BACKGROUNDDue to new competence based learning in curriculum we in Helmi put an effort to work-based learning and eLearning in order to improve learning, completion and employment of students. In these learning models the role of guidance is essential. In the model of this project we utilise also the perspectives of students and companies, because then the perspective of customer guides the planning and enables to create an qualitative customer oriented educational service product.AIMSThe wide aims of this project are- to improve the learning outcomes of work-placement by utilizing eLearning platform as learning and guiding environment- to increase co-operation of schools and companies by offering companies a tool with possibility to familiarise student to the company before the work-placement and help companies to improve company’s familiarizing material more learning friendlyThe concrete aims of the project are1) to create a eLearning platform (tentatively Moodle used by Helmi), a. where student planning for work placement abroad can familiarize beforehand to relevant vocational skills demonstration material, to work placement abroad in general, to practical matters of work placement company and to receive personal guidance during work-placement period 24/7.b. In the same platform work placement instructor can meet the student and guiding teacher beforehand and create company’s familiarizing material (e.g. videos, interviews) to eLearning platform in co-operation with teacher and student.c. Teacher can produce material to eLearning platform, guide student in work placement tasks and support work place instructor 24/7.2) to plan and build to eLearning platform a pedagogical guidance model which supports the work placement abroad, including e.g. material production, guidance, evaluation and collecting feedback.NUMBER OF PARTICIPANTS AND THEIR PROFILETo this project participate the following foreign companies and schools:Scancoming Spain, ESP; Fasada Incoming, ESP; Laventeli, FRA; Scancoming London, GB; Banbury Museum, GB; Koning Willem I College, NL; Collegi Badalones, ESP; RWS, DE. To activities participate 60 1-3. class travel&tourism and business students and 20 teachers and eLearning experts. MAIN ACTIVITIESIn the beginning of the project all the project members fill an questionnaire where we try to map the present state of guidance and expectations to improve them. In autumn 2016 we plan and create an eLearning platform and content to it (general practices in work-placement abroad, vocational skills demonstration, eLearning guidance model (24/7), familiarizing material of companies). During their work-placement, guidance of the student will be done by job instructor of the company and guiding teacher who will visit student once and guide her in other times by eLearning platform 24/7. During visits to partner companies and schools guiding teachers discuss with job instructors and person in charge of partner school about the state of familiarising students to company’s customs and success of guidance and plans to improve them. After first year of the project, summary meeting will take place, where we evaluate the results of Questionnaire 1-2 and the results of discussions with partner companies and schools, and make the plan for 2. year of the project (improvement). After second year, in the end of project in final summary meeting, we evaluate the results of all questionnaires and discussions and the fulfillments of aims of the project.RESULTS AND IMPACTS:A) Students: During two years 60 students will perfom work-placment abroad in professional and innovative company. The skills of student improve significantly, because with the help of eLearning platform: she has familiarized to work-placement company before work-placement, she has been able to ensure learning objectives while working and she has had chance to receive guidance 24/7.B) Partner companies: They have received concrete help, equipment and benefit with the help of eLearning and guidance model showing how to familiarize students to company. The guiding skills and eLearning skills of job instructor have improved. Commitment to co-operation strengthens.C) Partner schools: They will receive a tested eLearning platform model and pedagogical guidance model, which they can utilize with their students’ work-placement periods. Commitment to co-operation strengthens.D) Guiding teachers: With the improvement of guiding and eLearning platform using skills professional identity strengthens. Substance skills improve when discussion with company’s job instructor is possible 24/7.E) Helmi: Helmi has an learning improving eLearning platform and 24/7 guidance model, which can be used in all guidance and share know-how to other schools and companiesAs a longer term benefit reciprocal cooperation between foreign companies and schools and Finnish schools improves education to be more business oriented and qualitative.

BACKGROUND We wanted to take care and ensure that the competence of tourism and business students is up-to-date and corresponds to needs of companies.In order to achieve this, school and companies must do continuously mutual cooperation.This project corresponded to mission and vision of Helmi Business & Travel College:“Helmi provides skilled and open-minded professionals for attractive and innovative business fields” and “We are known of our versatile and inspiring vocational pedagogy”. OBJECTIVES a) School perspective:to create education services with cooperation of foreign companies and schools in order to face the changing needs of business.To create a model how foreign companies can participate in planning of education. b) Company perspective:to improve the cooperation of school and travel and business companies to be more interactive so that companies can affect more the planning of education.Then companies will get also more skillful employees. c) Student perspective:to give students a possibility to perform their work placement in knowledgeable and innovative foreign company.To improve students’ professional skills and knowledge, language and cultural skills,entrepreneurial skills and readiness to continue their studies in higher education. d) Teacher perspective:to create models for teachers to plan and carry out educa-tion in more business and internationally oriented way.This improves also the level of professional skills of teachers. NUMBER AND PROFILE OF PARTICIPANTS The innovative and cooperation oriented partner companies were:in Spain/Portugal:Scancoming Spain; Fasada Incoming;Viajes MERIATUR;StartupsHub EU;Urbany Hos-tel;Equity Point Holding;Residencia Universitaria Augusta;Diseños y Tecnolo-gia;LivingMalaga,in France; Laventeli,in England/Ireland:Guild Travel; Banbury Museum,Boots Banbury Castle Quay;Europe Incoming International;ASATOURS;Scancoming Ireland,in Netherlands:V&D Hertogenbosch,in Germany:NTI Nordic Travel Incoming;SportScheck GmbH,Gasthof “Zum Ritter”;Callshop BadhornburgThe partner schools who offer tourism and business education were:Koning Willem I College,Holland;Col legi Badalonès,Spain;RWS,Germany;Paragon Europe,Malta (company organizing interships). Activities:During the project all together 35 Helmi Business College students(14tourism & 21business students) carried out international work placement.8 teachers participated in order to counsel and evaluate the students and had a meeting with employers in order to discuss about the curriculum and level of professional skills of students.DESCRIPTION OF MAIN ACTIVITIES After students had been accepted to do their work placement abroad,intercultural coaching started in Helmi.During their work placement,guidance of student was done by job instructor of the company.Evaluation of vocational skills was done by job instructor,student and guiding teacher either face to face or via Skype.During the same trip with evaluation of vocational skills,guiding teacher interviewed job instructor concerning curriculum and level of professional skills of students,what kind of professional skills is needed in that business and how work placement should be arranged (e.g.length,evaluation procedures).At the end of the project evaluation discussion (incl.results of questionnaires) was arranged. RESULTS AND IMPACTS a) Helmi:With cooperation with foreign companies we developed education services which face the changing needs of business.We also created a model how foreign companies can participate in planning of education. This improves and ensures the quality of education. b) Partner companies:After this project partner companies are more committed to cooperation,because they really can affect the improvement of education and this may ensure them more skillful employees. c) Students:Project enabled 35 students to make their work placement in knowledgeable and innovative foreign company.The results of the partner companies showed that the competence of students were either good or very good.The companies also responded that the ability to learn new things during work placement was also good or very good.The project supported students´ employment, as a best example of that: almost 20%of the students were offered work after their work placement abroad.d) Job instructors,education developers:Project improved the guiding skills,professional skills,language and cultural skills of job instructors and education developers.The development models of education was improved and they become more structured.Model will help teachers to plan and carry out education in more internationally oriented way. As a longer term benefit the dialogue between foreign companies and Helmi and between foreign schools and Helmi was improved in planning of education.As an example of co-operation between Helmi and Col legi Badalonès; students of Col legi Badalonès will study Finnish model of entrepreneurship(15cp) as a part of another EU Erasmus+ project.