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Transfer of ECVET instruments into the fields of Trade, Hospitality, Electronics/Electrical Engineering and Mechatronics

The mobility of VET students is important to open their mind for the European labour market as a whole and to increase their chances for future qualified employment. However, the different VET systems with their country-specific rules and ideas as well as the lack of transparency and comparability that complicates the recognition and validation are still big obstacles for VET students` mobilities. Another barrier is the time consuming organization of mobilities, especially with the ECVET tasks.In order to increase mobility, it is necessary to overcome the obstacle of the different systems and to improve the instruments to organize and manage mobility. The project THEME aimed to support VET teachers or exchange coordinators by offering instruments to facilitate their work. Furthermore it aimed to assure the quality of VET mobility and to contribute to its validation and recognition regarding the ECVET guidelines.For this purpose the project intended to connect results of the projects TRIFT, E.R.M.E.S and ECMO. It helped to set up synergy effects between these projects and to transfer, disseminate, evaluate and possibly improve the existing approaches and tools. The focus is on the occupational fields of electronics/electrical engineering, mechatronics, trade and hospitality.The effects of the project are improvements of carrying out mobilities, improvement of transparency between the different vocational systems, improvement of the verification and recognition, therewith a simplification and expansion of European mobility in the vocational education as well as a continuation of the ECVET process.The target groups of the project were teachers that are responsible for mobility at vocational colleges, trainees whose mobility will be simplified and companies that will benefit from a better transparency.The consortium of the project consisted of twelve institutions from eight European countries, working in four working groups. There were vocational colleges, chambers, different governmental institutions of the vocational education and training and one university.

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