"Lier upper secondary school (LUSS) wants to create meaning in everyday in order to make students experience relevance and understand meaning at school, at work and in life in general. The school's international program (Appendix 1) emphasizes how internships abroad increase relevance for students, and has the ambition to make more students get a mobility stay. After VET Charter approval in 2019, we see that we are in the process of achieving these goals. The school is constantly involved in parallel mobility projects that overlap. Therefore, it is inexpedient to only see goal achievement in Call-18 against ""old"" goals. Because the school is in a continuous development, what we have achieved must also be seen in the light of where we are today.In the project, all students in the dual competence courses have participated, in addition to 4 teachers, 1 department head and assistant principal. We want these students to have a mobility stay embedded, because we want these students to experience a globalized labor market. The students see both subjects and working life culture in practice. They refer to differences between Norwegian and British working life, e.g. that the culture in England is more hierarchically and formally, without the democratic practice they are used to in Norway.The project also included mobility stays for students at Vg2 Flower Decorator and Vg2 Ambulance. Due to Covid-19, these were not implemented.LUSS has previously had good experiences using the facilitator ADC College in London, and in the project application we have also stated them as our partner. Nevertheless, it has been our intention to find our own partners - preferably with a view to mutual student and employee mobility. Therefore, this project became the first we have completed without the facilitator ADC. Through the collaboration with West London College (WLC), we have gained a larger network of practice partners, both in companies in the London area and in companies run by WLC. We have also established contact with the department for Child care, and carried out the first employee mobility in Call-19 in winter-20. Following the contact seminar in Cologne in 2018 and subsequent introductory visits, we have established mobility projects with schools in Sweden, Denmark, Germany and Poland. These are examples of LUSS following its international action program both networking and the desire to develop the collaboration with London to apply to more educational programs and partners.The main goals of the project were: Raise the international dimension of vocational education and make it attractive to young people.• Sub-goal: Students will gain increased knowledge and understanding of other cultures and social conditions• Sub-goal: The students will gain increased knowledge and understanding of the English language• Sub-goal: The students will experience increased relevance in the education• Sub-goal: The students will gain increased knowledge and understanding of a globalized labor market through practice abroad within their own program areaThe students started working on these goals in their first year. Teachers in English and social studies work interdisciplinary with program subject teachers in this process. LUSS experiences that the work has given them good preparation and greater security in the implementation.Working interdisciplinary with towards an exchange creates increased learning pressure. In reports and evaluations, both students, teachers and practice supervisors express that they see growth in the students professionally, but also personally as they appear more mature and reflective in their choices. The dissemination work afterwards also leads to greater security in sometimes large gatherings, in addition to forcing them to reflect more deeply on their own experiences and experiences.As in previous projects, teachers report safer and more independent knowledge, where the pupils put knowledge into context to a greater extent, and are able to see culture and phenomena from different angles. This gives them an advantage in evaluation situations and better grades.We see that spreading the project in the college leads to increased recruitment. This will be the driving force to expand the offer to more educational programs. Experienced teachers now act as mentors for new teachers who will work in mobility projects.The school owner has on several occasions asked LUSS to present or guide other schools. We see internationalization in the context of depth learning and a new core part of the curriculum, and with an ambition to be able to ""measure"" depth learning, we have engaged into an agreement with Conexus insight on a research project.We see more gains in the work of internationalization; at an individual level, but also for organizational development throughout the school. The work has been institutionalized and the way of working is transferred to other work areas. Equally clear is the human growth."

<< Background >>We applied for Erasmus+ funding Call 2019 to continue our cooperation with already existing partners in Spain and England, and to start new partnerships to benefit our students and staff.We wanted to give vocational students and staff the opportunity to test their chosen vocation in an unfamiliar environment, to experience how institutions in other countries operate, and to exchange methods and ideas across borders.<< Objectives >>We wanted vocational students and staff to achieve a better understanding and better knowledge of their chosen field, to be lifted and inspired by partners and experiences abroad in Europe - and to bring these experiences back to our school and to Oslo. We wanted to help lift the status of vocational field in Oslo, and help increase recruitment to vocational programs.<< Implementation >>All mobilities for spring 2020 was cancelled, as were all student mobilities in 2021, and some of the mobilities for spring 2022. 2021-11. We sent 4 staff mobilities to TAMU school, Denmark, for two days. Staff across a few departments at Kuben are involved in implementing Consequential Pedagogy, and TAMU has developed this methodology. Assistant principal Vocational programs, head of Health and Social Programs, and two teachers from Childhood and Youth workers program visited.2022-03. We sent 14 students and one staff mobility to Bournemouth and Poole College, England. The class was 2nd year Computer Engineering. The students stayed for 3 weeks, and staff mobility for 3 days. These mobilities were not planned for, but it was a good opportunity to give students a relevant and positive mobility at an old, trusted partner as the pandemic eased up.2022-05. We were able to send our planned two student mobilities and two staff mobilities to Sheringham Primary School, in London. Students stayed for two weeks, whereas staff stayed for 3 days.<< Results >>It is important to use staff mobilities for competence building, as part of Kuben's strategy when developing or implementing new methods. Staff mobilities are also important for building better relations with new or ongoing partners, both in Erasmus+ KA1 or other projects/partnerships. So the results of the staff mobilities in 2021 and 2022 are new inspiration, new competences and stronger relationships with the partners we have been able to visit.The results of the student mobilities are not as wide reaching, but in addition to the actual concrete benefits for the participating students, it also allowed us a better ending to a long partnership with Bournemouth & Poole College, a partnership effectively destroyed by Brexit. It also helped further our partnership with Sheringham Primary.

E-news was a European school-partnership formed by seven secondary schools from The Czech Republic,Germany, Ireland, Italy, The Netherlands, Norway and Turkey. The students in the project came from a wide range of secondary schools and follow different curricula, which benefits the diversity of the group. The partnership comprised about 20 teachers and 400 students and was based on a long-term cooperation of 20 years.The project' has studied journalism and news production in Europe, both regionally and nationally as well as from a European perspective. The focus have been on learning, practicing and sharing media products - newspaper articles and videos.The project comprised a theoretical as well as a practical part. As for the theory, our students and teachers learned from professionals about different themes concerning journalism and news production. Each school have approached the subject in its own way, and complemented each other in acquiring skills and competences which they shared. After having acquired and disseminated the skills and competences, the teachers guided the students practicing them. Afterwards the students assessed the practical outcome from an international point of view. The aims of the project were to let the students acquire competences also for their future studies and for their working career. The project focused on personal, social and entrepreneurial competences meeting the priorities of the KA2 programme and stimulated the achievement of relevant and high quality skills and competences.Our main intention was to promote journalistic and entrepreneurial competences among the students and to improve transversal skills. This have been achieved by focusing on methodology, incorporating sessions on journalism, IT, investigation through interviews and they were given the ability to share knowledge and skills when meeting face to face. Entrepreneurship was demonstrated by the students producing all kinds of tangible and digital media which resulted in international media products, produced at two conferences. The project had a broad approach to journalism. The students contacted people who knew a lot about different topics related to local culture and journalism.. Students made interviews with people from their own community, in this way students got a chance to practice journalistic skills, and they shared media products with and their (international) peers of young students. The strength of the project provided both theoretical and practical work for the teachers and students in an innovative way. This gave a good opportunity for crosscurricular cooperation in the schools and to practise CLIL activities (Content and Language Integrated Learning). In the project both students and teachers used modern communication tools like eTwinning, Facebook and e-mail which will enhance our students' digital skills. Moreover, teachers shared their methodologies to achieve a higher level of education. The project strengthened not only the skills of the students, but promoted the editorial skills of teachers as well, along with the use of modern media and their insight in how they are created and how they are developing. Next to these skills, another outcome was a collection of international articles comprised in a 'European magazine'. The methodologies acquired in the project were made available by means of a freely accessible website. What was innovative is the fact that teachers and students got experienced the practical side of entrepreneurship in media production by personal contact with professionals. Their awareness on how media are made and received is raised. The contact with journalists and the interviews with local people and the practical part of creating articles and videos themselves offered a unique and objective point of view on how media should work. Now in the end of the project, we believe this have inspired the students to continue with media production, and for some a future as journalists.

E4U (Europe For You) was a European School-partnership formed by eight secondary schools from Belgium, The Czech Republic, Germany, Ireland, Italy, The Netherlands, Norway and Turkey. The pupils in the project came from a wide range of secondary schools and followed different curricula, which benefited the diversity of the group. The partnership comprised about 20 teachers and between 150 and 200 students (each year) and was based on a long-term cooperation. Our intentions were to teach entrepreneurship and to create methodologies on filmmaking, interviewing, project days and making an international brochure. The pupils enhanced their transversal skills by studying the cultural heritage and social interaction in the European countries involved, both regionally and nationally as well as from a European perspective. We promoted the search for regional/national cultures and identities. Students often do not realize that many habits have similarities in other cultures, and by learning about these topics and communicating with other students, this understanding can broaden their horizons and stimulate their European awareness. The partnership focused on entrepreneurship involving cultural and social aspects as well as language and habits in the participating countries. Everyone investigated their own cultural heritage, lifestyle and habits. This is why students organized 'Generation Day', which included interviews with the residents of Dum Senioru Dobris (Czech Republic) and St.-Louis Day Care Centre (Ireland), international dances and songs. The results were presented in international assignments. Next to that, other students organized 'E4Youth-day'. The partner schools from Belgium, Italy, Germany and Ireland informed the pupils of the primary schools about the project. This was done on open-class days throughout the year. We showed the final products, explained the goals and the methodology of the project. The preparation and the exchange of materials helped in preparing CLIL activities too.All students also reported on their national and religious holidays focusing on the traditional aspects, and on topics such as family life, school life, food, famous people and 'my region'. All students worked in groups on at least one of these optional topics. Afterwards, they processed the assignments made by the students of the other participating countries creatively. Furthermore, they looked into language similarities and introduced each other to some basic common phrases of each of the national languages. The results were translated into English and published on E-twinning.The website could also be used for communications between teachers as well as students in all the participating schools. What's more, students were able to meet face to face at a number of multinational conferences organised by the participating schools. There, the pupils got the chance to take part in common activities, so they could get to know their international peers and their lifestyles better. This was also reinforced by the fact that during the conference, they stayed in host families, which provided another possiblity for them to experience everyday life in another culture. Teachers used these conferences to discuss, assess and adjust the project, and to strengthen their international relationship.As a result, the partnership issued 3 booklets about the project (one about each project year), describing the main topics for each country, a brochure with different tutorials and a film introducing the whole project, partner schools and project activities. The film is available on YouTube. Also the reports on E-twinning can be consulted in the future and be used for many years to come, in different subjects. We hope to promote a true international spirit amongst the pupils and teachers, as well as amongst the parents and the communities. We believe this can help to prevent stereotypes, early school leaving, prejudice and racism.

The main goal for this project has been to continue our work to prevent early school leaving, which is the main objective for our school owner, Vest-Agder fylkeskommune. We have a target that 81% of our students will complete their upper secondary school within five years. Currently, we are seeing improvements and are almost there. This project has inspired us to continue our work and improve our systems and efforts further. Teachers and school leaders who have either participated in job shadowing or structured courses have all learned new methods and skills and reflected on their own practice. This projects has either directly, through participation in the RECIPE project, or indirectly through job shadowing and structured courses such as ICT courses, had a main objective to prevent early school leaving. By acquiring new knowledge and reflecting on our current practice, we believe that we have improved individually and collectively on completion.The objective of this project has been to further improve our work to prevent early school leaving on a systematic level and on an individual level. We have sought to improve our systems to ensure that we are prepared to provide students and teachers with resources to detect students who struggle as early as possible and to give them the help that they need. We have also aimed to improve our teachers' abilities to use technology to make learning more interesting and relevant for the students.This project has had a number of eight mobilities. Two participants have participated in two activities. Some of the activities have been announced on the school intranet for all relevant employees to apply, but some of the activities have been somewhat limited in scope that participants have been asked directly by either the international coordinator or their leaders. All participants have been willing to share their newly acquired knowledge with the other teachers.Two school leaders participated in the RECIPE course in Thessaloniki, Greece, October 2016. The focus was to prevent early school leaving. The RECIPE project is owned by Albertslund in Denmark. Contributing partners are from countries in Norway, Greece, Portugal and Ireland. REC is an acronym for Regional Education Centres with a clear focus on how organizations and systems in schools can improve and provide support to prevent early school leaving. The two leaders who participated in the course have acquired new knowledge on how to better deal with bullying, to better provide teachers and students with tools to faciliate students' learning, and how to better see each invididual student in the classroom and provide teachers with feedback on students' learning.Two teachers parttook in a structured course for collaborative learning in ICT at SmartSolutions Malta. Our school has previously sent other teachers to that course with excellent feedback. The teachers who participated in autumn 2017 were also very pleased with the content and execution of the course. Their acquired skills and knowledge has been shared with other teachers to improve our use of ICT in the classroom.One school leader and one student councellor participated in a job shadowing in Brühl, Germany with the aim to learn from their work with immigrant students. Germany receives high numbers of immigrant children each year. We are also in a position in Norway where we have to accomodate immigrant children with relatively little schooling prior to their arrival in Norway. Therefore, it was interesting for us to see the systems used in Germany, how they taught classes and used student councellors in their work to accomodate and prepare their immigrant students to school life in Germany. Furthermore, the job shadowing provided us with many practical insights on how to set up classes and improve them leaving school early.Unfortunately, we were not able to complete the last two job shadowing mobilities for mathematics and science. Our partnering organization did not respond even after several inquires. We then contacted other partnering organizations, but it turned out to be difficult to manage. We had three teachers that were interested, and we were finally able to agree with a partner organization in Finland, but because of a new curriculum and organization in Finland, it was difficult to arrange anything before the summer vacation, and there was simply not enough time after school started. Our teachers and the partnering organization in Finland is interested in applying again for new mobilities.