For the students: First of all, it was important for us to raise the intercultural competence and skills profile of the students at international level, especially with a view to contributing to a cohesive society in the present and in the future. The opportunity to participate in international mobility should lead to increased cooperation between education and training in an international context. By means of the experiences gained, teachers and students develop sovereignty in dealing with cultural plurality and their international competence should be strengthened. For the vocational college: The curricular expansion of EU internships in connection with the acquisition of intercultural competences in the didactic annual plans can be implemented more easily and effectively through the lived experiences, as can the expanded school programme for internationalisation. On the implementation of internships abroad: The conclusion of cooperation agreements with partners who can offer the appropriate conditions to enable the pupils to move abroad flexibly in terms of time.
The fundamental goal for our school is to continue the development process "internationalisation" that has been started. This includes the acquisition of the "European School" certificate. In the development tableau of prerequisites for achieving the certificate, among other things, there are a certain number of learners who complete an internship in a European country abroad as well as European cooperation partners who are contractually bound. These two essential aspects were to be implemented in the context of the project and our institution. In order to implement these requirements, preparatory visits to the organisation of student internships were necessary, among other things, in order to know the framework conditions on site, so that the internship tasks and learning agreements can also be successfully implemented and the (international) learning gain for the interns is given. For the cooperation with the Belgian school in Turnhout, job shadowing was a suitable option, as the sports teachers could expand their methodological-didactic know-how in addition to their specialist knowledge in sports through the focus on sports at this school.