We wanted to increase the skills of our students through the acquisition of technical, linguistic and psycho-social skills, but also through the discovery of a common European culture. Moreover, the link between foreign language and professional technique has brought a real added value to their learning, and has allowed the schools to think about setting up European sections. The administrative and teaching staff have also acquired project management skills, and have been able to organize themselves internally with one goal in mind: to encourage and implement mobility for their students, while creating links with foreign companies. This increase in skills among the educational teams can be useful for all types of future projects, whether or not they are related to international business. Finally, we wanted to diversify the countries hosting the trainees: Slovenia, Italy, Estonia, Czech Republic, in addition to Spain and Ireland (the two preferred destinations). The network thus formed now allows the schools of the consortium to pursue their mobilities in places that are both known (which meet safety standards and the needs of learners) and diversified within the Erasmus area.
The Rectorat's objective was to encourage the schools that are sometimes far from mobility to carry out mobility in the Erasmus area. This proactive approach aimed to develop the Erasmus culture among the students and staff of the members of the consortium, both through the mobilities themselves but also through their participation in a common European project. We wished to stimulate a dynamic within the vocational high schools members of the REEVVER consortium so that they would eventually submit E+ projects. For the staff, the observation missions and the exchanges within the companies and / or other places of reception generated a better knowledge of the processes (activities, management...) and allowed consequently to consolidate the professional knowledge related to their discipline. Some teachers have participated in language training, or have taught in partner institutions. These experiences have enriched their teaching practice in a lasting way, and have even prompted some to apply for DNL certification for teaching their subject in a foreign language.