We were concerned with opening the school internationally and strengthening the European dimension. The school was to develop further in the direction of Europe. In a first step, we wanted to do this by training the teachers. They were to be trained in project management, intercultural work and foreign languages. The second level referred to the multiplier effect of these colleagues, which should involve the whole college, the school management and the student body in European work and make European cooperation clear in everyday school life. For example, a framework should be created so that later students can do internships in partner institutions in other European nations and much more.
At BBS Boppard, there are a large number of different educational programs and the companies and workplaces that provide training are increasingly operating internationally. The students are also increasingly international (for example, in a class of 24 students twelve different nations of origin). Thus, the need for increased intercultural education of both teachers and students arose. We saw a great need to develop intercultural learning in the school through exchanges and continuous contacts in the European regions. Therefore, teachers needed to be trained in management skills for European work, including foreign language skills, and in knowledge of intercultural work. So the goal was to internationalize the school. It was a matter of making Europe tangible for the young adults as well as for the teachers, of making them enthusiastic about Europe and fit for it.