"In 2015, the Käthe Kollwitz School applied for mobilities for Learners (A), as well as professionals (B and C) in vocational training.A) LearnersIn 2015, the Leonardo-Project “Diversity and Identity“, organized by the Käthe Kollwitz School, offers 17 students, attending a professional training to become qualified educators, the chance for a professional training abroad.The professional college for qualifying educators is a branch of the Käthe Kollwitz School and consists of a specified intercultural class with 24 students. The teachings in this class include topics such as migration, foreignness, intercultural learning, children’s bilingual-/ multi-language acquisition, inclusion, developmental theories and identity. Educational issues are discussed with regard to professional, social, political, and ethical matters, as well as practical work experiences and methods of pedagogical implementation. The intercultural class follows a specific intercultural curriculum, which can be linked to various aspects of the project, i.e. diversity and identity.The project is included in the students’ second year of professional training; the participants do a six-week placement in various institutions, such as kindergarten, preschool, elementary and comprehensive school, including afternoon care.The project offers the students a variety of learning experiences and tracks diverse learning objects, for example getting to know work areas and concepts in the educational field, comparing national / local educational curricula, finding out about language acquisition concepts and teaching methods, developing professional manners, experiencing pedagogical approaches, taking part in daily working routines. The project is experienced-based and focuses on individual learning by doing, including reflections and evaluations. Thus, students will be able to gain competences in various areas such as foreign language acquisition, intercultural skills, capacity to act professionally, expansion of personal and social abilities. In addition, participants broaden their competences related to communication, self-reflection, biographical awareness, and critical thinking.Participants are prepared (counseling, application procedure, intercultural training) and supervised (teacher visits, Lo-Net, partners) by the intercultural team at the Käthe Kollwitz School in cooperation with the partners. Participants also reflect on their learning experiences during reflection days, conferences and via reports. Throughout the project students are supported in teamwork and individually.Evaluation of the project happens on a regular basis within the intercultural team and with the partners. It is presented to the public via presentations, local newspaper articles as well as the website (http://www.kks-marburg.de/index.php/internationales/sozialpaedagogische-auslandspraktika.html). Europass and a school certificate are established.Our partners in Sweden, Finland, Spain, France and Latvia have been working with us for many years now. We were able to gain new partners in Ireland in 2014.B) and C) Professionals: ""Development of intercultural competences for youth in Germany and Romania"" (DICC)"" and ""Vocational Training and Education for Principal""Professionals, including the principal of the Käthe Kollwitz Schule, will be travelling to Sweden and Romania in order to foster professional development, teaching methods, and organisational development, as well as cultural exchange. Each project has its own project plan and the project coordinators are responsible for the coordination of the project with the partners to ensure the realisation of the project activities and contents according to the fixed goals. This will be done in team work, and the realisation of the learning agreements is viewed as a joint task. Being abroad, the participants will, for example visit vocational schools, practical placements / companies relevant for professional learning, foster exchange and communication, and visit classes. Experiences and results will be disseminated into relevant meetings inside and outside of the Käthe Kolwitz school community; based on reflections and evaluations with the partners and in retrospect within the teams, experiences and results will also be transfered into the actual teaching sessions and school community of the Käthe Kollwitz Schule."

"A) Mobilities Students 1. Diversity and Identity The mobility project for 25 students attending a professional training to become qualified educators was continued this year as well, in accordance with the project plan and with the established proceedings. The success of the project has also been confirmed by the positive feedback we received from our partners in 2018 (attachment 2). As a result of the staff mobility, we were able to gain placements in Romania for the first time in 2016; hence we sent 2 students in 2017 - this year we were able to send 4 students. The successive expansion of the project is realised in accordance with our internationalisation strategy. In addition, we were able to do the same with regard to Icelandic placements as a result of a visit of the project coordinator; we were able to generate new placements in the preschool/nursery school sector and in the primary school sector. Further acticities and results see attachment 3. 2. Handkäs meets Köttbullar As a result of a visit of possible placements by teachers in 2016 and 2017, we were able to gain Swedish partners and placements for the training in the field of Hospitality, Catering and Tourism. This allowed 2 students in spring 2018 and 2 further students in spring 2019 to do a 2-week internship. The cooperation with the Rinmangymnasiet in Eskilstuna has been very successful, for both students and staff in various fields of vocational training, and will be continued in future. With regard to our project quality standards an application procedure, LOI, Learning Agreements, contracts, Europasses, reports are obligatory for all our participants. Further information about this project is provided in attachment 4. 3. Incoming students The Käthe Kollwitz School was again support Swedish and Finnish students as part of our cooperation with our Swedish and Finnish partners (fields: social, health, tourism). Furthermore we supported the incoming teachers as well with regard to organasition of the stays. (cf.: https://www.kks-marburg.de/index.php/schulprofil/internationales/auslandspraktika-2/incomingstud). B) Staff mobility After various changes on the personal level, the ongoing implementation of a new curriculum at the Fachschule für Sozialwesen and the introduction of centralised exams at the Fachoberschule there was no advanced training abroad for staff mobility in the project cycle of 2017. In 2018 we re-connected to the ideas and goals of the international strategy of the school as follows:- In autumn 2018 the head of the school visited Reykjavik/Iceland, to tie on to the first contacts established, to do further studies and to support the school program with regard to intercultural work and connected aims (cf. attachment 5). - 4 colleagues of the Fachschule für Sozialwesen took part in a study trip to Vincenza, Venice and Verona with the topic ""Early-years Education in Italy"" (cf attachment 6). This training was organized in cooperation with Eurocultura in Italy.- 1 teacher took part in a training course for education and sustainability in Piraeus/Greece (https://www.kks-marburg.de/index.php/schullebenkks/globales-lernen-aktiv/1331-erasmus-seminar-in-griechenland-zum-thema-nachhaltige-entwicklung).- Two teachers from the Hospitality, Catering and Tourism department visited Eskilstuna/Sweden in spring 2019 (cf. attachment 4). C) Current information with regard to the internationalisation strategy: see last interim Charta report 2018 and attachment 7."

Background and objectivesThe Childcare and Education department (BUF) of Eskilstuna Municipality, Sweden, and its upper secondary schools have the ambition to constantly develop and improve education. Within vocational programs, there is a desire to make the programs more attractive, as Eskilstuna has a great need for qualified labor in the vocational fields. The municipality is struggling with youth unemployment, and it is important that youth complete their education at upper secondary school to be able to get a job and / or continue their studies at university. As the labor market becomes increasingly global, young people also need good language skills. Furthermore, Eskilstuna is a multicultural town. The consortium has a need to constantly work to increase tolerance and understanding for other people and cultures. During 2018-2021, the Childcare and Education department in Eskilstuna had a consortium project within Erasmus + KA1 VET, with internships and job shadowing activities. The consortium consisted of the upper secondary schools Rekarnegymnasiet, Rinmangymnasiet, S: t Eskils gymnasium and BUF's administration office which was the coordinator. Based on the needs of the municipality (above) , the consortium had the following objectives:1. Make vocational education more attractive by offering internships abroad for students2. Internships would lead to great personal development of the students, which in turn would motivate them to complete their education, make them better equipped for the labor market and make it easier for them to get a job.3. Increase the language skills of the students4. Increase students' tolerance and understanding of other people and cultures5. For the teachers doing job shadowing activities: See new influences in pedagogy and didactics, be able to discuss syllabi and lesson content with colleagues in another country to develop the program, improve their language skills and develop international cooperation.ActivitiesThe activities consisted of internships abroad for 64 students from the vocational programs Hotel / Tourism, Hairdresser, Childcare, Healthcare, Restaurant , Business / Administration, Vehicles / Transport and the introductory programs IM / Construction / Vehicles. The students did internships for 2-5 weeks at our partner organizations in Germany, France, Spain, Poland, Malta and the UK. In addition, three teachers from the Vehicle / Transport program participated in job shadowing activities in France. Originally our plan was to have many more students and teachers participate, but due to the Corona situation and Brexit, among other things, it did not work out.ResultsOne of our objectives was to make vocational education more attractive. Because so many factors are involved when choosing an upper secondary program, it is difficult to say how much the internships abroad affect the choice, especially during a pandemic when nobody could travel. When comparing the numbers of 2018 with those of 2021, we see that there is no difference. Both years, 37% of the students started a vocational program and 61% started a college preparatory one. The students developed greatly on a personal level. In the evaluations, they expressed that they had gained self-confidence, courage and problem-solving ability, as well as developed their sense of responsibility and their ability to adapt to new situations. All of these abilities play a major role in completing studies and being better prepared for the labor market, having a greater opportunity to get a job and daring to take the step of looking for work elsewhere if necessary.A majority of the students also developed their language skills and thought that they had become more fluent in English. During their internship abroad, the students experienced a different culture and met people from a different background. An overwhelming majority of students expressed that they had become more tolerant of other people's values and behavior and had become better at collaborating with people from another culture.The teachers who job-shadowed colleagues in France learned a lot about what the French vocational training in vehicles / transport was like. They could compare the programs and observe how the subjects were taught. They got ideas about how they could develop their own teaching. The teachers also visited companies where students did their internships and got an insight into how internships were organized. The teachers' language skills improved and they also learned a lot about French culture. During the school year, the collaboration developed so that teachers and students from the French school came here for job shadowing and internships.During this project period, the vocational programs have expanded their international contacts overall. Collaboration regarding internships, job shadowing and teaching have begun, which is promising for our future projects.

International mobility has become part of normal study and learning process in Tampere Vocational College Tredu. There are different, well-functioning variations of exchange practices in different study fields of Tredu. The mobility statistics of Tredu show constant growth in numbers and 2017-2018 some exchanges were postponed until autumn because of the lack of Eramus+ grants.The whole concept of Tredu’s international exchanges is wide as Tredu is a very large VET provider in Finland. There are many sectoral work cultures and models and various work-based development needs in the different study fields due to different student profiles and staff work situations. Tredu has 17 campus areas in the region and there are real equal opportunities for students also with fewer opportunities to make exchange abroad during the studies. Tredu also offers exchange options for newly graduated students. Student exchange flows are from 2 weeks up to 16 weeks and staff exchanges from 1 work week up to 3, including travel days. Also work-life partners are participating in international mobility actions.The aim is to realize international exchanges in all Tredu’s study fields and also make multi-professional team exchanges. Staff exchanges are an important and goal oriented way to develop sectoral and work-based training and an option to personal professional development. Tredu has started staff development actions with staff learning pathways, one option being international and cultural pathway. This is one of the strategic priorities in Tredu, and all staff members should recognize and evaluate their “international skills” during development discussions with their superiors. One very important way to realize this (competent and skillful learner) is through participation in international exchanges. Other ways to develop international aspects in Tampere region are e.g. work-life exchanges, development projects and active participation in receiving international students to Tredu. Long student exchanges (16 weeks) have been a tradition among hotel and restaurant services and they are now extending to other study fields like business and administration and technical sector. Tredu also provides vocational studies and certificates in these sectors in English language. Most student exchanges last between 4 and 10 weeks. The length and scope is decided together with sectoral needs, “traditions” and receiving partner profiles. The shortest student exchanges last 2 weeks and they are mainly completed by students with special needs and VALMA -students (preparatory training) students. These exchanges are accompanied by teachers and professional advisors from Tredu. Apprentices are also encouraged to participate in international mobility actions. International exchange periods are usually realized in the shape of work-related on-the-job learning periods in local companies abroad. Work-life visits and study periods in hosting VET schools expand the scope of the international experience. According to student interviews, international exchange periods improve students’ feeling of independence, responsibility and self-esteem. A well-planned period provides a wide understanding of European work-life, VET practices and sectoral needs for the participant. It is also possible to learn and experience skills which are not available in Finland. Quite often students are also checking possible entrepreneurship pathways and experiences during their exchange period. Tredu has a structured international mobility process that guides all the steps in the realization of a mobilty period, including Tredu’s language and cultural preparation, decision making process and relevant documents, insurance cover etc. The process is mainly carried out with online digital documentation in Wilma study register system. Every student mobility is recognized as a part of the learning process according to the ECVET principles. Informal learning during mobility is also recognized in Tredu according to the agreed common principles. Receiving partners are mainly organizations with whom Tredu has valid MoU. Tredu’s Action Plan for International Affairs is a guideline for all international cooperation and equal opportunities for participating individuals. Different study fields and Tredu's all 17 campuses; student, staff members and work-life partners; have opportunities for international exchanges. Tampere Vocational College Tredu is an active receiving and hosting partner for many partners abroad. Accumulating results of international mobilities play an important role with multi-professional cooperation and new development ideas support local economic development in Tampere region.

"In 2017, the Erasmus+ Mobility-Project “Diversity and Identity“, organized by the Käthe-Kollwitz-School, offered 20 students, attending a professional training to become qualified educators, the chance for a professional training abroad. This year we also offered for 1 student a practical year in Spain.In addition, we applied for 2 mobilities in the section of Hospitality, Catering and Tourism for the first time.LOI, project schedules, learning agreements, language preparation (OLS) are obligatory parts of the projects' realization. The students have to apply for their participation in the projects.The professional college for qualifying educators is a branch of the Käthe Kollwitz School and consists of a specified intercultural class with 24 students. According to the newly implemented curicculum, the intercultural class focusses on intercultural issues. The teachings in this class include topics such as migration, foreignness, intercultural learning, children’s bilingual-/ multi- language acquisition, inclusion, developmental theories and identity. Educational issues are discussed with regard to professional, social, political, and ethical matters, as well as practical work experiences and methods of pedagogical implementation. In addition, the students are obliged to join a preparatory course called ""Diversity and Identity"". In recent years, the mobility project has been extended to students that attend classes at the Fachschule für Sozialwesen focussing on topics like movement, music, as well as nature pedagogics.The project is included in the students’ second year of professional training; the participants attend a six-week training on the job in various institutions, such as kindergarten, preschool, elementary and comprehensive school, including afternoon care.The project offers the students a variety of learning experiences and tracks diverse learning objects, for example getting to know work areas and concepts in the educational field, comparing national / local educational curricula, finding out about language acquisition concepts and teaching methods, developing professional manners, experiencing pedagogical approaches, taking part in daily working routines. The project is experienced-based and focuses on individual learning by doing, including reflections and evaluations. Thus, students will be able to gain competences in various areas such as foreign language acquisition, intercultural skills, capacity to act professionally, expansion of personal and social abilities. In addition, participants broaden their competences related to communication, self-reflection, biographical awareness, and critical thinking.Participants are prepared (counseling, application procedure, intercultural training) and supervised (teacher visits, Lo-Net, partners) by the intercultural team at the Käthe-Kollwitz-School in cooperation with the partners. Participants also reflect on their learning experiences during reflection days, conferences and via reports. Throughout the project students are supported in their teamwork and individually, also by peer-mentoring.Evaluation of the project happens on a regular basis within the intercultural team and with the partners. It is presented to the public via presentations, local newspaper articles as well as the homepage (http://www.kks-marburg.de/index.php/internationales/sozialpaedagogische-auslandspraktika.html). Europass and a school certificate are established. Our partners in Sweden, Finland, Spain, and Latvia have been working with us for many years now.As the Käthe-Kollwitz-School is a Erasmus+ Charta-certified school we continue to work on our international strategies on all levels, i.e. international projects, school activities (diversity), and school program (including administration, structures, goals and management). Additional information about on-going international activities, awards, and plans for the future can be found here: http://www.kks-marburg.de/index.php/schulkultur/internationales/unsere-ziele."