Re 1: The expansion of the language skills of the participating subject leaders is part of the internationalization strategy of the Hanover LbS Study Seminar. Regarding the age structure of the core team Europe, it must be ensured that further colleagues join the Europe team and will be trained for its tasks. This training, implemented by the colleagues in the study seminar Hannover LbS, is to be accomplished on the basis of high voluntariness and personal commitment far beyond their service obligation. Re 2: In the area of digitalization, the Hannover LbS study seminar is a project study seminar and pilot operation of the "Lower Saxony Education Cloud". The subject leaders should gain insight into the digital working and functioning of a European vocational partner school through lectures, discussions and observations in class. The development of digital/hybrid teaching and training modules was already a focus of seminar development and quality assurance in recent years, in addition to the aspect of inclusion. Due to the pandemic, this process reached a tremendous acceleration. The development of digital/hybrid teaching and training modules should also be tested in the respective host countries.
Internationalization is a task of vocational education. It can only be carried out responsibly by teachers in the various vocational training programs who have been appropriately trained and installed for this purpose. To ensure the quality and sustainable implementation of "internationalization of vocational education", it should be anchored in the profile and budget of a study seminar and a vocational school. In the light of demographic change, the appeal of vocational education for the economy is of particular interest. The Hannover LbS study seminar sees itself as a service provider and wants to further develop its offer under this aspect. Further training for staff is a requirement for this, so that the subject leaders of the seminar can work as a multiplier and the location’s appeal can be increased. For this purpose, both the teachers in the preparatory service and the teachers to be qualified must be introduced to this vocational training task as the core mission of modern vocational schools in Europe. All statements refer to two aspects, each of which was described and justified separately in the application. Thus (almost) every input field is subdivided into 1. English language competence for trainers in the study seminar for international projects and 2. teachers‘ hospitations for advanced training with a focus on digitalization and inclusion. Re 1: Our goal was to improve and expand English language competence for trainers/supervisors at the study seminar. None of the participants in the project has acquired teaching qualification in a foreign language. Their specialties are in the technical-commercial or social field. The participants of the training should improve their English language skills, both written and spoken, which are necessary for the preparation and monitoring of projects abroad. The most frequently used foreign language in all our partner countries is English. Re 2: The continuous development and improvement of teaching and training modules is a focus of seminar development and quality assurance in the coming years. These modules are part of the exchange with the respective international partner institutions and should also be tested together. From the aspect of inclusion, vocational schools in Lower Saxony are still at the beginning of their development and have only been mandatorily inclusive schools since the 2018/2019 school year, so that the experiences of other countries should be beneficial. The goals were to develop new projects and intensify contacts with partner institutions in order to guarantee the high quality of seminar training in the long term.