BACKGROUNDDue to new competence based learning in curriculum we in Helmi put an effort to work-based learning and eLearning in order to improve learning, completion and employment of students. In these learning models the role of guidance is essential. In the model of this project we utilise also the perspectives of students and companies, because then the perspective of customer guides the planning and enables to create an qualitative customer oriented educational service product.AIMSThe wide aims of this project are- to improve the learning outcomes of work-placement by utilizing eLearning platform as learning and guiding environment- to increase co-operation of schools and companies by offering companies a tool with possibility to familiarise student to the company before the work-placement and help companies to improve company’s familiarizing material more learning friendlyThe concrete aims of the project are1) to create a eLearning platform (tentatively Moodle used by Helmi), a. where student planning for work placement abroad can familiarize beforehand to relevant vocational skills demonstration material, to work placement abroad in general, to practical matters of work placement company and to receive personal guidance during work-placement period 24/7.b. In the same platform work placement instructor can meet the student and guiding teacher beforehand and create company’s familiarizing material (e.g. videos, interviews) to eLearning platform in co-operation with teacher and student.c. Teacher can produce material to eLearning platform, guide student in work placement tasks and support work place instructor 24/7.2) to plan and build to eLearning platform a pedagogical guidance model which supports the work placement abroad, including e.g. material production, guidance, evaluation and collecting feedback.NUMBER OF PARTICIPANTS AND THEIR PROFILETo this project participate the following foreign companies and schools:Scancoming Spain, ESP; Fasada Incoming, ESP; Laventeli, FRA; Scancoming London, GB; Banbury Museum, GB; Koning Willem I College, NL; Collegi Badalones, ESP; RWS, DE. To activities participate 60 1-3. class travel&tourism and business students and 20 teachers and eLearning experts. MAIN ACTIVITIESIn the beginning of the project all the project members fill an questionnaire where we try to map the present state of guidance and expectations to improve them. In autumn 2016 we plan and create an eLearning platform and content to it (general practices in work-placement abroad, vocational skills demonstration, eLearning guidance model (24/7), familiarizing material of companies). During their work-placement, guidance of the student will be done by job instructor of the company and guiding teacher who will visit student once and guide her in other times by eLearning platform 24/7. During visits to partner companies and schools guiding teachers discuss with job instructors and person in charge of partner school about the state of familiarising students to company’s customs and success of guidance and plans to improve them. After first year of the project, summary meeting will take place, where we evaluate the results of Questionnaire 1-2 and the results of discussions with partner companies and schools, and make the plan for 2. year of the project (improvement). After second year, in the end of project in final summary meeting, we evaluate the results of all questionnaires and discussions and the fulfillments of aims of the project.RESULTS AND IMPACTS:A) Students: During two years 60 students will perfom work-placment abroad in professional and innovative company. The skills of student improve significantly, because with the help of eLearning platform: she has familiarized to work-placement company before work-placement, she has been able to ensure learning objectives while working and she has had chance to receive guidance 24/7.B) Partner companies: They have received concrete help, equipment and benefit with the help of eLearning and guidance model showing how to familiarize students to company. The guiding skills and eLearning skills of job instructor have improved. Commitment to co-operation strengthens.C) Partner schools: They will receive a tested eLearning platform model and pedagogical guidance model, which they can utilize with their students’ work-placement periods. Commitment to co-operation strengthens.D) Guiding teachers: With the improvement of guiding and eLearning platform using skills professional identity strengthens. Substance skills improve when discussion with company’s job instructor is possible 24/7.E) Helmi: Helmi has an learning improving eLearning platform and 24/7 guidance model, which can be used in all guidance and share know-how to other schools and companiesAs a longer term benefit reciprocal cooperation between foreign companies and schools and Finnish schools improves education to be more business oriented and qualitative.

Frans Schartau Business Institute (FSH) works in Stockholm, one of the strongest growth regions in northern Europe. HVE is provided within Tourism & Hospitality, Finance, Healthcare, and Retail. There are just over 500 HVE learners at the school, 20 permanently employed staff and around 60 staff members who are contracted to work with teaching and education.The mobility project that ran for two years aimed to enable staff to gain more knowledge about how EU cooperation works within HVE and which guidelines are available for this. For students who participated in the project, languages and vocational skills have been the main objectives. Within the project, staff and students from three of the school’s professional fields of work have participated and a total of 54 people have participated in implementation. There were 37 host companies involved located in 14 different countries.The project has provided further knowledge about how EU-cooperation works between companies and schools for the 20 members of staff who participated. The organization has gained more knowledge about the overall objectives set out in the Europe 2020 strategy for HVE. Knowledge has been acquired about EQF, SeQF and ECVET and how tasks are performed in Europe concerning a number of professional roles that learners at FSH are educated for. Syllabuses in some courses have since been revised to reflect the European dimension and more knowledge has been gained about how learning management systems and technology works in a similar school in Europe. Use of English has developed and various concepts and terminology within educations systems are now used more frequently. An interest in continued EU co-operation has been clearly expressed within the organisation.For the 34 students who participated in the project, their periods of practical training have given them international work experience as well as greater language skills. Their employability has increased and strengthened their future opportunities to gain work in an international labour market. They have learned to deal with unexpected situations in both their work and private life, learned to plan their everyday life in a new environment and also to structure their own learning.Three members of staff who have experience of international cooperation have managed the project. Activities have been anchored and methods for carrying out the work have been followed according to a previously developed strategy. After starting up the project and implementation by the staff and students, work progressed according to the Activity plan that included themed breakfast meetings, writing CVs, and teaching Cultural Intelligence.Three of the school’s professional areas of work were represented among the staff who participated in mobility, in order to achieve a broad result. Staff members who participated also represent various departments at the school and, in a number of areas, have been able to put their new knowledge into practice immediately to benefit students and promote the school’s work on internationalisation. The 34 students represented the fields of Tourism & Hospitality and Finance. Those who were selected have good interpersonal skills and had a clearly stated goal for what they wished to achieve in their future careers with the help of this new experience. After their period of mobility, participants have taken part in various activities where they have conveyed what they have learnt to others.FSH is now at the forefront when it comes to working with internationalisation within HVE. The organisation has acquired a greater understanding of professional roles seen from a European perspective. This acquired knowledge has added an international dimension to the school’s programmes and teaching. New knowledge has been generated concerning technology and the importance of providing relevant and high quality Work Placements abroad. Results of the project have been spread via different channels, at exhibitions and conferences. The companies tied to the different steering groups for each of the programmes have received the results during steering group meetings, graduation lunches and at networking events. Companies and organisations welcome the strategy adopted by the school with the focus on internationalisation since employees with international experience are highly appreciated.Nationally, results from the project have been spread to a large number of HVE providers attending the HVE Days organized during autumn 2015. In May 2016, a final conference was organised by FSH where each participant’s experiences were presented orally and digitally to stakeholders, other schools and many of the companies the institute cooperates with in Sweden.Finally, it is clear that after completing this project, FSH has strengthened international cooperation within professional vocational education in Europe, which should facilitate the future work on the implementation of ECVET.