Helsinki Vocational College offers high quality and versatile vocational education for its pupils. Internationalisation and its visibility in the everyday life of the college is seen to add to the attractiveness of the college and provides a way of staying abreast of educational developments in Europe. This project will continue the bilateral mobility flow of previous Erasmus+ projects. The aim is to send 134 students for a 2-10 week long practical training period and 50 teachers for a four day job shadowing period abroad.This project aims to increase equality in gaining competences needed in the working life through international activities, thus aspiring for the aims of the Erasmus+ project. With these international competences Helsinki Vocational College aims to meet the needs of the increasingly multicultural working life.The strategic aim is that every student and Staff member is aware of the possibilities given to gain international competences and have an equal opportunity to participate in the international activities and mobility periods. This projects aims to develop mobility periods to take better into consideration the skills and competences of the different students. It aims to find ways to encourage students to participate also in fields of studies where the students are not voluntarily participating in student exchange. The equal opportunity asks for a transparent process of selection of the participants in this project. The main criteria are, that the candidate is willing to learn and has sufficient skills and willingness to adjust and cope. The mobility periods applied for staff aims to evolve pedagogical and guidance practices, develop the participating staffs vocational field and improve the recognition of learning outcomes. The competences gained will be beneficial for the implementation of the ECVET system in student mobilities. It is believed that the participating staff will be more prepared to meet students from a variety of backgrounds as well be more willing to encourage students to participate in international activities. Mobility periods are seen as a process that includes preparation, implementation and evaluation. The aim of the preparatory activities is that the student is aware of all the documentation needed, personal learning goals and has adequate knowledge to make the travel preparations and to manage once abroad.The Strategic aim of Helsinki Vocational College is that these mobility periods are a recognized part of the participant’s studies. The recognition of these mobilities is based on the implementation of the ECVET from the preparation till the evaluation.Mobility periods are documented and each participant is asked to write a report of their experiences. These stories are gathered to the google-maps platform. https://www.google.com/maps/d/edit?hl=fi&authuser=0&mid=zc5KXPB2SV0M.kELpo45nfobc Students are asked to send digital postcards that can be shared within the college and will be part of the digital game now being produced.The evaluation of this project follows the principals of evolving evaluation. The material produced for the evaluation supports the implementation and impact of the project. Previous mobility projects have proven beneficial for its participants motivation, studies and later employment. Participants have met their professional goals but as well learned to evaluate the working methods and recognize the cultural basis of the methodologies implemented and use these methods flexibly to develop one’s work. Mobility periods support one’s personal and professional growth, regardless of one’s age, sex and background. Skills beneficial for setting realistic aims in one’s career and for employment.

During the project 72 students completed a mobility period the average length was 41,6 days. Participants were from 18 different study fields and aged between 18-57 years. Part of the learners were apprentices as well as aiming for a further vocational qualification. Also 23 teachers were given a chance for a staff training period abroad, the staff members included study counseling personnel, prevocational teachers as well as teachers of general subjects and vocational teachers. the age range of the staff was from 27 to 61.Mobility periods affected participant’s attitudes, enhanced resilience and willingness to try. They gave a chance to work in changing situations in an unfamiliar working environment in a foreign working culture in most cases with a foreign language. The training periods gave chances for critical and creative thinking, understanding differences as well as boosted the learning skills and competences.The skills and competences obtained were integrated into the learners study paths. The new legislation asked the college to refresh the courses and studies that the student could gain competences on while working abroad. It has been made possible to gain competence points from both vocational studies as well as from core subject studies.The College offers all participants a common coaching session prior to the departure. Also online materials have been made available for the learners. The college is planning on starting CV and introductory letter workshops to support the students on their mobility period preparations.Helsinki Vocational College aims on giving all its learners equal opportunities for international learning. This aim has been supported by continuous development of the partner network to cover study fields that have not actively been involved in international activities. The project gave a chance to test simultaneous learning in the college: 16 French electrician and maintenance work learners were working in the college’s premises for three weeks. Helsinki Vocational College is sending a group to France this autumn to work in a similar environment. The hope is that this model of mobility suits the study fields and the learners that are not confident enough to travel and work alone.New models of cooperation were also developed for the new study program of nature and environmental studies, where cooperation was built with Allianssi and their voluntary camps. The students participation in these camps and tasks have been raised from their study plans and agreed in a training agreement.The cooperation has as well been broadened geographically. New partner country Malta became a possibility after a student’s workplacement in an elderly care center. Also teachers from the media studies opened the doors for cooperation in Portugal and cooperation was given a kick start with a KA2 project application. The length of the practical training periods have varied broadly from 14-100 days which has given a chance for a deep understanding of the working culture during the long periods as well as targeting in specific competences with the short periods. A rising trend has been students finding their own placements that fit their personal study plans and future visions.The staff motilities gave a chance for developing the colleges international competences. They were seen as a part of the pedagogical and guidance skills development. The participant staff gained understanding and abilities for guiding and preparing the learners for their mobility periods.The teachers were looking for new ideas for teaching as well as familiarizing with foreign schooling systems. All staff members had their personalized goals and they were offered a coaching session. Teachers were also sent in mixed groups from various parts of the college, to gain a broader perspective to the discussions and to network within the college.Helsinki Vocational College aims on giving its students competences needed in work and in life. Reaching this goal asks for international activities and cooperation.

The main emphasis of this project is to ensure high quality practical training periods abroad. The recognition of these mobilities is based on the implementation of the ECVET from the preparation till the evaluation. As a part of this project, Helsinki Vocational College is producing an interactive game platform to support the student mobiities and internationalisation. Helsinki Vocational College aims to give an equal chance for everyone to participate in international activities. Therefore we have applied for 30 mobilities for the Sector of Welfare, 29 mobilities for the Sector of Technology and Logistics and Sector of Technology and Installation and 32 mobilities for the Sector of Service and Communication and 10 mobilities for the Adult Institute. This application also includes 13 mobilities for staff members. These mobility-periods are organized with our 26 partners in Belgium, The Netherlands, Germany, France, Ireland, Spain, Great Britain, Austria, Sweden, Denmark and Estonia.Participants are students and staff members of the Helsinki Vocational College. Participants are expected to be motivated in addition to having adequate language and working skills. Every student defines their learning goals to be achieved on the practical training period abroad with their tutoring teacher; the learning process will be monitored during the mobility periods. Competencies obtained abroad are a recognized part of the studies. These achievements are presented digitally. Staff members may learn new pedagogical approaches to be used in the College. They will acquire the necessary skills to guide the students participating in this project. This knowhow enables the broad implementation of ECVET and the skills demonstration tests abroad for students. In addition to the professional and language skills gained, these mobilities also offer the acquisition of new working skills and methods. Past experiences show that practical training periods abroad amend the attitudes of participants to their education and work. Mobilities can make the participants more brave and competent; essential qualities needed to work in the ever-changing global environment. These competencies can be a way to make mobility-participants stand out from other applicants, be it for work or further studies.

"The Elly-Heuss-Knapp-Schule (EHK) in Düsseldorf and the Mildred Scheel-Berufskolleg (MSB) in Solingen have been forming a joint working group ""International Affairs"" for 5 years. This regional cooperation in vocational education and training has proved its worth and will be continued. The conviction that a stronger ""cooperation in Europe"" is necessary in order to understand and use Europe as an opportunity was further strengthened by the experiences in the project period 2017-19. The main objectives of the project were chosen in a meaningful way: ""Active EU citizenship, European awareness and democracy"", ""Intercultural/intergenerational education and (lifelong) learning"" and ""Institutions and methods for quality improvement (incl. school development). The mobilities abroad offered 18 trainees and students sustainable opportunities to further develop their technical and methodological competence, their self- and social competence. This is clearly reflected in the experience reports of the participants, in particular in terms of technical and methodological competence and self-competence. Existing partnerships were maintained fort he most part and new ones established. The group of learners was consisted of: - 13 participants in vocational training according to BIGG or HWO,- 5 participants who are in regulated professional further education (e.g. educator training).""Blended mentoring"" has proven to be effective. Problems that arose could be solved quickly and unbureaucratically. The coaching team consisting of subject and class teachers as well as foreign representatives has also proved its worth. The training personnel included:- 32 teachers, - 2 school social workers, - 1 in-company trainer (tandem mobility) and - 1 school secretary. The number of participants could thus be significantly increased. The programme for the mobility of educational staff has proved its worth. It could be adapted without problems to the individual needs and conditions on site. It was possible to establish numerous new relationships with partners abroad and to maintain existing relationships. Both for learners and for educational staff, not all mobilities could be implemented as planned. A high degree of flexibility with regard to the choice of partners, dates of stay etc. was necessary. The evaluation of the individual supervision of the individual mobilities and of the project as a whole was carried out by the joint working group of the EHK and MSB. The results will be discussed with training companies, colleges, school management and individual educational sectors in the sense of a quality circle, implemented in relation to educational programmes and pursued further with regard to the long-term goals of the schools' European strategy (e.g. obtaining the certificate ""European School""). Next year MSB is going to be certificated as a ""European School"".(Translation with the help of ""DeepL.com"")"

Elly-Heuss-Knapp-vocational-school (Düsseldorf) and Mildred-Scheel-vocational-school (Solingen) have founded the workgroup ''international'' in order to cooperate on Elly-Heuss-Knapp's new Europe-strategy. This regional cooperation is based on the belief that the necessity for a stronger collaboration within Europe is needed, in order to be able to take part in shaping a continuously more globalized world, politically, occupationally, and culturally. Understanding and benefiting Europe as an opportunity; for these purpose our cooperation wants to contribute to. Appreciation for European integration does not develop by itself though nor by talking about it. Thus the main goals for this project are:o an active citizenship, European consciousness, and democracyo intercultural and cross-generational education and lifelong learningo an innovative curriculum/pedagogical methods/development of trainingOccupational mobility abroad provides unique possibilities, for apprentices, students as well as teachers, to develop their expertise just as competence for methods and social interactions. Consequently participants enhance their comprehension for personnel and organisational development, which sustainably contributes to a more globalized and modern apprenticeship in the interest of extensive quality development of all participating institutions from home and abroad. Students therefore enhance their national and international employment outlook and make an advance in their professional and personal self-manifestation. This applies similarly for teachers.This project addressed two target groups, students and teachers. Specific attention was placed upon the teaching staff’s mobility in order that these teachers would portray role models for students and fellow teachers, promoting Elly-Heuss-Knapp's an Mildred-Scheel-Berufskolleg's Europe-strategy.The mobility of the teaching staff followed a certain standard, which could be adjusted as agreed upon with partner organisations on-site.It applied for a 5-day stay (+2 days of travel) at the cooperating school and included visiting class, communication about subject/topics of their own field, sustainable development, social aspects of everyday surroundings in school, etc. as well as getting in touch with partners of occupational education concerning sojourn of students or teachers in the host country in the future, e.g. visitation of companies etc.The learner’s mobility applied: Partnering companies enable an insight on and participation in diverse and relevant procedures. An example is the business “Hofzuckerbäckerei Heiner” in Vienna, which allowed apprentices in a four-week internship to get in touch with the production of Austrian confection of pastry, dessert, and Viennese coffee specialties. Similar insights on regional and national special features (e.g. the Finnish educational system) were offered to other participants as well.Overall the application applied to 45 participants (17 students, 28 teachers). Students are/werde apprentices in the dual system, students of the vocational school, and students of social pedagogy. In the selection process, vital characteristics were personal attitude, expertise, and school performance. The teaching staff was composed of teachers, who represent a broad spectrum of occupational (e.g. production technology, consultation and sale, etc.) and non-occupational (English, German, etc.) subjects and show interest in extending their knowledge in international education and cooperation as well as in comitting themselves in these topics in future.A coaching team, containing of subject teachers, a class teacher and instructors, supervised every outgoing mobility for students. During the period abroad these team members were contact persons and advisors for the students. The accompanied internships were guaranteed by “blended monitoring”, including a Blog. Thus, timely and effective exchange could be ensured. The work group at Elly-Heuss-Knapp and Mildred-Scheel-Berufskolleg evaluated individual mobilities as well as the whole project and discussed/will discuss its result with the principals (school management), teaching staff and single education sectors. The evaluation takes place according to a quality circle.After discussing the evaluation results with the school management, staff and each education sector recommended standards will be realized with regard to the school`s Europe strategy goals.