and feedback from the students, they will be developed further. The expected impact and long-term benefits:Bridge the Ocean will have an impact on the individual participants through developed professional skills especially in global context. The participating organisations can incorporate the global aspect to the strategies of the organisation. In addition, they will get more skilled and competent staff in the field of internationalisation. There will be more visibility for global issues in internationalisation of VET. For Canadian community colleges the project will have an impact as promoting mobility with European VET providers. We expect that we can reach a wide group of VET colleges through our networks and our dissemination activities. In VET colleges the topic is quite new, and we believe that our project will have a positive impact by sharing the best practises of overseas collaboration and preparing VET colleges for a new Erasmus programme. We will provide a practical toolkit for VET providers to enhance the collaboration. The products will be available for wider use after the project.

The CryoSCOPE project unites a consortium with diverse expertise in inland ice-related fields, comprising top-level global research organizations and companies.We address challenges related to evolving land ice, snow, and permafrost, excelling in comprehensive in situ and remote sensing observations of the atmosphere, aerosols, cryosphere, and hydrology. Proficient in advanced modeling techniques, including global Earth System Models (ESMs), glacier dynamics, hydrological processes, atmospheric drivers, and land surface modeling, we leverage cutting-edge artificial intelligence data analysis tools. Moreover, our consortium has a successful track record in engaging stakeholders, societies, and end-users in impactful dialogues, contributing to the development of effective adaptation and mitigation strategies. CryoSCOPE aims to demonstrate excellence across the entire value chain by: Providing advanced observations of the CAH system in globally significant "cold spots," including the Indian Himalayas, the Alps, Iceland, Northern Scandinavia, and Svalbard. Integrating observation-constrained modeling, spanning from detailed process models to Earth System Models (ESMs), enhancing our understanding of physical and chemical processes of the CAH system. Generating new knowledge on cryosphere-ecosystem changes in targeted regions and globally, enabling predictions of the impacts of climate change and related drivers across seasonal to long-term time scales. Developing societally impactful services and solutions to bolster resilience against the changes occurring at various time scales. The overarching scientific objective of CryoSCOPE is to understand and quantify physical and chemical processes of the CAH system in diverse landscapes and found the intricate interplay among different processes. This encompasses examining how these interactions are represented within regional process-based models and global ESMs, and predicting their susceptibility to climate change impacts.