Erasmus+
Programa de educación, formación, juventud y deporte de la UE
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Erasmus+ 30 anniversary logo

En portada: Puestos de trabajo del día de mañana

Erasmus+ abre la puerta a un mundo de oportunidades de empleo. Ya sea para encontrar trabajo en otro país o sector o ampliar los conocimientos en el propio ámbito de especialización, no cabe duda de que Erasmus+ mejorará las perspectivas de carrera profesional. De hecho, los estudiantes de enseñanza superior que realizan programas de movilidad tienen el doble de probabilidades de encontrar empleo un año después de titularse que los que no participan en este tipo de actividades. El voluntariado también aumenta las posibilidades de encontrar empleo, ya que 3 de cada 4 empleadores valoran este tipo de experiencia.

Entre las cualidades que pueden adquirirse o reforzarse gracias a una experiencia Erasmus+ destacan la confianza en sí mismo, la adaptabilidad y la capacidad de comunicación. Los participantes también crean redes profesionales. Estos contactos hacen surgir iniciativas innovadoras de empleo y emprendimiento, desde empresas incipientes a proyectos de investigación y otras muchas modalidades.

En palabras de Esther Berrozpe Galindo, Presidenta de Whirlpool en Europa, Oriente Medio y África: contar con experiencia internacional y dominar varios idiomas son factores clave para formar parte de una gran empresa de ámbito mundial. El 92% de los empresarios europeos están de acuerdo con Esther y valoran las competencias adquiridas durante las experiencias de movilidad y las nuevas ideas que los becarios tienen que ofrecer.

El programa Erasmus+ va un paso más allá: garantiza activamente una estrecha cooperación entre los sectores de la educación y la formación y el mercado laboral. Entre 2014 y 2016, se financiaron más de 2.600 proyectos para impulsar un cambio positivo en los sectores de la educación y la formación y mejorar las perspectivas de empleo.

Emprender una experiencia de movilidad de Erasmus+ aumenta las posibilidades de encontrar empleo en el futuro, mejora las competencias en el puesto actual y dota a los participantes de nuevas ideas inspiradoras. ¿A qué espera?

Read our spotlight stories from Erasmus+ participants

Haver Järveoja – 24 – Estonia

Haver Järveoja – 24 – Estonia

Higher Education – Germany, 2013

‘My Erasmus+ experience was the catalyst for co-founding Wolf 3D.’

Ever wanted to be a hero in a video game? You will soon be able to do just that by downloading Estonian start-up Wolf 3D’s software that creates avatars of real people for video games and virtual reality applications.

It all started when Wolf 3D’s COO and co-founder, Haver, heard about Erasmus+ while studying finance at the Estonian Business School. He decided to apply as he felt it would enhance his career and help him forge valuable contacts. He was selected to go to the Frankfurt School of Finance and Management, he said: 'I’ve always loved Germany and I wanted to get to know more about its culture I met a lot of good friends there, not only from Europe, but from China as well.’

Following his Erasmus+, Haver worked as a national coordinator in a student organisation. This experience brought out his entrepreneurial side and ultimately inspired him to set up Wolf 3D. After just 2 years, Wolf 3D has 8 staff and is growing. ‘The office is a great mix of people and cultures – a bit like Erasmus+,’ he said. Moreover, the company has just entered the US market and has ambitions to expand worldwide. Thanks to his Erasmus+ experience, the future is definitely bright for Haver and his company.

Peter Skuhra – 22 – Slovakia

Peter Skuhra – 22 – Slovakia

Vocational Education and Training – Czech Republic, 2013

‘The Eramus+ experience helped me to grow in my career.’

Peter is a specialist maintenance engineer at car manufacturer, Volkswagen. He studied information technology and automation – subjects he was passionate about throughout his childhood. During his studies he spent 2 weeks in an Erasmus+ exchange in the Czech Republic.

This vocational training experience had a profound impact on Peter who afterward knew what he wanted to do professionally for the rest of his life. This experience was crucial for securing a job.

Erasmus+ was ‘pure inspiration’, not just because it defined his career path, but because he regularly uses the specialist knowledge and skills he gained in his current job.

In 2016, Peter and a friend took part in the EuroSkills competition in Gothenburg, Sweden. Competing against 15 teams from across the world, they were charged with building a device in just 3 days. Peter says he relied on past experiences to excel at the task, and that it served as a great motivation to develop in his career.

Arianna Frascarelli – 27 – Italy

Arianna Frascarelli – 27 – Italy

Team leader and Instructor at Foro Solidario Caja de Burgos

European Voluntary Service – Spain, 2014

‘I would recommend anyone to take part in Erasmus+… it totally changed my life on a personal level. It required me to adapt to other cultures to co-exist.’

When Arianna signed up for a 9-month volunteer placement at Amycos, little did she know that she would return to the same city and call Spain her home of more than 3 years.

Today she works at a partner organisation of the charity where she first volunteered. As an instructor at Foro Solidario Caja de Burgos, she is part of a team that provides free training, promotes teamwork and initiates cultural exchanges for associations in Burgos who work with young people with disadvantaged background.

Arianna works mostly with infants, primary or secondary school children, hoping to empower their entrepreneurial and creative spirit with informal and new education methods. Offering words of advice, Arianna says that: ‘potential entrepreneurs need to be proactive and fearless. Every person has a talent. Do not worry about being judged and, importantly, listen. Also, do not be afraid to ask for help and co-operate.’

Foro Solidario was set up with the ambition to create a society based on respect, tolerance, cooperation and unity. Young people are invited to talks and activities on subjects such as emotional intelligence, self-confidence, equity commerce, yoga and drama - based on these principals. Focussing on social action, Arianna and her colleagues aim to prepare the children for the future and programmes are often in collaboration with NGOs or experts in particular fields.

Erasmus+ left such a strong impression on Arianna that she now recommends the programme to the young people she helps, and she works alongside new Erasmus+ participants who join her team for a few months.

Norbert Werner – 36 – Slovakia

Norbert Werner – 36 – Slovakia

Astrophysicist

Higher Education – the Netherlands, 2003

'My quick career progression wouldn’t have been possible, had I failed to embark on Erasmus+.'

A mix-up during Norbert’s Erasmus exchange launched the astrophysicist’s career studying the hottest places and most energetic phenomena in the Universe.

Inspired by Stephen Hawking, Norbert urged his professor to facilitate an Erasmus exchange with Utrecht University so he could study where his hero once lectured. Initially intended to study in Utrecht University, eventually Norbert spent 3 months at the Netherlands Institute for Space Research and worked on satellite data that he could only read about as a child. At an extraordinary young age, Norbert had a scientific paper on a binary star published in a prestigious journal thanks to this opportunity. In fact, his hard work during his Erasmus+ experience was 'huge for me and my career'.

This turning point fueled his enthusiasm for astronomy and Norbert later returned to Utrecht for his PhD, before being offered a prestigious NASA-sponsored Chandra fellowship at Stanford University - then his career really took off. ‘It all started with Erasmus+. It made everything possible.’

Today he leads the Lendület Hot Universe research group at Eötvös Loránd University in Budapest and is an associate professor at the Masaryk University in Brno, Czech Republic.  He still works with former colleagues in Utrecht and Stanford and spends 3 months each year working in Hiroshima, Japan.

Marit Ilison – 32 – Estonia

Marit Ilison – 32  – Estonia

Artist, fashion designer and entrepreneur

Vocational Education and Training – Belgium, 2009

One needs to experience and learn about the subject in the real world.’

Marit is a multi-disciplinary artist and fashion designer, who mixes deep concepts with feelings in her work. She had two Erasmus+ experiences. First, a year in Copenhagen where she was encouraged to work with conceptual fashion themes more deeply while, ‘learning to explore new ideas and experiment with new techniques’. She says this experience has had a ‘major impact’ on her career path and ‘a huge influence on my creations; it is the basis of my work’.

An Erasmus+ training in Antwerp let her work for Bruno Pieters and pattern making atelier ‘Trois Quarts’. This life experience taught her ‘a great deal about people’s personal space, acceptance and tolerance’.

Marit is a strong support of profession-specific education and gaining experience outside of the classroom, explaining how her creative work was and still is influenced by the ideas and hands-on experience she gained: 'I always start my projects from a feeling or a concept and the Erasmus+ experience gave me the courage to walk my own path.’

Marit has been awarded for her work, including Estonia’s Kristjan Raud Art Prize and a Young Designer Award SÄSI. She was the finalist of the prestigious 29th Hyéres Fashion competition and was named a ‘Vogue Talent’ in 2014 as well as a ‘Vogue Success Story’ in 2016.

Kinga Jentetics – 29 – Hungary

Kinga Jentetics – 29 – Hungary

Founder of PublishDrive

Higher education – Switzerland, 2013

‘Erasmus+ underlined the importance of being open minded to other cultures, which something that is hugely important in running my own business and in my everyday life.’

For ambitious Hungarian entrepreneur Kinga, the Erasmus+ programme is about building international networks and learning from different cultures. She believes ‘entrepreneurship is something that you cannot really learn; it is something that you need to do. Seeing how entrepreneurship is done can be extremely helpful.’ After spending a semester at the University of St Gallen, Kinga launched PublishDrive, an ebook start-up that empowers small publishers and authors to reach more readers and track sales using marketing software. The business, which currently has 10 employees and distributes to over 100 countries, is founded on the concept of ‘respecting other people and other ways of doing things’. 

Kinga’s business is gaining recognition internationally, and her company is now well placed to tap into the growing market for ebooks. Kinga herself was recently nominated in Forbes Magazine’s ‘30 Under 30’ list of media entrepreneurs and is an active ambassador of women entrepreneurship.

GOAL (Guidance and Orientation for Adult Learners)

GOAL (Guidance and Orientation for Adult Learners)

Adult education project – Belgium, Czech Republic, Iceland, Lithuania, Netherlands, Slovenia, United Kingdom, Turkey, 2015-18

'We are focusing on education that is linked to better employment in the future and to more sustainable jobs.'

The GOAL project developed field trials to help adults who have lower qualification levels and guide them towards a skill-focused training or educational programme. Project partners from 6 countries are filling a gap by collaborating with employment services and other partners (social welfare services, integration services, NGOs). They aim to help identify and fulfill the learning needs of vulnerable, multi-risk people (such as socially disadvantaged people, early school leavers, former inmates, migrants, etc.) through  guidance and counselling sessions both one-to-one and in group. Since the target groups vary and individual needs are different, tailored approaches are used.

The GOAL project has reached around 100-200 low qualified adults in each country and about 1,000 in total, through the piloted guidance services.  The processes and outcomes in these field trials are being evaluated to provide evidence for policy makers for upscaling the services in partner and other countries. The final conclusions of the policy experimentation will be disseminated in an international conference in January 2018 and through national conferences in each partner country.

The international standing of Erasmus+ has helped the project gain extra credibility and a platform to experiment with different approaches and to compare with each other, explains Nadia Reynders, the project coordinator.

Nadia is confident about the results so far: in Flanders (Belgium) most participants are working towards a secondary education qualification while undertaking vocational training in sectors such as IT, social work, accountancy, and caregiving professions. Another important lesson came from Iceland: when a person is facing emotional or social barriers, ‘the right conditions to learn should be fulfilled first before they can step into an educational programme.’

The project is not only about getting people into education, but also about developing networks to reach the target groups. ‘It is all about processes: about how people develop in the project; about their different feedback; about establishing collaboration - the failures that you experience, and the conditions that you need to make these collaborations successful.’

 

 

Jaime Arbona y Gonzalo Lathera, 30 años (ambos), España

Jaime Arbona y Gonzalo Lathera, 30 años (ambos), España

Cofundadores de Selectra

Educación Superior, Francia: 2009-2010 y 2010-2011

«Creo que las personas que participan en el programa Erasmus+ están mejor preparadas para el mundo real.» (Gonzalo Lathera)

Los amigos de la infancia Jaime y Gonzalo son un ejemplo inspirador sobre cómo estudiar y trabajar en el extranjero puede cambiar vidas y permitir hacer cosas increíbles. Estos estudiantes de Sevilla obtuvieron una beca de estudios Erasmus+ de un año de duración en la prestigiosa École Centrale Paris, una experiencia que «nos ha abierto la mente. Como emprendedores, creo que somos capaces de mostrar que tenemos experiencia en el extranjero y que somos conscientes de cómo funciona el mundo», comenta Gonzalo Lathera.

Su experiencia Erasmus+ en París ha sido determinante en el éxito que han logrado. Ambos encontraron un trabajo en la capital francesa después de graduarse y allí conocieron a sus socios empresariales. Pasaron noches enteras trabajando en un concepto de empresa: trasladar a España Selectra, una plataforma de tarifas de energía que comenzó su actividad en Francia.

Estudiar en el extranjero les ha preparado para trabajar en un contexto internacional, ya que «en la actualidad todo el mundo trabaja con personas de otros países. Saber que existen formas distintas de hacer las cosas supone una gran ventaja». Esta vertiente de internacionalización está muy presente en la empresa. Además de la oficina de Madrid, que ya cuenta con 200 empleados, la empresa ha abierto una filial en Portugal y tiene previsto entrar en el mercado iberoamericano, para asesorar a los consumidores sobre las tarifas energéticas.

El impresionante éxito de Selectra se originó y se materializó gracias a la experiencia internacional de Jaime y Gonzalo: «Sin Erasmus+ no estaríamos donde estamos. No habríamos conocido a las personas que conocemos, ni habríamos tenido la oportunidad de estudiar y trabajar en el extranjero o incluso de desarrollar nuevas aptitudes. Erasmus, sin duda alguna, abrió nuestra mente».

 

Yolanda Rueda Fernández, 42 años, España

Yolanda Rueda Fernández, 42 años, España

Fundadora y presidenta de Fundación Cibervoluntarios

Mejora de la capacidad en el ámbito de la juventud, desde el 2015 hasta la actualidad.

Alemania, Austria, Bélgica, Bulgaria, Chipre, Dinamarca, España, Francia, Ghana, Hong Kong, Hungría, Irlanda, Italia, Grecia, Macedonia, Países Bajos, Polonia, Portugal, Reino Unido, República Checa, Rumania, Senegal, Suecia y Turquía.

«Creo que los jóvenes necesitan ver contextos sociales diferentes y más reales. Sin duda, el voluntariado es una buena forma de conocer más de cerca las distintas realidades.»

La fascinación de Yolanda por las nuevas tecnologías empezó cuando descubrió Internet hace más de 20 años. En 1996 fue la cofundadora de Campus Party, que cada año reúne a «entusiastas de la tecnología» de todo el planeta.

Durante su carrera profesional en el ámbito de las tecnologías digitales, descubrió que no todo el mundo puede disfrutar de las tecnologías. Su pasión por la tecnología le llevó a querer garantizar que los demás tuviesen acceso a los poderosos recursos disponibles en línea. Así es cómo nació la Fundación Cibervoluntarios en 2001.  

En la actualidad, más de 1.500 «cibervoluntarios» ayudan a más de 20.000 personas al año y trabajan con más de 500 organizaciones en España. Ofrecen formación (digital) a grupos desfavorecidos, como niños, personas mayores y personas con necesidades especiales.

La fundación se ha unido al programa de colaboración internacional Erasmus+, lo que ha permitido mejorar sus programas de formación gracias a la oportunidad de compartir ideas y experiencias con organizaciones de más de 20 países.

Yolanda espera que más jóvenes participen en las oportunidades de voluntariado, para que así puedan ser conscientes de las necesidades sociales existentes y actuar en ese sentido. «Puesto que ya conocen la tecnología, cuando vean una necesidad social, intentarán buscar una solución. Estas ideas serán los empleos del futuro con una visión de la igualdad social. Tan solo necesitamos crear el entorno adecuado».

 

 

Gianni Cristian Iannelli – 30 – Italy

Gianni Cristian Iannelli – 30 – Italy

Founder and CEO of Ticinum Aerospace

Higher Education – United Kingdom, 2010

‘Those who participate in Erasmus+ enter the business market where they see the theory they learned at university applied in practice.

After 5 months of Erasmus+ experience during his graduate studies in Pavia, Gianni has a career path in sight. Working at a global risk and disaster management consultancy in Ashtead during his Erasmus+, he learnt tools that assess the risk of natural hazards by means of space-borne Earth observation data. This was the ‘starting point’ for him to launch his own company, after completing a PhD and going on to invent new state-of-the art techniques in geospatial data analysis. The Erasmus+ experience helped Gianni to gain a clear view on his carrier aspirations: 'if I hadn't done Erasmus I would still be confused about what to do next ... this experience gave me a hint about what I want to do for the next 10-20 years … After my experience I went back to Italy and started to focus more in-depth on catastrophe analysis based on satellite data. I made a lot of new connections through networking and today I am leading a company in this field.’

Other than career path and technical skills, Gianni perfected his presentation and language skills, and opened his mind to other cultures and work practices which he later put in practice in Italy and Brazil - all thanks to his Erasmus+ experience.

As an employer today, Gianni is an advocate for young people going abroad and says that those who have travelled are more prone to learn new things, to accept different and challenging situations and to bring forward new ideas: ‘if you have a lot of experiences you can see much further than others … you have more data to compare and you can take better decisions based on your experiences.’

His company, Ticinum Aerospace, is currently active in satellite data analysis for risk assessment, and has been awarded a gold medal and a certificate as the ‘most innovative company’ by the province of Pavia in Italy.

 

EURIAC – Sweden

EURIAC – Sweden

Vocational Education and Training project – Finland, Germany, Sweden, Switzerland, the Netherlands, Spain, 2011-13

'The skills acquired by the pupils during the European class make them more attractive in the global market place.'

The European Industrial Automation Class (EURIAC) project designed a European class in industrial automation that has provided around 70 Vocational Education and Training (VET) students in the industrial automation sector with the necessary skillsets to increase their employability both at home and abroad. Through learning exchanges, students had the opportunity to learn about industrial production lines in factories in various contexts and countries. Project coordinator Pernilla Öhberg says ‘students also learned how to work in transnational project teams, and to develop their social and language skills’.  

A total of 300 students have taken part in a variety of European classes (other subjects include welding and truck maintenance). The European Class is school-based mobility and designed as a stand-alone educational unit that can be integrated into any European vocational education and training programme in industrial automation. To ensure students get the best out of all their VET programmes, EURIAC also helped develop the European Credit system for Vocational Education and Training (ECVET) - the European instrument to promote mutual trust and mobility between institutions.

Many EURIAC project participants have received awards as a result of their role in the project. One of the students that participated in the European class exchanges won the gold medal in the national and European skills games in Mechatronics and came 4th in the World Skills games. A EURIAC VET teacher, received Sweden’s most prestigious award for industrial automation - the Itf Framtidspris - as a result of his work on both EURIAC and on VET in automation in Sweden.

Entrepreneurship Education – Luxembourg

Entrepreneurship Education – Luxembourg

School Education project – Germany, Spain, Iceland, Luxembourg, Czech Republic, 2012-14

‘Schools need to be close to real life in order to inspire and equip students for the future.’

At ‘Entrepreneurship Education – Enabling Europe’s Students to Develop Entrepreneurial Mindsets’, high school students, teachers and businesses from 5 countries came together to explore, simulate and create an international company, where each school was responsible for a department and had to present a business plan, showing students the real-life implications of economics.

Through direct contact with entrepreneurs and other students, the project ‘truly brought economics to life’ and made more than 1,500 participants aware of issues like fair trade and sustainability. The knowledge, practical skills and experiences from this project equips students to become ‘socially responsible entrepreneurs of the future’. Moreover, it equips students with the right tools to find solutions to various business problems together, by learning from others and get inspired to create further collaborative projects. On a more personal level, the project helped create international friendships and break down prejudices. Project coordinator Claudine Dostert underlines the project is about ‘learning skills that will equip you for the rest of your life. After all school is real life and real life is school; you never stop learning.’

Project partners came from Luxembourg, Iceland, Czech Republic, Germany and Spain. Together, they exchanged business plans in Germany, organised a fair trade fashion show and held 3 innovation camps, where participants had to develop economic solutions related to each of the 3 countries. A number of students were also able to visit businesses and meet entrepreneurs abroad.