1.The main focus of this project has been on developing entrepreneurial behaviour and attitudes with level 4 students which will help to improve their opportunities on the labour market and will help them to become financially and economically independent. We have stimulated these students to start new start-up companies, making use of the input they gained from other European regions. Some of them have successfully done so. Our students and teachers have developed a whole different view on entrepreneurship. Entrepreneurship now is an important element in all of Friesland College’s level 4 courses which has also led to the establishment of new KA2 strategic partnerships, such as Claim your future, in which social entrepreneurship, mentoring and peer-to-peer training play an important role.2.Monitoring the quality of internships abroad, particularly the quality of long term internships, has been another major focus point. Hospitality, Wellness, Tourism, Life Sciences and Health & Welfare students went abroad for long term internships. Friesland College mainly worked with established partners to monitor that the students' tasks during their internships were in accordance with the Dutch qualification framework. The front office internships for hotelmanagement were qualifying in such a way that the company’s assessments of the students was included in the students’ final assessmens. The shorter internships and the projects with our partner institutions abroad were particularly popular with students and teachers from media design, ICT and Engineering (human technology). ECVET and Europass were used to describe and validate the Learning Units and Learning Outcomes. In the end, not all partners mentioned in our application were involved in this project because our schools and their teams ultimately decide which partners they want to involve. 3.Besides students Facility services (level 2), now students Care taking (level 2) are also taking part in our Social inclusion project. These students, with a socially challenged background and often limited financial means, were given the opportunity to do a three-week internship on Malta. Because of their participation in this project, some of them were also able to participate in the Excellence programme for Health & Welfare (level 2). For these students in particular, this has been a life changing experience with a substantial impact on their self-esteem and their self-confidence and has also improved their opportunities on the labour market.4.Many teachers have taken the opportunity to grow professionally through job shadowing, giving presentations and as guest lecturers at our partner institutions abroad. They have shared their experiences with their own colleagues.One of their angles has been ‘Job carving’, i.e. customizing job duties and work methods which requires a whole new approach of education and curriculum. Their experiences made it clear that a new educational approach is needed and that Friesland College should prepare its students for tomorrow’s professions. This was mainly the case for our students Laboratory technique because many foreign schools still work in a traditional way and were very enthusiastic about the Friesland College approach, especially the ‘Practical Route’ (‘the purest form of work-based learning in school-based education’). As a result, many international partners visited Friesland College to discuss new working methods. Together, they have found a good balance between the advantages of traditional education (structure, planning and a year-based programmes ) and the new educational approach (practice-driven, in companies, where relevant issues and prospective developments within the occupational fields are taken into account).5.We started an international exchange programme between Leeuwarden and Malta in connection with Leeuwarden and Malta being Cultural European Capitals in 2018. Both students and teachers have shared their interests with colleagues of MCAST Malta and have participated in preparatory projects. These collaborations provided a lot of valuable cultural information and also led to a KA2 strategic partnership, applied by MCAST Malta and granted in 2017 with Friesland College as a partner. Thanks to these student and teacher exchanges, we now have achieved a long-lasting relationship and collaboration with both MCast and Techcollege in Denmark in an annual project, which is creating and designing a children’s book for migrant children.(which also provides a direct link to our Adult Education department with a KA1 project in progress on Integration of Migrants) . Our international contacts and projects have emphasised the importance and need for international collaboration and is led to awareness that internationalisation is no longer an option but a necessity. Gradually Friesland College is paying more attention to intercultural projects in Internationalisation at Home and world citizinship within regular educat

"General objectives : The project was focused on Quality Assurance and validation of Learning Outcomes in the framework of EQF en ECVET. Teachers played an important role in this process of describing Learning Outcomes for students. We had good experiences with our partners in Italy (Istituto di Istruzione Stanga Cremona) for Lifesciences, in Germany (Eduard Maurer Oberstufenzentrum Henningsdorf) for Engineering and Denmark (Techcollege in Aalborg) for Media Design.We also increased the number of mobilities of students throughout Europe and beyond. Our goal was to create more awareness of globalisation and its impact on our daily life and awareness of the European values, to make them realize that a good cooperation between the member states was (and still is) crucial for the economic development in Europe. The impact was shown through international projects within the school (s.a. Day of European Citizenship, Day of World Citizenship, Day of the Refugees). More specific: 1. The teachers made arrangements with partner institutes abroad for the description of Learning outcomes, in relation to the Dutch qualification framework which is mandatory in the national educational system for VET in the Netherlands. They compared curricula and exchanged information. We had good experiences in Germany, Italy and Denmark, although only the description direcly related to the coretasks and workprocess was accepted as a learning outcome.2. Activities of teachers and staff training in structured courses and jobshadowing supporting their professional development and their language skills. Guest lectures by teachers at partner schools abroad for exchanging knowledge and good practices. 3. We had an expansion of the number of mobilities in Europe and beyond of several educational institutes within Friesland College by adapting the curriculum and redesigning the time period of the workplacements in order to enable students to do an internship abroad. 4. Level 2 students from Facility Services with a low social background have participated in a three-week placement on Malta. That was a life changing experience for them. It strenghtened their selfesteem and had a positive impact on the employability and transition to the labour market in the region.5. We kept the quality of workplacements at a high level by cooperating with solid and well-known training companies and through our network of educational partners abroad. The placement coordinators and teachers described the content, monitoring, recognition and evaluation in the Placement Agreement of Friesland College. Validation of the experiences abroad remained the responsibility of the exam committee within the educational institutes. 6. There has been a special focus on subjects as Quality assurance, social inclusion of our level 2 students, sustainable energy, social entrepreneurship, watertechnology and Healthy Ageing.7. We made a start with international mobilities within the theme of Leeuwarden Capital of Culture 2018 in combination with Malta Valletta 2018We offered challenging education to our students, improving their flexibility, independancy and self confidence.The mobility also had a high impact on the personal and professional development of our teachers and staff members, They worked in a different context, out of their comfort zone and they improved their knowledge of foreign cultures and languages. Some of them had a better understanding of the advantages of a European cooperation. Others were rather sceptic about the possibilities of exchanging curricula and information because of the differences in educational systems in the European countries, being a national responsibility. Exchange of knowledge and good practices and the comparison of curricula had a positive and enriching impact on Friesland College and its partners abroad. New methods were explored and shared. Our international partners were very impressed by our method of Practice oriented education within the field of work. Validation of Learning outcomes was an issue as the Dutch regulations set by the government and the inspection did not allow many detours in the description of the tasks and work processes within the Dutch Qualification Framework. The experience abroad offered more perspective on the labour market in the region. The methods and activities developed in Friesland College are described in the Policy Document for Internationalisation 2015 - 2018 ( see enclosure).The impact of international exposure can be found in the ""Trendrapportage 2016"" (see enclosure)."