ETAP was the first vocational school in Portugal, having opened its doors in the municipality of Pombal in 1989; It has as its vision "To establish ETAP as a national reference in vocational education and training, distinguished by quality professionals, its students, trained and placed on the labor market, by its ethical and socially responsible approach and for being a professional fulfillment space of its employees" and having as Mission "to contribute to the training of young people and adults of the region, working in proximity and partnership with economic agents to better meet their needs and desires and seeking to contribute to the professional and personal development of its students and employees, and to improve the competitiveness of companies and therefore to improve the economic situation of the region and the country”.European activities will involve the mobility of secondary vocational education, and are:• Internships in hosting companies (92 days / France and the UK) • 6 students of the 12th year and 6 recent graduates of Industrial Maintenance courses, Mechatronics Automotive & Electromechanical, Tourism, Metalworking production • Programming and Machining (CNC) Sales, Polymers Processing, Health Assistant• Training action and observation of work context (13 days / Germany) • 27 students of the 11th year of the Industrial Maintenance course (this activity requires two accompanying teachers)• Job Shadowing Activity (5 days / Denmark and Poland) 6 teachers of socio-cultural departments, scientific, mechanical, mechatronics, health, tourism.Specific objectives for students and recent graduates:• Provide a first experience in an international context• Motivate to learn technical competences to the training curriculum• Facilitate the transition from school world to the labour market world• Provide the integration of an European dimension in training due to the participation in a training action in an international context or by going abroad through an international working environment experience• Promote the importance and the pleasure to learn languages• Strengthen the knowledge acquired during the training for its practical applicationThe specific goals for teachers are connected with the goals for the school itself, since they are the main actors in the implementation of educational service of ETAP:• Motivate the employees in the performance of their jobs• Acquire new pedagogic skills which will then be transferred to the context of ETAP• Introduce new ways to coordinate and supervise the training programs in the work context• Establish partnerships that can generate new proposals for transnational cooperation projects• Define new strategies to promote the academic success of students• Acquire management skills in the ECVET certification processAre defined as specific impacts:1) students and recent graduates• Being motivated for continuous learning complementing, this way, the training curriculum• Facilitate the transition process from the school world to the labour market world• Being more aware of the added value of integrating a European dimension in their education• Understand the importance of learning languages• Strengthen the knowledge acquired within the training for its practical application• Acquire new personal skills in communication and management of intercultural relations2) teachers (and the functions they perform, ETAP itself)• Acquired new personal skills in interpersonal communication and intercultural• Being motivated to carry out their functions• Feel valued in their role as teachers and promoters of the academic success of the students• Acquired new teaching skills to transfer to the context of ETAP• Be able to transfer the knowledge and skills acquired to define new coordination practices and supervision of training programs in the workplace• Establish new partnerships for transnational cooperation• Be able to define new strategies to promote the academic success of students• Acquire skills to allow a good management of ECVET certification processRegarding the evaluation of the project, we can highlight some qualitative indicators: • Number of candidates interested• Lack of dropouts• Level of success of the internships• Taking until the end the language courses available in the OLS platform• School visibility (contacts by candidates to students, companies)• Achool organization (introduction to new practices and competences)• Partnership management (maintenance of the partnerships established under the project)