In this framework, the transnational mobility project is inextricably linked to a modeling process that identifies satisfactory solutions tested in a specific training context. Based on this experience, criteria and indicators of good practices can be defined. The interventions that have been made are innovative, that is, they have developed new and creative solutions to the problem they face; they have a tangible and demonstrable impact in improving the quality of life of beneficiaries and are the result of effective partnerships between public, private and civil society sectors. They are sustainable from a social, cultural, economic and environmental point of view; furthermore they are potentially reproducible in other contexts. The key chosen to achieve the intentions of this project was the experimentation of teaching in the three main teaching fields of the IIS Pellegrini and the ISS M. Giua united by a minimum common denominator: made in Italy, with a particular focus. The comparison with foreign countries has allowed young people to grow from a point of view: -personal (greater self-awareness) -professional (identify strengths and weaknesses) -as a European citizen capable of carrying out critical analysis on the role of cooperation between countries and on the unexpressed attractiveness of Made in Italy. The opportunity offered by the Erasmus Plus program made it possible to achieve the set objectives through: - professional growth of committed teaching and ATA staff who have seen their management skills increase in a European project, - integration of innovative complementary extra-curricular activities that can be replicated by foreign models in the teaching context, - strengthening of linguistic assets (mainly in the target language of the project: English and Spanish) not only of the students but of the teaching staff (particularly among those who were involved in the role of chaperone). All these variables have allowed the development declared by the respective PTOFs, namely: - redevelop the Institute's image as a high-level training institution - provide new job prospects to young students by motivating them to pursue their studies - stimulate greater internal and shared synergy between the 3 schools that make up IIS Pellegrini Specifically, this path fueled the motivation and participation of the entire partnership by having moments of interaction with individuals up to the start date of the project and of coordination and updating during the implementation of the project.
The Sardinian territory in which the two schools involved gravitate and operate is placed in a context of marginality which derives from different factors such as: low employment in both the primary and tertiary sectors, a continuous loss of employment and an ever-increasing lack of motivation. All this has repercussions on young people by increasing school dropout for which Sardinia boasts the negative record at a national level with 20% of pupils leaving school early (Openopolis Foundation Data 2018). This creates a serious obstacle to the employment, social and economic growth of the area. Therefore, as stated in the respective PTOFs, the priorities of the Institutes were the following: - support the creation of a European area of lifelong learning; - promote language learning and linguistic diversity; - strengthen the role of lifelong learning in developing a feeling of European citizenship based on understanding and respect for human rights and democracy and in promoting tolerance and respect for other peoples and other cultures; - encourage the propensity for mobility and the degree of openness of citizens to transnational contexts; - encourage the best use of innovative results, products and processes and exchange good practices in the areas covered by the Lifelong Learning Programme, in order to improve the quality of education and training; - prevent and combat school dropout. Among the priorities of IIS Michele Giua were: - positive insertion into the world of work; - development of a mature, open and aware personality; - ability to respond to the demands of a dynamic and flexible society. The schools therefore had similar and complementary needs as they both aimed to develop skills that could be used in the world of work and functional to the employability of students to combat the level of unemployment on the island. In order to pursue these objectives, it was necessary to start a process of internationalization and awareness of both staff and students, initiating research to identify interlocutors abroad capable of satisfying these needs by promoting high quality courses in the main areas of teaching given the peculiarity of the Institute. Although characterized by uniqueness, the training need was the same: to redevelop the image of young students by providing them with solid skills and motivating them to continue their studies with future job placement prospects. The students in question were students regularly enrolled in the consortium sending institutions, attending the 3rd or 4th year, who were the recipients of a training internship abroad lasting 4 weeks (30 days). Specifically, the IPECA project was aimed at 102 students from the following institutions: Superiore Nicolò Pellegrini (4 dedicated streams for a total of 78 students), addresses: ITA - "Productions and transformations" division - IPIA "Environmental and territorial management" articulation - 'Maintenance and technical assistance' sector - 'Clothing and Fashion' sector IIS MICHELE GIUA - CAGLIARI (1 dedicated stream for a total of 24 students) Computer Science major. A change in the flows and number of participants then became necessary following the reduction in mobility days. The Made in Italy sector was identified as an internal priority, with the aim of enhancing "the artisans of the future", especially for the students of the IIS GIUA institute the focus was on craftsmanship 2.0. The young students who took part in the mobility had the role of ambassadors, generating a positive spirit among peers who indirectly benefited from the enthusiasm and beneficial aspects of the project, generating a motivational spiral among classmates. The ambassadors were invited into the classes to share their experience and to talk about difficulties and curiosities related to the experience. Indeed, one of the main objectives has been the completion of higher education among the young adult population, through the enrichment of new skills and competences. Another fundamental educational objective was to reduce the levels of school dropout from the current 12.7% to less than 10%. Also to achieve this objective, Erasmus+ promoted modernization and supported non-formal learning through youth exchanges.