IRTSCA positions clearly as actor of the solidarity and the citizenship, in the service of training throughout life (referring to its educational project). The structure encouraged the European and international mobility for one of the compulsory work placement (the second) of the training’s program of students in social work degree level - Social workers, specialized educators, educators of young children. For that purpose, a pedagogical trainer, responsible of mobility, guides students throughout the construction and the implementation of their mobility project. This support takes place by tutorial classes in group and individual, bringing the student to formulate a precise and coherent project but also to remove all obstacles to the mobility (financial, organizational, relationship with the sector in which the student is enrolled ...). The support also continues after the end of the abroad work placement so that students can capitalize experiences and skills and share them with colleagues and professionals. Engaged for many years in European mobility projects, we have developed partnerships with Belgium, Spain, and the United Kingdom and very soon with Portugal and Slovenia. Besides, we lead partnerships with Quebec and Switzerland. A program marked out by intercultural experience and practical training in a structure of socio-educational sector and/or in another training place, can only have the effect of making student to progress at the level of its skills and its personal, relational, professional and linguistic capacities. The increase of the level of qualification is sometimes hard to assess at the time of reintegration of the training plan but it will reveal itself, undoubtedly, in the professional future of the person who has lived an international mobility experience. Every year, 4 to 6 students realize a work placement abroad for a period going from 3 to 5 months. These students can already have a European experience like for example, European voluntary service, international mutual aid or personal travel experiences. For others, it will be a first long-term stay abroad far away from their friendly and family environment. The support of the IRTS is very important and takes shape by accompanying of the mobility referent but also the student’s year referent. During the program 2014-2016, 6 students, all of them from specialised educators’ training went abroad: 4 in the United Kingdom, 2 in Spain. 2 are counted in the Erasmus program and have benefited from our support, but were not beneficiaries of scholarship. In 2014, 2 left and are at the moment ending their training. They are capable of measuring the impact of their work placement abroad and assert skills in term of organization, intercultural meeting, and capacities to situate social problems in a national, European and international environment and also skills to question their own professional practices regarding to practices discovered abroad. They will be very certainly future professional trainers of work placement ready to welcome students in European mobility and to become resource persons for our structure. The students, who have realized mobility, were also able to sponsor their colleagues who are building a project for European mobility. They were able to transfer their knowledge and skills, which is also to be put in advantage of their training. This procedure will be pursued and valued in the future and a communication process will be organized for all students, the structure and the partners. During the 2014/2016 project, there was neither teacher mobility, neither mobility of studies nor incoming students’ mobility. This is a development axis of the project and it should be able to concretise over the coming years. In that purpose, a work of information for IRTS staff, in connection with the direction, is organized as well as meetings with our partners’ establishments. The aim is to offer a possibility of welcome for training or work placement in a welcoming environment organized with the different trainings proposed by the IRTS. The outgoing studies’ mobility is for now difficult to organize because of our modular organization.