Simulation classrooms are taking great importance because critical situations can be created on a simulated patient and as a result we can train capabilities of students to these critical situations. This training of key competencies of teamwork, autonomy and rapid emergency response is essential to ensure the safety of the hospitalized patient. Thus, this project has been raised with the view to improve training, innovation in educational methodology and promote the employability of our students. Key competencies enhanced among our students of technical vocational training in nursing care assistants are: ? Capacity of autonomy, problem management ? Teamwork. For this, we have worked on two lines of that project: 1) Mobilizing 2 VET students of assistant nurse to the workplace of our French partner. 2) Mobilizing 2 VET teachers with the objective of learning advanced simulation techniques. Our partner is already using routinely on his students. Our students moved to the Rhône-Alpes for 4 weeks and integrated into the hospital's employees team (a student has worked in Grenoble and one in Lyon). During the development of mobility our students had to meet their own individual goals, which were: - Be able to live away from the family environment (in this case the goal took more importance in the younger student). - Improve and increase fluency in the French language - Join a team work different than usual. - Try to improve their position on the labor market (this goal was a priority for the older student) We can assure the two students have met their individual targets on a 100% according the conversations we have maintained with them once they have come back. Our goals with the students have been also achieved 100% (improvement of the french language, integration on our neighboring country's life and make french friends with which they are still in contact, incorporation into the hospitals' work french system so they have been able to verify the similarities and differences between the two systems). On the other hand, and considering that the ultimate purpose of the teachers' mobility was also to improve key skills of pupils, the job shadowing has allowed them to observe the process of simulation work from planning and structuring of the simulation activities to performing it with the students. The results obtained with mobility have been of high impact for our institution. On one hand the persons involved on mobility (teachers and students) have obtained their personal achivements (contact with french colleagues, increased enthusiasm and practice the language ) and on the other hand we have worked to implement the simulation methodology in VET assistant nurse. We also have worked with schools of medicine and nursing in our environment. Thus, the project benefits not only the present promotion' students as it also applies to the following promotions of our center. The implementation of the project has allowed us to participate on a workshop, publish a poster in another one and organize the first day of joined simulation among students of medicine, nursing and auxiliary nursing care. The participating students on the simulation activity have found it very satisfaying. Also on the return of their mobility, the students have expressed their gratitude for the opportunity and clearly have agreed that their academic progress has markedly improved. The employment, at least in the case of the older student, has also been improved as she has received job offers related with her experiencie abroad. Finally, thanks to the experience we have gained in this project, we have been invited to participate in the september workshop of European Association Of Regional and Local Authorities for Lifelong Learning (EARLALL) in Esslingen (Germany). As a long term result, this project has enabled us to develop the next one, for what we have already received funding and by now is on going.