"The aim of the project was to strengthen the international dimension of VET education at TCAA by creating concrete opportunities for as many as possible of the students to do work placements in approved companies around the EU as an integrated and fully credited part of their education. Through these mobilities, the student - apart from reaching the professional competences required at the actual stage of their education - also obtained personal development (e.g. maturity) and stronger intercultual competence (ability to cooperate across national and cultural barriers). Thus the students are now better equipped to act on the global market for employment and life long learning, and TCAA now - to a higher degree - lives up to the aim of the Law on VET that calls for a clear international dimension in the education. Thereby TCAA also lives up to the pedagogical manifesto of the college itself.A prerequisite for being able to motivate VET students to participate in international mobility is that the teachers/counsellors, who are close to the students in compulsory school and at the transition to youth education have a solid knowledge themselves about how VET and guidance is being delivered around Europe. Therefore, this project also gave the opportunity for teachers, student counsellors and youth guidance practitioners to strengthen their competences in this field through short mobility stays, so that now, they may contribute better to promotion of VET and international mobility.The European partners have been choosen to represent professional and geographical diversity. Most partners have worked with TCAA for several years with mobility - some even for decades. Therefore TCAA could vouch for their experience and competence in implementing mobility on basis of written agreements and common understanding. TCAA has secured that every partner had a reasonable network of suitable host companies, and that proper procedures were in place for matching student and work place. Furthermore, partners took care of arrival, introduction, ongoing monitoring, evaluation and securing that the achieved competences were documented. This was all done through regular communication with partners and students - and by letting accompanying teachers (activity 3) take part in the start larger group mobilities. In addition, the preparation in Denmark included cultural understanding and handling of possible cultural chock.On the student side (activities 1 and 2), the major part of the students was from the basic course. They were selected on basis of professional skills, English language skills and maturity. Another group of participants came from TCAA's college based main course (SKP). They achieved a more realistic learning enviroment in real companies this way. On the teacher/counsellor side (activity 4) the participants - regardless of their professional background - needed to know how VET is provided and marketed in a broad European context, so that they now will be more competent in motivating students to choose this path and to add an international angle to their education.In the dissemination of project results TCAA has continued a series of ongoing activities that realready put in place to promote international mobility as an integral part of VET. This is for example the world map found on every sub-college homepage. Here stories of mobility (Erasmus+ as well as the Danish PIU scheme) are oploaded regularly in a Google map with search function. This has given the chance for primary school pupils, enrolled students at TCAA, teachers, councillors and other interested of finding information and inspiration.At the same time, TCAA has continued running its ""PIU"" Facebook group"". Despite the name, it is not only about PIU but also Erasmus+ mobility. The group currently has well over 400 members, and TCAA has noticed an increased number of inquiries from comming students through this social media.The achievement of concrete competence aims during the mobilities has been carried out in close dialogue with the partners. The more overall evaluation was based on the project aim of increasing the international dimension in VET at TCAA. The quantitative apsects of this was entered in the annual ""Mobility Barometer"" that TCAA has prepared since 2008."

"The project was aimed at developing students’ perspective and their reflection on Learning in a Global World. Students within the 16-19 age range reached an international level and experience by way of project work and intercultural communication, exchanges and mobilities. We intended to address the topic of sustainability from diverse and varied angles, and how it affected the students' daily lives now and in the future. This was achieved through the joint efforts of students and their teachers on five overall themes, related to sustainability. The five themes started out with activities at the home school leading up to mobilities and a workshop. All workshops consisted of students’ presentations and science lab work in cooperation with external local partners, e.g. universities, museums, industry and the media. The five partner countries took responsibility for one workshops each. The 5 themes was 'Renewable forms of energy' (IS), 'Advertising-communication campaigns' (DE), 'Biotechnology' (DK), 'Waste and recycling (AT) and 'Saving energy' (FR).We decided to involve a wide range of subjects, from technology and biotechnology, biology and chemistry to history, and social studies to cover as many angles of the theme, as possible. The crossovers between the five school's study lines enhanced the student’s motivation and involvement in their schools curriculums.The project focused on the students working together on research, use of data logging, practical work, lab work, Virtual Learning Environments, visits, field trips and face-to-face contact. Each theme resulted in products and shared knowledge through ICT.The project used the pedagogical approach of portfolio for self-evaluation and a virtual learning environment, web site and blogs.Teachers planned jointly and tried out teaching approaches used by the partner institution. We focused on using new digital methods of learning, e.g. virtual labs, data logging, on-line data sharing and communication. All institutions have an overall aim to improve learning processes and achievements in science related subjects, such as technology, chemistry and biotechnology. The National Ministries emphasise the need for better results in science related subjects and the focus on these. The schools agreed upon the topic of sustainability, because it is something that has public and national attention in all European countries and because the European Union has committed themselves to very ambitious climate and energy targets for 2020. These targets, known as the ""20--20"" targets, set three key objectives for 2020:•A 20% reduction in EU greenhouse gas emissions from 1990 levels;•Raising the share of EU energy consumption produced from renewable resources to 20%;•A 20% improvement in the EU's energy efficiency.The general aim of the project was to raise awareness about the importance of adopting sustainable habits and behaviors. We aimed at making our students feel more concerned about these issues, and make them more eco-responsible citizens. Hereby we experienced that the students realized some problems concerning sustainability can be dealt with on a local and even personal level. The students also developed a sense of how they can convince others to act in a sustainable way."

This project was implemented as part of TECHCOLLEGE's globalization strategy and action plan in order to provide optimal opportunities for student mobility and staff exchange within EU. The aim of the school’s globalization efforts is to prepare the student in the best possible way to function on the globalized labour market in relation to employment as skilled manpower, lifelong learning and re-training, and to qualify the school staff to cope with this challenge. As for the project aim as such, it is not only quantitative, but also qualitative in relation to learning potential and spreading internally at the school by involving more education programs, student types and staff categories. IMPLEMENTED ACTIVITIESFirst activity in the project (A1) was work placement in companies for VET students. The duration was 3-7 weeks, and 55 students participated compared to 44 planned, as this duration seems easier to incorporate in the new basic course (GF2). Around half of the mobilities were single students or couples for whom the mobility fitted into the individual education plan and with a destination/host company that matches their wishes and learning objectives. The other half part was sent out in groups of up to 10, which earlier has proven difficult in the VET stream of the school. A high percentage of these students have subsequently signed apprenticeship contracts in Denmark or continued with Work Placements Abroad (PIU).The second activity (A2), longer work placements for VET students, was planned with 8 participants. The perspective was the same, namely qualification apprenticeship contracts in Denmark or transfer to Work Placements Abroad. The school succeeded in sending out 6 students for 7-12 weeks due to time pressure at GF2. Several of the participants were from school-based apprenticeship (SKP), who were not yet subject to a 3 weeks’ limit for work placements under SKP in the first part of the project period.The third activity (A3), short learning stays at VET schools for students, was planned with 36 participants. The result was 20 students going to the Netherlands, whereas the planned stay in Finland had to be scrapped, because the Finnish partner surprisingly enough was unable to deliver tailor-made training modules in log house and mass oven building. Also in this activity, the aim was apprenticeship contracts in Denmark or transfer to PIU.The fourth and latest activity (A4) dealt with educational stays at VET colleges for 16 TECHCOLLEGE employees and Youth Counsellors (UU). The aim was exchange of best practice within guidance to VET programs and incorporation of an international element in the single student’s VET. A group of 3 participants were transferred to the school’s technical secondary school (HTX), whereas 3 groups of 11 participants in total were sent out from the VET side of the school. By virtue of their decisive role in relation to the students’ choice of VET program and a possible international toning of it, the counsellors came back better suited for their role as advisors and motivators.TARGET GROUPSIn accordance with the globalization strategy of TECHCOLLEGE, it has been tried out to engage a broader target group – especially among the students, who constitute the majority. Thus some flows were arranged for specific groups as SKP and EUX (combined VET and upper sec. exam), while the remaining were mainly for GF2 students. Due to the constraints of the recent VET reform, the school did not succeed in this project to send GF1 students on mobility stays, but at least one recent VET graduate participated despite the limited interest in that target group.Another new development is that TECHCOLLEGE as mentioned has succeeded in sending out a larger proportion of participants out in groups. The Food Department is now on board – and in fact with 5 students from the main program of VET, which is a new target group that was not foreseen at the time submitting the project application. In connection with groups, TECHCOLLEGE has seen an increasing, general need for sending accompanying teachers out.PARTNER CHOICE AND STRATEGYContrary to expectations, the VET reform has not had a significant influence on the composition of partners in this project. Out of 11 partners 9 were repeaters. In course f the implementation period a couple of new partners were taken in and approved by the NA – among them a Danish hair dresser at Crete, with whom the school now has a formal agreement (MoU).However, the reform has influenced the actual volume of the activity types. New participant types such as SKP and EUX turned out taking up more space than planned. And learning stays as schools (with associated objectives) were added, although TECHCOLLEGE did not fully reach this target.

"The project, ""Trans-border dual education as a quality moderator of catering services"" will be implemented by Zespół Szkół Ekonomiczno-Hotelarskich (ZSE-H) in Kołobrzeg (Poland) and Tech College Aalborg (TCAA) in Aalborg (Denmark). The participants will be a group of 22 students of ZSE-H who are educated in the educational profile of the technician of nutrition and catering services, and a group of 5 gastronomy teachers of ZSE-H. The key component of the project will be two placements in Aalborg, one scheduled for 09.09.2018 - 06.10.2018 for the students, and the other for 23.09.2018 – 06.10.2018, for the teachers. The aim of the project is the practical learning of the Danish model of the catering services and the rules of creating such services intended for Danish and Scandinavian tourists along with the acquisition of practical skills by the participants in the following substantial areas: the students: -preparing the dishes characteristic to the Danish national cuisine, -waiting service on Danish guests with the culture context and Danish concept of “hugge” being taken into account, -organization and marketing of the catering services dedicated to Danish tourists who visit Poland and Kołobrzeg, -operating computer programs used in gastronomy, -generating questionnaires that will assess and evaluate the demand for catering services; the teachers: - getting to know the Danish education system for catering workforce, - practical getting to know the Danish project method, - acquiring new didactic skills and enriching professional experience, - getting to know the Danish model of cooperation educational institutions with companies while implementing educational initiatives and undertakings. The practical classes will be carried out in specialist classrooms of Tech College Aalborg, and in catering The project’s soft outcome will be the participants’ obtaining the extra-curricular knowledge and skills, meeting the expectations of the market within the scope of functioning of Danish catering establishments and hotels , as well as the knowledge of Danish socio-cultural realities. It is a very important area of knowledge and skills for Kołobrzeg’s tourism and it is the area that will strengthen the project participants’ position on the labour market on the account of the increasing trend of tourist traffic from Denmark. Last year 3,500 tourists from Denmark visited Kołobrzeg, but this number includes only so-called ‘qualified stays’ which last minimum 3 days. The actual number of guests from Denmark is surely much higher than that. The geographical closeness of the Danish island of Bornholm (there is a regular sea connection with Kołobrzeg). The progressing improvement of land connections and increasing number of flight connections with the airports, from which Kołobrzeg is better accessible due to the progressing construction of Szczecin-Gdańsk expressway, are the long-term factors which favour the intensification of the incoming stream of Danish guests. The products of the project will be: - an e-coursebook containing recipes and ways of preparing the flagship dishes of the Danish cuisine and the consumer analysis of Danish guest as well as specificity of his expectations and culinary habits, - an educational film, made by the project participants, presenting the preparation and display of dishes of the Danish cuisine along with the rules of serving them and elements of waiter service, - pedagogic innovation. The e-coursebook and the film will be made available on the school’s website and to the trade businesses of the catering-hotel sector, which will be interested in them. ZSE-H Kołobrzeg, being the Beneficiary of the project, presumes the acquisition of the institutional, long0term benefits: - acquiring the specialist knowledge and skills by the gastronomy teachers, - optimization of the model of cooperation between companies, - implementing the pedagogic innovation which will increase the quality of education of students within the educational profile of the technician of nutrition and catering services, - gaining the unique didactic material, - trans-border added value in the form of the selective transfer of Danish solutions in educating of workforce for catering sector. The particular aim of the practical interest will be a project method which is widespread in the Danish educational system with reference to the education process of technicians of nutrition and catering services, as well as the rules of functioning and arrangement of the specialist gastronomy classrooms. The project is supported by Kołobrzeg’s catering establishments and hotels which operate tourist traffic from Denmark and which are interested in the enrichment of their catering offer to this guest group. On the Danish side in the context of the project implementation, Danish hotels and catering establishments will cooperate with the host institution, thus it will be an opportunity to start up new trans-border business relations."

"The project ""Supporting tolerance and understanding in a united Europe"" represents a continuation of partner relations within the former Leonardo da Vinci mobility project funded and sponsored by the European Union.For more than ten years, friendly relations with the Friesland College Leeuwarden have been developed and cultivated by regularly sending groups of trainees bi-directionally. The Tech College in Aalborg joined the project as a third partner during a mobility in the Netherlands. The project could only be continued successfully for this long period since starting it due to the reliability of all partners and based upon its high popularity among trainees.In 2015, fifteen apprentices of our institution, who are trained at regional industrial and crafts enterprises, participated in the project. The aforementioned apprentices pass a vocational training either in the branch of mechatronics systems or metal construction, some of them will become industrial mechanics in the future. The participants complete their second or third grade of vocational training.In the Netherlands, our trainees will be working for two weeks in various enterprises thus gaining practical working experience abroad. During the third week workshops will take place at Friesland College, in which the participants from our institution will get the chance to be trained together with their Dutch fellows and work corporately in different projects. In order to learn to know the host country and its people better, the participants will use the weekends for sportive activities and visits to Amsterdam and the Frisian Isles.In Aalborg, the trainees will work in companies and enterprises for the course of three weeks. A tour round the college and a day of practical assignments will be embedded in the work schedule. Cultural and sportive activities will take place in the afternoons and at weekends. The programme will also include visiting Skagen as well as different museums in Aalborg. Last but not least, the apprentices will get the opportunity to spectate at concerts and sporting events. The participants from our institution will be accommodated at the Aalborg College of Physical Education thus enabling them to get into contact with Danish fellows of their own age and take advantage of the college sports facilities.Participating in the project will substantially contribute to the personality development of the trainees involved in their mobility. The apprentices will gain considerable experience in integrating themselves into foreign work teams, communicating in a foreign language as well as organizing and self-managing their daily lives, which will help them back home to gaze at matters at their working place from a different perspective.After returning home, the participants will operate as disseminators, and their experiences will be used for motivating more trainees to take part in a placement abroad.This “group internship abroad” is supported by our educational institution. For our teachers who accompany this project, it provides possibilities to get in contact with foreign colleagues and exchanging ideas. Additional educational possibilities for trainees may appear from visits by other companies.The project will be closed by ceremoniously presenting the European certificate (passport) to the participating apprentices. This certificate is a very valuable addition to their CV when applying for jobs. Based upon the experience from previous placements abroad, it must be stated that former participants in the placement from our institution always show a tremendous dedication in hosting and caring of Danish and Dutch project partners thus returning the hospitality they have met in those countries."