Over the past two years, our national mobility consortium Zealand Learning Mobility has implemented ZLM17. During this period we sent 157 people (97 pupils, 6 accompanying teachers, 52 staff mobility and 2 teacher mobility).As described in the application, the project has helped to manage:1. Our students and staff's international outlook and knowledge, linguistic skills and intercultural competences through their participation in educational stays abroad, which enable them to act in an educational sector and in a labor market with an ever-increasing degree of internationalization. 2. Quality assurance of educational stays abroad through a deeper integration of ECVET 3. The international relations of our institutions and collaborate with other European schools, companies and social partners through the rollout of ECVET, as we will jointly develop new procedures to ensure the transparency, validation and recognition of learning outcomes. educational stays abroad.Among the participants there was great satisfaction with the quality of the mobilities, cf. the participant reports.In order to ensure the greatest possible realization of the project budget, a number of different actions have been taken. During the project period, we added two new national sending partners - EUC Syd and SOSU H, and that we were granted an additional grant, as there was a need for a larger number of employee mobility than we were originally granted.Despite the efforts described above, unfortunately, it has not been possible to realize more than 80.32% of the budget, this is mainly due to the fact that some partners in the consortium have had organizational changes or replacements on the post as international coordinator. So while a few of the consortium's members (ZBC and CELF) have been paying extra attention and the addition of new national broadcast partners, it was not enough to secure a higher budget realization. Finally, a larger CELF's flow was unfortunately placed in our 2018 project due to a misunderstanding, which could have contributed to a greater budget realization.Overall, the project has been a success, and support has continued to continue the international work at all the schools in the consortium.

SDE College wants to develop its existing efforts in international mobility and put forth an extensive and thorough framework for international mobility and international cooperation.Europe will in the coming years face challenges like demographic change, higher unemployment, skill gaps, a need for a higher skill level, less and less traditional training, problems with retention of students, youth unemployment and a lack of apprenticeships. Therefore SDE College wants to build for the future and ensure that we will continue to offer vocational education and training of the highest quality. SDE College consider international mobility and international cooperation as a critical element in the solutions to these challenges of the future. Objectives of the project:* Students acquire international experience and related skills for working internationally* Students acquire new knowledge in form of new practices* Students develop linguistic and intercultural competences* Students increase their self-esteem and confidence in own capabilities* Provide students with a framework for successful internships abroad* Improve student's chances of future employment* Improve students' opportunities to travel and work within the European labor market* Develop teachers and other employees’ international expertise* Provide teachers with international teaching possibilities and improve their qualifications* Strengthen the school's international profile* Improve the overall quality of VET* Implementation of the European Credit System for VET (ECVET) in the context of mobility as part of the student's education.The number of student mobilities applied for in the project are 100 and the number of accompanying teachers are 12. Students from the basic courses is typically aged 16-20 years, and students from the main courses is typically in the group of 18-25 years. The project involves partners from Germany, United Kingdom, Portugal, Spain, Lithuania, Finland, Sweden, Estonia, Slovenia, Malta, the Netherlands and Italy. The partners are vocational schools, vocational training centers, interest groups and SME’s,The school's initiative International Class starts every year in January and August. International Class is designed to prepare each student for the challenges and cultural differences they will experience during their internship abroad.The project is managed by the International Department of SDE College consisting of a project manager, a mobility coordinator and a PIU-coordinator. The staff of the International Department has vast international experience and excellent language skills. Contact with foreign partners and the placements abroad is carried out by the Project Manager, the Mobility Coordinator and the PIU coordinator as well as a relevant number of contact teachers and students themselves.SDE College will use the attained results to promote and to anchor the initiative further in dissemination efforts using local media, social media and the school’s media outlets. The results of the project will also be evaluated regularly by the participants, by SDE College and by the partners during and after the internship using mobility tools and diaries. One of the great benefits for the participants in the mobility project, is expected to be an enhancement of their future job prospects with improved language abilities, cultural understanding and personal development.SDE College strive to build and maintain a vast international network to provide the best foundation and mobility programme that will enable our students and our staff to have the best experience possible when going abroad. SDE College expects that the strong ties to its international network will create an outlooking perspective towards the world and a strong international profile. We believe that international cooperation and international mobility are some of the crucial factors in developing vocational education schools for the future and embrace the demands of the constantly evolving labourmarket.NOTICE: Due to limited attachment space only one letter of intent is attached. SDE has Letter of Intent with all partners involved in this application including Memorandum of Understanding with several partners as well.

In the project Rakvere Vocational School carried out mobility activities for students and staff members.All together Rakvere Vocational School carried out 94 mobilities for students and 2 mobilities for recent school graduates studying on following curriculum groups ICT; building and civil engineering; tourism, catering and accommodation services; food processing; materials (wood); mechanics and metal processing. To reach the aims of the project Rakvere Vocational School involved partners in following countries: Finland, Lithuania, Norway, Denmark, Germany, UK, France, Spain, Italy, Slovenia. With many of the partners school has long-term and mutual cooperation, but project involved also new partners interested in developing cooperation on students’ exchange. The aim of the project was to enhance the employability of the students in Rakvere Vocational School by supporting the development of professional and social skills and competences (like teamwork, adaptability, independence, problem-solving) by through organizing mobilities to other EU countries which have different (working)culture compared to Estonia, which in addition supports the development of foreign language skills and intercultural competencies in multicultural Europe. The project has supported reaching the set aim of the project as participants feedback is positive, students bring out that they have not only improved their professional and technical skills (including learning about new technologies, methods, materials, tools), they have also improved their foreign language and communication skills abroad when they had to communicate with their contact-persons, supervisors, colleagues, other students and new friends they found in other countries they still keep contact with, teamwork-ability, adaptability, decision-making and problem solving skills, they have better understanding of cultural differences and they are more opened to new challenges. Students participating in the project were 17-25 years old and for many of them it was also opportunity to acquire and develop essential skills needed in independent life like planning and managing their budget, basic household skills like cooking, doing laundry and cleaning their accommodation by themselves, many of them got the first time independent travelling or at all travelling abroad experience. All of it has also influenced positively students’ self-confidence and esteem. Mobility project activities and results support achieving the mission of Rakvere Vocational School to offer opportunities for students’ personal development as well as for managing their professional lives with the help of an up-to-date learning environment and friendly, motivated and qualified staff. Project involved also 6 mobilities of teachers with the aim to improve their professional and pedagogical skills by offering opportunities for practical training and/or job-shadowing at hosting partners, also to support their foreign language skills and give opportunity to expand their professional network. One of the teachers worked at smithy in Finland to learn work-technologies to use at home-school; one teacher worked in study restaurant in France learning not only about French cuisine, used ingredients and methods, but also organization of practical training for cook students in French school; 2 construction department teachers had programme combining taking part of practical activities in school workshops and job-shadowing in school of construction-sepcialities in France where one of them was focusing more on finishing and surveying studies and other one on woodworking studies. Project also involved two teachers for mobility activities for the first time: an IT-teacher had a job-shadowing in VET-school in Kaunas and a young teacher of automotive department in Spain, these two teachers observed theoretical and practical lessons, learned about study materials and –methods used, discussed the organization of study process and evaluation of students, visited the practical training companies. All teacher gave very positiive feedback to mobilities, which also helps to rise their work-motivation. Teachers use the knowledge and skills acquired in their lessons and based on their experiences give their contribution to develop the study materials, -methods and –proccess in school, they also contribute to school development plans. By carrying out the mobility project Rakvere Vocational school has also supported aim of EU's strategic framework Education and Training 2020 which states that the mobility of students and teachers has to become regular and integral part of VET, which helps people to develop their professional and intercultural skills and get over the language barriers, supports the employment and free movement of labour on EU career-market and in long perspective has influence on the development of VET, international cooperation, development of professional sectors and regions.

"This report for Zealand Learning Mobility (ZLM) 2018 should be entitled ""In the middle of a Corona era"". However, our consortium has succeeded in carrying out our project most satisfactorily, and despite the closure of Europe, we have succeeded in realizing 93% of our funding. This can be mainly attributed to the fact that our ErasmusPro students have been able to lift a significantly larger part of the project than planned in the application both in numerical number and the length of their stay.In the project, we have completed a total of 166 mobiles, of which 125 short mobiles with an average duration of 13 days, 16 ErasmusPro broadcasts with an average duration of 142 days and 24 employee mobiles with an average duration of 3 days.At the end of the project, the consortium behind ZLM18 is still composed of 5 business schools from Region Zealand, which have already completed and are still completing mobility projects together.In the project, we built on the experiences that the consortium has gained since 2014. The collaboration in the consortium has strengthened the incentive to get more students and staff on mobility courses, and thereby the project, as described in the application has helped to strengthen:1. Our students' and staff's international outlook and knowledge, language skills and intercultural competencies through their participation in training stays abroad, which enables them to act in an education sector and in a labor market with an increasing degree of internationalization.2. Quality assurance of study stays abroad through a deeper integration of ECVET3. The international relations of our institutions and cooperation with other European schools, companies and social partners through the roll-out of ECVET, as we must jointly develop new procedures that ensure the transparency, validation and recognition of learning outcomes in connection with. educational stays abroad. The project have therefore contributed to the fulfilment of the consortium's strategic objectives, as described in our European Development Plan, and at the same time contribute to the realization of those objectives in the ERASMUS + program. To ensure maximum learning outcomes, the consortium has decided to apply the ECVET principles and Europass mobility certificates to student mobility. The consortium has established a common website for the consortium, where all mobilities will be documented and where the participants' experiences will be shared."

The background for this project arises from the recognized challenges in previous projects, that can be developed in Finnish vocational education. Making good use of influences, work and communicational means of other countries is important in developing ways of accomplishing qualifications. The experience in communicating more actively with people from other countries is commonly challenging especially for the students, but for some teachers, as well. The goals of the project are increased language skills, strengthened ways of communication, improved vocational competence and vocational adaptation to different cultures, and also expanded preparedness to develop training and educational competence and carrying out qualifications or parts thereof.The number of participants is 43 students and 7 teachers. There are also students with immigrant backgrounds or students with special needs. The teaching periods of the teachers take place while the students are in the target countries. The preliminary profiles of the students are: - United Kingdom12 students (conditory 1, business adminsitration 3, artesan 2, tourism 2, social care2, hairdressers 2)- Spain 8 students ( logistics 2, electricity 2, sport 2, social car 2)- Germany 8 students (car 2, machinery 4, logistics 2)- France 4 students (restaurant 2, sosial care 2)- Hungary 3 students (electricity/ IT 3)- Lithuenia 3 students (construction 3)- Estonia 3 students ( plumber 3)The activities are:1) On-the-job learning of the studentsThe guidance during on-the-job learning period can be made more effective when the students and the teachers are in the target country during the same period of time. The student receives a preparatory task for the teacher’s period, and a part of the qualification is carried out during the period abroad.2) The studying in vocational institutionStudents with special needs study in the college. They have a special needs assistant as a support. 3) Teacher as a supporting person during the on-the-job learning period of a studentThe teachers create learning material and participate in planning the implementation of parts of the qualifications and the execution together with the partner teachers. The teachers develop their ECVET-competence and gain experience from the environment and possibilities of passing the qualification in the target country. Finishing the qualification begins in the students’ home country and is carried out in the target country.The methodology for carrying out the projectThe methodology is based on learning by doing-participation which enables to gain courage and create certain habits to make contact and communicate and also crystallize what one has learned and perceived through one’s own strengths in communication. The progress of the project is guided in project teams, whose members are chosen from the college’s international team. PCM-method is practiced during the implementation of the project.The result and long-term effects are developing vocational competence, professional and international grasp on work and courage to be active. The experience in working with people from different countries is especially beneficial for Finns.One of the long-term benefits is also a more competitive college due to improved competence of its workers and more practical and functional connections to working life and also international network.