On the basis of Koege Business College's international strategy 2017/19, appendix 3, we send students and staff abroad on Erasmus+ mobilities. Today we have a lot of experience in Erasmus+ KA1 and since we were awarded the Charter in 2015, we have developed a clear international strategy which is updated every year in close cooperation with the management of the school. Today the focus on internationalisation from the management is more significant and we continously work on improving and developing international initiatives. Today we have a procedure regarding Erasmus+ Vet and staff mobilities with a well-run cooperation and a good knowledge about our foreign partners, who fulfill the conditions we both have signed in MoU. This cooperation we want to continue with our partners in Germany, Spain, UK and France the next two years with our Upper Secondary Education(HHx). We hold on to our development plan concerning information about Erasmus+ to students, selection on the basis of teachers' assessments and students' maturity, prepartation and signing of Erasmus+ documents, parents' evening, stay abroad, assessment of stay and writing recognized ULOs in the students' Europass Mobility Certificate. We continue sending Erasmus+ participants in three week stays where workplacement and language tuition are included as these are assessed very well by the students. We send students abroad three weeks before and after the autumn vacation and in March as these time slots fit into the two departments' annual cycle. The vet students we send to Malta in autumn and as they have social and professional challenges and are not experienced travellers, they travel with one accompanying person the first week so the students feel safe when they travel, are accomodated in apartments and start their work placements which challenge the students and therefore the accompanying teacher is involved in this process. On the basis of our experience, we now select EUX students(combined vocational and general upper secondary education)individually and no longer send an entire class. We have experienced from assessments from students and accompanying teachers that this concept works well. In autumn 2017 we sent 8 EUD students to a new partner in Malta which worked out satisfactory. For some of our EUD and EUX students a Erasmus+ stay is a motivational factor to complete their studies. The students are rather young when we send them to Malta and therefore we apply for two accompanying teachers, one week, for the 25 EUX students and 1 accompanying teacher, one week, for 8 EUD students. The accompanying teachers help the students with everything from departure from DK, accomodation, transportation, visiting workplacements and help when problems arise. Furthermore, the accompanying teachers work out a cultural program in Malta and give relevant information about trade between Malta and Denmark and country information. In the English lessons in Denmark the students receive lessons about how to write a good CV and information sheet and how to present yourself when Skyping with our Maltese partner. Hereby subjects such as Marketing, Economy and English are part of the students' Erasmus+ stay. In our international strategy our focus is also to participate in the Erasmus+ KA2 strategic partnership programme. We now participate in the project Qual4T2 with four other partners and in Sowing the Seeds with the trade union 3F as lead partner. Another topic in our international strategy is to formalise and make Erasmus+ staff visits more systematic. In Qual4T2 we have started a cooperation where each partner makes an interesting five day programme for staff participants and you can as staff sign up for the programme from the four partner schools. In this concept we try to improve the quality of the staff visits. This concept enhances our cooperation and network with our partner schools and is a good opportunity for staff exhange. However, if staff want to improve their competences in another country and school, this will still be a possibility in close cooperation with the management of the department. We were very inspired from TECHCOLLEGE's presentation by Gitte Rye Larsen in Fredericia at our annual seminar on internationalisation. We are right now in the planning process and would like to send a HHx class to GB in 2019 and approach the same partner as TECHCOLLEGE uses and therefore we apply for 25 mobilites more for this destination. The 3 week Erasmus+ stay links part of the students' curriculum with elements from specific subjects and focus is on marketing and presentation techniques. We think that TECHCOLLEGE's idea of combining the students Erasmus+ stay with two teachers' staff visit in GB is good, however, the first year we would like to use two accompanying teachers to start this new concept. This project does not appear in our International Strategy as we first heard about it in autumn 2017.

"Based on Koege Business College's international strategy, Annex 2, we send students and staff abroad on Erasmus + mobilities. We have sent students and staff on Erasmus + stays since 2011. In connection with the charter application and approval in 2015, we have formalised our international work further, so today we have a clear international strategy, which is updated in cooperation with our school's management at the end of each school year. Since our Erasmus + application last year, we have a new management team at Upper Secondary in business(HHx) . It has an international outlook and a desire for further internationalisation of the school, and we are currently discussing the scope of this. We have over the years outlined a solid procedure for Erasmus + Vet and Staff mobilities, with a proper cooperation and good knowledge of our foreign partners who fulfill the obligations we both have signed in our MoUs. We continue working with our partners in Germany, Spain, Britain, France and Malta both as to EUD/Vet, EUX HHx the next two years, where we maintain the current Erasmus + development plan in relation to introduction about Erasmus+ to students, selection of students based on teachers' remarks and maturity, preparation and signing of documents, parents' evening, internship abroad and assessment of students on return from abroad + Europass based on ULOs. We continue to send participants in 3 week stays in companies and with language tuition included, as this works well according to the participants' assessments. As we send more Erasmus + participants abroad than before, we have chosen to send participants to the UK, France and VET / Malta during autumn and participants to Spain, Germany and EUX / Malta during spring. As some VET students have social and academic challenges and are not used to travel, we send one accompanying teacher for the first week so that students feel safe when they travel, are assigned their apartments and start their company internship, as we know from experience, the first week puts pressure on the students and the accompanying teacher is therefore involved in these processes.For the first time last year we sent our new education ""combined vocational and general upper secondary education"", EUX students to Malta on a 3 weeks' Erasmus + internship and language tuition stay, and we sent an entire class which was designated the EUX international class. The Erasmus + stay was largely positive for 21 of the 28 Erasmus + participants, however, we had challenges with 7 participants, which made us rethink our International Strategy for EUX. Therefore, this year we have 3 EUX classes and we have appointed two accompanying teachers, who along with the other EUX teachers select students to Malta from these classes. 25 students are currently selected for a 3 weeks Erasmus+ stay with Easter holidays included in one of the weeks. We hope this selection as well as a parents' evening with an intensified focus on behavior, dress code and high expectations to the Erasmus + participants will prompt that a larger number of students will get a professional and personal benefit from their Erasmus+ stay that will outweigh the students' lack of 3-week academic lessons at Køge Business College. Hopefully it will be a motivator to complete their education. The students at EUX are relatively young, therefore we have two accompanying teachers with the students the first 9 days. The two accompanying teachers help students with all practicalities such as flight, accommodation, transport, internships to ease their first week on their Erasmus + stay. In addition, the accompanying teachers outline a cultural program for the participants and provide lessons in subjects such as business administration, marketing and English.One of our goals in our international strategy is to systemise and formalise Erasmus + staff. We are still in this process with the heads of the VET / EUX and new heads of HHx and the political and economic chief of staff, who is also the head of Internationalisation for our school. In order to make Erasmus+ sustainable at Køge Business, the heads of EUX, VET and HHx clarify with the international coordinators which skills, competencies and knowledge need to be upgraded and how the school can benefit from an Erasmus + stay. The international coordinators find suitable schools / companies / institutions abroad to choose from. The staff will at the annual staff development interview clarify whether an Erasmus + stay may be considered depending on the number of student trips and general work load. Participants will present their experience and knowledge from their stays in relevant forum. If the foreign partners achieve good assessments from staff, we will continue our cooperation.Through the coordinators' participation in a strategic partnership, KA2, with Holland, Spain, Italy and Greece new partners may be included from this cooperation."

Vi har i de sidste to år haft 107 elever af 3 ugers varighed, 1 elev i 180 dage, 6 medfølgende lærere og 12 medarbejdere på Erasmus+, hvilket stemmer overens med de tildelte mobiliteter, og vi har anvendt 99.98% af det tildelte tilskud.Vi anvender de samme procedurer som tidligere i vores udviklingsplan: information om Erasmus+ til elever, udvælgelse, udformning og underskrifter af dokumenter, kulturel- og sproglig forberedelse, ophold, evaluering og udstedelse af Europass certifikat. Vores primære mål med et Erasmus+ ophold er at styrke elevernes sproglige, kulturelle og personlige kompetencer, hvilket vi overordnet lever op til, når vi evaluerer med eleverne efter ophold samt ved gennemlæsning af deltagernes skriftlige evalueringer til Styrelsen, som vi har skrevet sammen og vedlagt som bilag 2. Vi har igen i år sendt EUX og EUD-elever til Malta og HHx-elever til Storbritannien, Frankrig, Spanien og Tyskland. Overordnet fungerer vores 3 ugers Erasmus+ ophold godt med vores faste udenlandske partnere undtagen Paragon, Malta, se under 4.1 difficulties. Specielt HHx eleverne kommer hjem med mange personlige, kulturelle og arbejdsmæssige erfaringer rigere. I år gjorde vi en ekstra indsats for at få flere elever til Tyskland, da mange havde meldt fra til denne destination efter de var blevet udvalgt. Da vi hørte om en dygtig Tyskklasse på 1 .år, informerede vi om Erasmus+ og 3 elever meldte sig og rejste på 1. år, selvom vi normalt kun sender 2. og 3. års elever af sted. Da de 3 elever var dygtige og meget modne, kom det til at fungere godt. Se evalueringer i bilag 2 fra Bochum, Tyskland. Gruppen af EUX og EUD elever, består af elever, som ikke er rejsevante, og vi sender derfor med den store EUX gruppe 2 medfølgende lærere med, og 1 medfølgende lærer med til EUD den første uge. Selvom vi klæder de to sidstnævnte grupper godt på hjemmefra i form af tydelig kommunikation til forældre og elever og laver kulturel og sproglig forberedelse rettet mod denne gruppe, så oplever vi stadigvæk, at nogle elever har svært ved at leve op til vores krav om opførsel. Dog er det altid kun en mindre del af gruppen, størstedelen opfører sig helt efter foreskrifterne og efter evalueringer med specielt EUX udtrykte mange utilfredshed med Paragon, partner på Malta, hvilket de medfølgende lærere var enige i, og vi har derfor fundet ny partner. Efter ophold og i sikker havn oplever vi også ofte, at den udfordret elevgruppe, EUD og visse EUX elever på sigt oplever, at de har haft en oplevelse, som har flyttet dem både fagligt og personligt. Vi ideudvikler stadigvæk og kontinuerligt for at tilgodese denne elevgruppe. Vi har samarbejdet med ledelsen om staff ophold, og har haft staff, både aministrativt, ledere og undervisere i 3 - 5 dages ophold i henholdsvis Finland, Frankrig, Italien, Litauen og Holland. Vi vil fremhæve 3 undervisere fra Innovationslinjen på HHx og deres ophold i Finland, hvor de var taget på et Erasmus+ ophold for at finde ud af, hvorfor finnerne scorer så højt i Pisa-testene. De tre undervisere oplevede med egne øjne betydningen af de store forskelle mellem uddannelsessystemet i Danmark og Finland.”Danske gymnasier har en meget høj grad af digitalisering,og undervisningen er lærebogsbaseret. I Finland starter eleverne senere i skolen end de danske, har kortere undervisningstimer, færre lektier og længere ferier, men de scorer alligevel højere i PISA-testen end danske elever. Se mere om dette i bilag 3, artikel i Lørdagsavisen.dk. Når medarbejderne kommer hjem dissiminerer de til den afdeling de tilhører, f.eks. på pæd. råds møder eller da 4 administrativt personale var i Rom fra skolens kursuscenter, så afrapporterede de til de internationale koordinatorer og deres egen afdeling, hermed inspirerer de andre medarbejdere til at komme på Erasmus+ ophold. Se ligeledes artikel om Erasmus+ Rom bilag 4. Som noget nyt sendte vi en EUD/EUX elev, som havde været på et 3 ugers Erasmus+ ophold på Malta til Holland på et 6 mdr. langt Erasmus+ ophold. Amalie ville gerne være blomsterbinder, og det bedste sted at blive oplært inden for dette fag er i Holland. Vi kontaktede derfor forkellige hollandske skoler, som ikke kunne tage Amalie. Vi fandt gennem nogle private kontakter en blomsterhandler i Utrecht, som var interesseret i at oplære Amalie i 6 måneder, dog er der ikke tradition for at betale ufaglærte i Holland, så Erasmus+ midlerne til langt ophold var en stor hjælp. Efter endt ophold fik Amalie praktikplads hos Kg. Hofleverandør Buch Blomster, og fik efterfølgende at vide, at det var på grund af hendes gå-på-mod og ophold i Holland i en blomsterbutik, at hun fik denne praktikplads. Se bilag 5, artikler fra diverse lokale aviser.