In accordance with our school-wide development strategy as a "bundled school", participants from many different educational courses and vocational specializations were involved in the WilDER_vision project at BBS II OHA. This expresses that European training and work experiences are relevant in all areas of the professional working world and international and professional action competences are developed. The objective was to get to know new training and work structures in a European company and to acquire professional qualifications in a new environment. This increases the professional future chances of young people, especially in internationally active companies but also in SMEs, and the transparency and recognition of professional qualifications/competencies, for example through the Europass Mobility. The international orientation and experience of our participants should continue to be established and strengthened regionally. For our school it is of special interest to evaluate and classify the experiences according to the participating vocational fields and to draw conclusions for future activities. Internally, this will set in motion a comprehensive process of experience exchange among students and teachers, which should meet the creation of an international and specifically European identity of a large educational institution as an objective. As a central result of the project to the outside world, long-term partnerships between European institutions should also expand and develop in order to improve the quality and expand the scope of mobility of people across Europe. On the one hand, this was achieved through already existing networks in Budapest, with the host institution passing on its good experiences with us to other institutions in northern Hungary, which in turn cooperated with BBS II. Through the diverse public relations and communication, new colleagues have been recruited for the Erasmus+ team, involving new project partners. Other companies have become aware of our project and would like to send trainees on a regular basis, for example to Italy. The aim of the project was also to strengthen international cooperation with European partners and thus to form and develop a transnational network. The acquisition of intercultural competence comes to the fore even more as a result of the experiences abroad, and this was something that needed to be trained. This objective is essential against the background of an increasingly international community. The development of language competence, especially English, offers not only the advancement of learning competence but also an expansion of communication skills, which are necessary in the international job market. Vocational core competencies and professional perspectives (professional competence) should be increasingly promoted by our project and consequently also facilitate the potential taking up of an internationally oriented activity or even a job in another European country after the training. The promotion of inclusion, especially of people with disabilities, should be implemented in the long term. In addition, it should be made possible for single parents to carry out mobility, also taking their children with them. The objective here was to place the area of inclusion more strongly in the focus of our work.
As a regional competence center, BBS II Osterode am Harz pursues the strategy of European openness in the region of Southern Lower Saxony. An international profile should characterize our school in the sense of the Lower Saxony School Act with the commitment to European humanism. Core are the activities in the EU program Erasmus+. Another aspect is the openness and transparency of professional qualifications in a common European educational area. With a view to the necessary European opening of our region and our school, we must further develop the design of the school as an intercultural place of learning with increasingly European didactic categories. In the course of our diverse Erasmus+ activities and through the integration of newly immigrated people into our school community, we have significantly raised our European profile in the region. Through stronger and deepening cooperation with innovative European partners, we want to open up and deepen development potentials of vocational education. The basis of this cooperation are the interests and concepts of European and intercultural competence development of our college, our students and our regional training partners. We want to develop the international professional action competence of our students. For us, international professional competence means that our students will be able to compete in transnational labor markets when they graduate. In the sense of interaction, the training partners in our network benefit from internationally oriented vocational training of future skilled workers. For us, the most important instrument for teaching intercultural competence is vocational mobility to another European country. With an increasing number of successful mobility activities, the acceptance of an international orientation of our school among our partners in the region as well as our students and parents will further and steadily increase. The mobility of our teachers is also to be further promoted, as they are social role models for young people as multipliers and can increase acceptance among them for participation in international mobility projects.