Etiler Mesleki ve Teknik Anadolu Lisesi (Etiler Vocational and Technical High School) is an insititution which offers four-year of vocational education and provides high quality technical staff for tourism industry with its 1100 students and 87 personnel . Our institution has been a member of a Network of 19 hospitality and accommodation schools in 15 countries of Europe called CHASE (Consortium of Hospitality & Accommodation Schools of Europe). Since 2004, our school has implemented 14 mobility projects with the EU schools within this network, acting both as a sending and receiving partner. The main purpose of our project is providing our students European internship experience with short&long term mobilities and to provide certification for these mobilities. With the long-term mobilities in our CHASE Network partners’ countries, we aim to help our students to improve their vocational knowledge and skills, enhance their foreign language skills, learn about educational institutions and working conditions in Europe and give them the opportunity to make comparisons to theirs, learn about the EU standards and form the awareness of European citizenship, set career targets and increase their employability. This year, as the result of November 2016 CHASE Network meeting in Tenerife-Spain, Network schools will also focus on 'Awareness of the hazards in food'. With this reference point, we also intend our students to observe the practices in Europe and increase their professional knowledge and skills in this issue. With the short-term mobility activity in Greece, we aim the participants to know more about European tourism companies, become aware of the key skills that internationally recognized in tourism industry, discover the similarities and differences of different cultures and follow the innovations at right time and place. Our mobility activities can be grouped into two categories, short-term and long-term mobility activities. For long-term mobility activities, participants are 16 final year students in 2017-2018 academic year. The mobility will take place at CHASE partner schools and work placements arranged by the partner institutions in 8 different cities of 8 different countries. The destinations for participants are Belgium (2), Italy (2), Hungary (2), Sweden (2), Finland (2), Norway (2), Latvia (2), and Spain (2). Mobility period covers a total of 20 weeks, a 4 week cultural preparation period at the host school followed by a four-month work placement experience at a hotel or restaurant in host country in Europe. The mobility dates are from 19th February to 30th June 2018. For short-term mobility activity, participants are 15 students, who are at 11th grade in 2017-2018 academic year, and 2 teachers who will monitor them. The mobility will be organized by host partner Ipodomi Lifelong Learning Center in Thessalonica-Greece, and work placements will be held in Egnatia Hotel, Egnatia Palace Hotel, Aegon Hotel ve Sofi’s House, between the dates 22nd April and 5th May 2018. Participants for short and long-term mobility will be selected among volunteer students, through assessment criteria (40% disciplinary assessment, %30 language efficiency, %15 ability to adapt and represent % 15 grade point avarage). At the end of the project, it’s expected that participants will: improve language skills; increase motivation to learn a foreign language; gain knowledge, experience and professional skills that they can’t have in their own institution; improve social skills such as team work and ability to cooperate with people from different cultures; develop problem solving and analytical skills; advance in adapting in new environments; have more tolerance towards others values and attitudes; realize their strengths and weaknesses; have more self-confidence; gain awareness in European identity and European issues. With current project, our institution aims to lead the way for internationalisation. We also aim to strengthen the international cooperation, which has been consolidated with ongoing projects for many years, with CHASE Network partners.

"Lier upper secondary school (LUSS) wants to create meaning in everyday in order to make students experience relevance and understand meaning at school, at work and in life in general. The school's international program (Appendix 1) emphasizes how internships abroad increase relevance for students, and has the ambition to make more students get a mobility stay. After VET Charter approval in 2019, we see that we are in the process of achieving these goals. The school is constantly involved in parallel mobility projects that overlap. Therefore, it is inexpedient to only see goal achievement in Call-18 against ""old"" goals. Because the school is in a continuous development, what we have achieved must also be seen in the light of where we are today.In the project, all students in the dual competence courses have participated, in addition to 4 teachers, 1 department head and assistant principal. We want these students to have a mobility stay embedded, because we want these students to experience a globalized labor market. The students see both subjects and working life culture in practice. They refer to differences between Norwegian and British working life, e.g. that the culture in England is more hierarchically and formally, without the democratic practice they are used to in Norway.The project also included mobility stays for students at Vg2 Flower Decorator and Vg2 Ambulance. Due to Covid-19, these were not implemented.LUSS has previously had good experiences using the facilitator ADC College in London, and in the project application we have also stated them as our partner. Nevertheless, it has been our intention to find our own partners - preferably with a view to mutual student and employee mobility. Therefore, this project became the first we have completed without the facilitator ADC. Through the collaboration with West London College (WLC), we have gained a larger network of practice partners, both in companies in the London area and in companies run by WLC. We have also established contact with the department for Child care, and carried out the first employee mobility in Call-19 in winter-20. Following the contact seminar in Cologne in 2018 and subsequent introductory visits, we have established mobility projects with schools in Sweden, Denmark, Germany and Poland. These are examples of LUSS following its international action program both networking and the desire to develop the collaboration with London to apply to more educational programs and partners.The main goals of the project were: Raise the international dimension of vocational education and make it attractive to young people.• Sub-goal: Students will gain increased knowledge and understanding of other cultures and social conditions• Sub-goal: The students will gain increased knowledge and understanding of the English language• Sub-goal: The students will experience increased relevance in the education• Sub-goal: The students will gain increased knowledge and understanding of a globalized labor market through practice abroad within their own program areaThe students started working on these goals in their first year. Teachers in English and social studies work interdisciplinary with program subject teachers in this process. LUSS experiences that the work has given them good preparation and greater security in the implementation.Working interdisciplinary with towards an exchange creates increased learning pressure. In reports and evaluations, both students, teachers and practice supervisors express that they see growth in the students professionally, but also personally as they appear more mature and reflective in their choices. The dissemination work afterwards also leads to greater security in sometimes large gatherings, in addition to forcing them to reflect more deeply on their own experiences and experiences.As in previous projects, teachers report safer and more independent knowledge, where the pupils put knowledge into context to a greater extent, and are able to see culture and phenomena from different angles. This gives them an advantage in evaluation situations and better grades.We see that spreading the project in the college leads to increased recruitment. This will be the driving force to expand the offer to more educational programs. Experienced teachers now act as mentors for new teachers who will work in mobility projects.The school owner has on several occasions asked LUSS to present or guide other schools. We see internationalization in the context of depth learning and a new core part of the curriculum, and with an ambition to be able to ""measure"" depth learning, we have engaged into an agreement with Conexus insight on a research project.We see more gains in the work of internationalization; at an individual level, but also for organizational development throughout the school. The work has been institutionalized and the way of working is transferred to other work areas. Equally clear is the human growth."

E-news was a European school-partnership formed by seven secondary schools from The Czech Republic,Germany, Ireland, Italy, The Netherlands, Norway and Turkey. The students in the project came from a wide range of secondary schools and follow different curricula, which benefits the diversity of the group. The partnership comprised about 20 teachers and 400 students and was based on a long-term cooperation of 20 years.The project' has studied journalism and news production in Europe, both regionally and nationally as well as from a European perspective. The focus have been on learning, practicing and sharing media products - newspaper articles and videos.The project comprised a theoretical as well as a practical part. As for the theory, our students and teachers learned from professionals about different themes concerning journalism and news production. Each school have approached the subject in its own way, and complemented each other in acquiring skills and competences which they shared. After having acquired and disseminated the skills and competences, the teachers guided the students practicing them. Afterwards the students assessed the practical outcome from an international point of view. The aims of the project were to let the students acquire competences also for their future studies and for their working career. The project focused on personal, social and entrepreneurial competences meeting the priorities of the KA2 programme and stimulated the achievement of relevant and high quality skills and competences.Our main intention was to promote journalistic and entrepreneurial competences among the students and to improve transversal skills. This have been achieved by focusing on methodology, incorporating sessions on journalism, IT, investigation through interviews and they were given the ability to share knowledge and skills when meeting face to face. Entrepreneurship was demonstrated by the students producing all kinds of tangible and digital media which resulted in international media products, produced at two conferences. The project had a broad approach to journalism. The students contacted people who knew a lot about different topics related to local culture and journalism.. Students made interviews with people from their own community, in this way students got a chance to practice journalistic skills, and they shared media products with and their (international) peers of young students. The strength of the project provided both theoretical and practical work for the teachers and students in an innovative way. This gave a good opportunity for crosscurricular cooperation in the schools and to practise CLIL activities (Content and Language Integrated Learning). In the project both students and teachers used modern communication tools like eTwinning, Facebook and e-mail which will enhance our students' digital skills. Moreover, teachers shared their methodologies to achieve a higher level of education. The project strengthened not only the skills of the students, but promoted the editorial skills of teachers as well, along with the use of modern media and their insight in how they are created and how they are developing. Next to these skills, another outcome was a collection of international articles comprised in a 'European magazine'. The methodologies acquired in the project were made available by means of a freely accessible website. What was innovative is the fact that teachers and students got experienced the practical side of entrepreneurship in media production by personal contact with professionals. Their awareness on how media are made and received is raised. The contact with journalists and the interviews with local people and the practical part of creating articles and videos themselves offered a unique and objective point of view on how media should work. Now in the end of the project, we believe this have inspired the students to continue with media production, and for some a future as journalists.

The Catering Mobility project was founded 14 years ago with the purpose of giving students the possibility to gather experience abroad after they have finished their studies. More precisely, these experiences have always been internships in the food and nutrition sector. Students from the 'kitchen and service' and the bakery and butcher programs are able to apply for these internships. The 'Chase-Network' started 22 years ago with England, France and Sweden. The Network has since expanded to include 16 partners, 13 different countries and our school has been an active member for 13 years.Every exchange runs for a period of 5 months. Students are guided and assisted by one of the partnerschools. Every country selects, sends and receives students (except Iceland, they only receive). During the first month of their stay, students get acquainted with their hosts and the country. A very thorugh language course is combined with cultural excursions, company visits and practical lessons in the hosting school.At all times during their stay, students are assisted and guided by one of the local coordinators or teachers. After the first month follows a 4 month internship in one of the companies, hotels or restaurants selected by the hosting school. During this period the students remain in close contact with their hosts and their own school. For many of them this is their first long stay abroad and the contact with a known partner works both motivating and reassuring. The very important personal contact between the schools is equally important as it allows for quick and easy communication (in case any problems arise).Beside the long term project we will start a short term project. The students themselves are the requesting party . Some of them would like to do their practical work-placement abroad during their last school-year. For this project we work together with our partner of Sweden and we have contact with 2 new partners (Germany and Denmark)The ERASMUS+ programm gives our students the opportunity to experience a working environment abroad, as well on a material, emotional, intellectual as ability level. Most of our students do not possess the financial means for these kind of programs.It is the perfect way to introduce them to an independent life as adult and a unique experience 'European Passport' will complement their diploma when they start looking for work.

E4U (Europe For You) was a European School-partnership formed by eight secondary schools from Belgium, The Czech Republic, Germany, Ireland, Italy, The Netherlands, Norway and Turkey. The pupils in the project came from a wide range of secondary schools and followed different curricula, which benefited the diversity of the group. The partnership comprised about 20 teachers and between 150 and 200 students (each year) and was based on a long-term cooperation. Our intentions were to teach entrepreneurship and to create methodologies on filmmaking, interviewing, project days and making an international brochure. The pupils enhanced their transversal skills by studying the cultural heritage and social interaction in the European countries involved, both regionally and nationally as well as from a European perspective. We promoted the search for regional/national cultures and identities. Students often do not realize that many habits have similarities in other cultures, and by learning about these topics and communicating with other students, this understanding can broaden their horizons and stimulate their European awareness. The partnership focused on entrepreneurship involving cultural and social aspects as well as language and habits in the participating countries. Everyone investigated their own cultural heritage, lifestyle and habits. This is why students organized 'Generation Day', which included interviews with the residents of Dum Senioru Dobris (Czech Republic) and St.-Louis Day Care Centre (Ireland), international dances and songs. The results were presented in international assignments. Next to that, other students organized 'E4Youth-day'. The partner schools from Belgium, Italy, Germany and Ireland informed the pupils of the primary schools about the project. This was done on open-class days throughout the year. We showed the final products, explained the goals and the methodology of the project. The preparation and the exchange of materials helped in preparing CLIL activities too.All students also reported on their national and religious holidays focusing on the traditional aspects, and on topics such as family life, school life, food, famous people and 'my region'. All students worked in groups on at least one of these optional topics. Afterwards, they processed the assignments made by the students of the other participating countries creatively. Furthermore, they looked into language similarities and introduced each other to some basic common phrases of each of the national languages. The results were translated into English and published on E-twinning.The website could also be used for communications between teachers as well as students in all the participating schools. What's more, students were able to meet face to face at a number of multinational conferences organised by the participating schools. There, the pupils got the chance to take part in common activities, so they could get to know their international peers and their lifestyles better. This was also reinforced by the fact that during the conference, they stayed in host families, which provided another possiblity for them to experience everyday life in another culture. Teachers used these conferences to discuss, assess and adjust the project, and to strengthen their international relationship.As a result, the partnership issued 3 booklets about the project (one about each project year), describing the main topics for each country, a brochure with different tutorials and a film introducing the whole project, partner schools and project activities. The film is available on YouTube. Also the reports on E-twinning can be consulted in the future and be used for many years to come, in different subjects. We hope to promote a true international spirit amongst the pupils and teachers, as well as amongst the parents and the communities. We believe this can help to prevent stereotypes, early school leaving, prejudice and racism.