These priorities were focused by strategic partenerships with educational centres abroad as well as through active participation in established networks. This was persued with intention to further develop the vocational educational programmes in cooperation with our partners. Accordingly, the aims also included a consolidation of results that had already been achieved. Hence, some goals continued to be oriented towards the necessities of the regional economy in the Elbe-Weser area. Mobilities of the apprentices were designed to use the time abroad to learn from foreign partners and to proliferate and implement best practices. In this way, the trainees' professional ability was improved, the local companies' performance was enhanced, and by mutual learning with an international framework covergence was achieved. Joint teacher-supervisor mobilities promoted both mutual understanding and learning from European partners. Moreover, examination content and practices continued to be developed and tested. One standout example was the participation of German trainers and teachers in examinations in Finnland or Estonia. Furthermore, we planned and developed the introduction of bilingual courses in the vocationl Gymnasium as well as in the technical college. Another goal was the broadening of the network between local companies and partner regions.
A hands-on exchange of information and practical experience with and about current and topical issues and innovative solutions in different European educational and vocational settings allowed for the introduction and implementation of new ideas into our school's practices. An administrative and organisational footing within the inherent structures and procedures of Berufsbildende Schulen II ist prerequisite for the successful realisation of any internationalisation strategy. Thus regulations and structures concerning not only the organisation of a vocational school but also its everyday practices are required. Through this, the intention was to introduce a great amount of regularity into the internationalisation activities as opposed to sporadic, individual and occasionally coincidental projects and activities. The focus was shifted from improvised, case-by-case actions to deliberate, purposeful acting with the aim of international conduct at BBS II in mind so internatinalisation bacame an actively and consciously shaped part of our school.