The I.R.T.S. Nord Pas de Calais, which was created in 1974, is recognized as a public services company and has developed its training activities in basic vocational, higher education and further education in the field of social work. The domains taught are very diverse: children, families, seniors, disability, precariousness, exclusion, dependence, management, social policies. 21 official diplomas and vocational certificates are offered to a general public of students and professionals. In terms of staff and activity, the I.R.T.S. is one of the most important training organizations in France in the field of social intervention. It is located on 5 sites in Northern France, every year 5000 people come here for training, thanks to 150 permanent members of staff and 1000 visiting lecturers from social institutions and universities. We have a partnership with more than 1300 social structures in our training. It contributes to the animation and of the exchange of information of professional circles, through the organization of Conferences and of regional and international days of reflection. The educational project includes an international dimension in its development plans. “This strategy for excellence relies on an impetus in three domains: development of Research, creation of a digital training course, and the integration of an international outlook in every part of the establishment. Holder of the Erasmus Charter +, the I.R.T.S. offers international openings to its stakeholders, undergraduate/graduate student mobility, staff mobility, and educational engineering projects. An international activity hub was officially launched in October 2015 with two complementary mandates: - To engage the I.R.T.S. in the international world of social work and training: partnerships mobility projects, financing mechanisms. - To establish actions in in-house educational activities, and construct international projects with the teams and students from the basic vocational and higher education training courses: undergraduate/graduate student mobility, teaching staff, content. The hub contributes to educational activities through: - Promoting quality, the performance of the training provided, and all forms of communication between the educational staff: exchange of content, knowledge brainstorming, traceability of resources. - The transparency of working operations, the guarantee of quality student support, the recognition of partnerships, consistent with the commitment to the Erasmus Charter. Basic vocational and higher education students are offered the possibility of placements abroad. The students of State recognized diplomas of Special Needs Teachers and Social Workers have the possibility of going on a three month (Educateur spécialisés) and six month (Social Workers) placement during their second year. This mobility is not mandatory, it is the result of supporting students individually in their projects: helping them in writing the application, proposing host sites for placements, offering clear procedures to benefit from grants. The particularity of our training system (we are not a university but it is the State that validates our diplomas) presents important constraints on academic mobility for our students in Europe. On the other hand, we strongly encourage foreign students onto our training courses. Due to the size and importance of our 5 distinct training sites, it is necessary to have a global and coordinated management of the mobility procedures and their content; The development of partnerships and mobility management is being set up progressively on different qualitative foci: individualized management of projects for a higher taking up ratio, and deepening of partnerships, study of foreign structures to encourage and develop teacher mobility, promote an international outlook to stakeholders who are usually unwilling to go abroad and are often in situations of precariousness. Today we are in a period of creation, outreach and reinforcement of all our activities, the commitments taken in the framework of the Erasmus Charter participate in the qualitative framing of this procedure. Teacher mobility is a focus of development that has been identified, which requires a real investment in the better understanding of foreign structures. We hope that on a medium and long term view to be able to offer even more firm possibilities of teacher and student mobility to our stakeholders.