The application for the project ‘mobility certificate’ – awarded ‘good practice’ – covers 51 IVT participants in their 2nd year of training (20 sixth form students focusing on business studies and modern languages preparation and additional qualification as bilingual secretary; 31 participants doing a three-year-course in Health and Social Care / Childcare training to be nursery nurses) who will do 4 or 8 week placements in the UK, ES, SE, NL, FR and MT. These placements are a mandatory part of their courses and will be assessed. In addition, 16 VET staff will be visiting international partners for 2-3 days to exchange project related issues. The project stems from the European work of the participating departments, which contributes essentially to the school’s quality. Current discussions in vocational training in Health and Social Care as well as Business Administration (BA) give rise to the issues dealt within this project. Due to the two participating departments, the project focusing on current European perspectives in vocational training will be twofold. In the BA department the issue of work-life-balance (WLB) is particularly gaining in importance in times of demographic change, internationalization and changing values. Being aware of the positive implications of WLB can decisively contribute to enhancing corporate competitiveness on the European labour market and to increasing a company’s attractiveness for highly skilled staff. In their project task during their internship the students are not only asked to deal with the topic from the employers’ perspective, but also from the angle of employees, families and politics. Prior to their internship they deal with human resources management including different working time models in their BA classes, develop questionnaires/observation sheets to analyze the existing framework in the target country, e.g. key economic data, the availability of childcare etc. They work out the specific features in their designated countries through interviews and independently evaluate their observations (PPP, collages, internship report). After the internship their results are compared with those gained in Germany. The new focus of the work experience of the social department results from current discussions about changing pedagogical attitudes in elementary education in Germany. This new pedagogical attitude requires a resource-orientated view from the child to promote children`s individual development according to their strengths and competences. Working “inclusively” in every field of education and promoting children`s individual needs have become a chore issue of pedagogical work, in theory. However, transferring these concepts of “nobody stays behind” into reality is still problematic. This project continues the previous European work of the social department at the RvW college of further education with the aim to resolve the issue of “inclusion” with the support of European partners. In addition, apprentices and teachers of the social department at the RvW college will closely work together on this project. Whereas apprentices will practice the new resource orientated view from children with the help of observation and documentation sheets, teachers will discuss this issue with teachers and tutors from European partner institutions to obtain fresh ideas for the tuition and training of their students in Germany (A1, A2). In the BA department activities include the exchange of experiences between two teams of VET staff and the students’ tutors in the host companies with the aim of benefitting from synergy (e.g. cross curricular European projects) in both main subjects of the BA department (English and BA), thus enhancing the specific profile of the department. The close link between the students` and teachers` mobility serves to guarantee the project`s quality by the following aspects: the teachers` interchange of possible concepts as regards a child`s individual promoting or the concept of a WLB respectively is structured in the same way as are the students` internships, namely through specific tasks (called “Agenda”) and its results are meant to help improve class teaching and the didactic structure of the departments. Steady teacher teams, each being responsible for one country (consisting of one language and one subject teacher per team), have proven to be worthwhile. Apart from these teams, a supervising “EU team” officially recognized in the school`s curriculum is responsible for the evaluation and distribution of the results in the school`s yearbook, on its homepage and at meetings with tutors or international partners. This strategy of internationalizing the project`s results carried out by RvW college provides a professionalization of the teachers and in this way a further development of teaching concepts in the different departments of RvW college.