In the European economic region companies collaborate although their local, regional and national conditions are very different. There are countries with a weak and with a strong infrastructure. Whereas in the northwestern part of the European Union almost every citizen has got a job and there is a high demand for skilled workers, the eastern states of the EU are struggling against unemployment and the younger people hardly see any professional opportunities in their countries. This project has two major goals: On the one hand we are trying to make those young people, who are about to start a career, more aware of the huge common economic region the EU offers. They should try to learn how to be more proactive and innovative as an “entrepreneur”. Therefore, we are planning to found a “training company” where the youngsters will function as founders and CEOs of that company and might also discover locational advantages of countries with a weak infrastructure. On the other hand the young people will realize that they could also acquire a vocational training or a stable job in other European countries, which are not their countries of origin. There they will gain a lot of personal and vocational experience, which will be helpful for their future careers. Further, after having returned to their home countries, they will be able to enrich the world of work with the experience they gained abroad as skilled workers. The constitution of the participants in this project reflects reality: The Gebhard-Müller school (Biberach/Germany), a vocational business school, the Cartesius Lyceum (based on the French philosopher) in Amsterdam (Netherlands), the representatives of the economically strong regions as well as the comprehensive school Narva Vanalinna Riigikool (Estland) and the grammar schools SOU “Hristo Botev” and Boskovice in the Czech Republic are all from countries which are flourishing economically. In this project students aged 16 to 20 will participate In the above mentioned “training companies” the students will assume the role of an entrepreneur and make decisions which will strengthen their entrepreneurial competence. Furthermore they will take over the roles of employers and employees. They will apply for offered jobs and be prepared for an integrative Europe which is constantly growing together. Therefore they will get to know the education systems and the vocational opportunities of the different European countries which will participate in this common project. Typical jobs and possible careers of each countries will be examined such as the prevailing willingness to go abroad in order to find a job. Another important issue will be the integration of migrants in the country of destination, as this will be more and more important for a Europe which is constantly growing together. Afterwards the students should feel belonging to a common Europe, which is not only represented by a growing common labor market but also by schools which collaborate better and better and offer each other help in the search of placements and apprenticeships. The major language of this project will be German, but, of course, supplemented by English. This enables non-Germans to apply and improve their German language skills, whereas on the other hand English might be used when needed.
In the European economic region companies collaborate although their local, regional and national conditions are very different. There are countries with a weak and with a strong infrastructure. Whereas in the northwestern part of the European Union almost every citizen has got a job and there is a high demand for skilled workers, the eastern states of the EU are struggling against unemployment and the younger people hardly see any professional opportunities in their countries. This project had two major goals: On the one hand, it has created a better consciousness for the European economy among young people who have just started or are about to start a career. They learned what it takes to be an entrepreneur. Therefore, they had to examine the local markets before they could come up with an innovative and attractive product, which was easy to market afterwards. During the whole project the focus was always on the entrepreneurial thinking of the adolescents. Procedure: After having agreed on a cheap location (Bulgaria), they searched for suitable employees throughout Europe. Possible candidates who responded to the job advertisements were invited to an interview. After having filled the vacancies the students started to design and finally produce their product. Another important aspect the students had to deal with were marketing strategies: how to promote the product throughout Europe? In the end, they agreed on flyers and commercials. On the other hand, the students have learned that they could also search for a suitable workplace as skilled workers outside of their country. They gained some first experience how to do this and what to think of: Where and how do I have to apply? How to prepare for an entrance test or a job interview? Most of these questions were answered during the visit of some big companies and the following talk to the company representatives (vocational, international and personal experience as well as a good command of foreign languages). The project and its participants (aged 16-22) Through the use of role plays the students learned to embody the role of an entrepreneur (making decisions, founding a company, searching for suitable employees) which improved their entrepreneurial skills. On the other hand, they also took the role of an employee/ job candidate who applied for a job (social and professional skills, experience, etc.).First, the students analyzed and compared the education system of the participating countries and the resulting career opportunity of each degree with the goal to strengthen the students´ willingness migration. Here, the issue of how to integrate vocational migrants was discussed. Finally, after the project the students realized that globalization does not only take place in European submarkets but also in European schools, in this case in projects and the support when it comes to searching for an apprenticeship or a work placement. The language spoken during the project was basically German, supported by some English. This was a benefit for all participants, because non-Germans could elaborate on their German skills and, if necessary, use English to clear up some points.