Improvement in the quality of training at vocational schools is to be achieved through the increased establishment of European school partnerships and an increase in the number of international projects. The intensification of the exchange of vocational training staff and the increased conclusion of partnership agreements with European institutions should also contribute to increasing the quality of teaching. Getting to know international processes leads to an improvement in employee and management skills, as well as an expansion of methodological, didactic and technical skills. Through our project, school administrations were to experience mobility on site at first hand, which development and qualification opportunities are offered to students and teachers in international exchange. In addition, the practical experience of international culture and history as well as the experience of intercultural competence on site should contribute to the application for an Erasmus+ project, which teachers at vocational schools in BW can organize the exchange within a reasonable time frame.
The quality, especially in vocational training, is a large, central area of the ZSL, which also deals with the focal points of internationalization, globalization and individual support. Due to the fact that companies work more than ever before in an international context, not only foreign language skills, but also knowledge of the training/education and work systems of the European trading partners are more important than ever and can be imparted in the (vocational) school environment, especially through internships abroad . The application for Erasmus+ projects by vocational schools in Baden-Württemberg was (even before Corona) rather low and also declining. The interest of the school administrations in BW in a cross-border exchange is partly reserved, since the organization of mobilities including their financing represent a major hurdle - teachers have to carry out these tasks in their free time and unpaid. In addition, the added value of mobility is often not clear to school management in BW, especially if the leaders themselves have not yet taken part in mobility when they were young or in their current job.