The overall strategy of our school is to encourage and support all innovative and cooperative initiatives involving relations with European institutions and the promotion of foreign languages. We have undertaken the existing framework of twinning between the towns of Carlet and Chilly-Mazarin to sign a partnership agreement with the Lycée Marguerite Yourcenar aiming at projects of exchange and mobility of students for training, which 386 students have made use of: - 50 inbound students in the former Leonardo Programme (the current KA1- VET) for training. - 16 outbound students in the former Erasmus Programme (the current KA103). - 320 inbound students in school exchange Programmes funded by the European Social Fund, which helped both the students and their tutoring teachers who were hosted by our institution. Our partner school, which participated in the former Leonardo Programme serves as an intermediary in the search for companies according to the following criteria: -Location of the company within a maximum distance of 15 km from the place of accommodation for students. -Proximity to our partner school aiming to provide monitoring (week of language immersion) as well as logistical support and tutorship. - The selection of companies is made according to the profile of the students and their vocational studies. The geographical area chosen to complete this training period is the Ile de France, department of Essonne, south of Paris, for reasons of proximity with our partner institution, to provide transport and support to our students. In this area, the unemployment rate is quite low, around 8%, making employability of foreign students easier and facilitating their integration and the possibility to reach a labour market that offers better opportunities than the one in our country. However, opening to other countries is in progress (Erasmus+ KA2 Strategic Partnership with DE, IT, NL, RO, TR, CZ)/ ANNEX 1. Apart from this project, we are open to new projects with two partner institutions with which we have already started relationships to carry out mobility: -The school Dauphiné of Romans-sur-Isère that will allow us to implement mobility for educational purposes as it provides the same type of vocational studies. - Colegiul Tehnic E. Ungureanu of Timisoara with which we have outlined a programme of actions as a result of our participation in an International Congress in May 2013 /ANNEX 2. As stated in our ECHE, the main objectives of mobility have been achieved: - With regard to students, we have developed our mobility project with the aim at training our students in companies abroad. This initial project has been expanded and implemented with linguistic and academic training in the host organization. -Thanks to our bilateral exchanges, French students have come in contact with their Spanish partners during a full- immersion period at our school just before they started their training. The contact has continued through ICTs such as whatsapp messaging service, video-conference- Skype and social networks –Facebook). Whenever our outbound students arrive at the host country, these previous contacts have proved extremely helpful to facilitate their integration in the lifestyle of the foreign country. A further aspect which contributes to the success of this experience is the improvement of their linguistic competence and skills after this immersion period and the high motivation which stems from those initial contacts. The personal relationships with our partners have provided contacts with companies and eased the access to the labour market. The target groups are the higher levels of Vocational Training students. Such students need more encouragement and support as they mostly belong to disadvantaged environments and in general terms, they have a tendency to neglect theoretical study while rather embracing the more practical aspects of education. - As for the staff, especially teachers, the goal of motivating and encouraging them has been mostly achieved though their participation in the implementation of projects of good practices. At the moment the participation rate has been somehow modest – 5%- partly due to the lack of competence in foreign languages. To overcome this flaw, our institution has put into place language courses and given information about on-line courses to improve the staff linguistic skills to offer greater access to European programmes. Any motivated professional wishing to improve their work is welcome, although we especially try to involve teachers of Higher Vocational Training directly involved in our mobility policy and appeal to foreign language teachers for their cooperation and support. To do this, information on the actions, terms and conditions and all communication has been fluid and transparent at any time, as detailed below in this report, both in written form: school website and blog, Erasmus and teacher’s room notice boards and verbally, in staff meetings.