The primary aim of the placements abroad is to give 62 participants the possibility of acquiring different competences concerning knowledge, skills and attitudes. In this way, not only the personal development of the learners is promoted but also the possibility of getting a job on the (European) labour market. Additionally, it counteracts prospective youth unemployment. Therefore, the Elisabeth-Selbert-Schule can support the professional development of the students and promote the quality of the apprenticeship and the further education. Within the scope of this project the participants should be able to recognize the differences of the vocational systems and evaluate them. Moreover, practical skills are provided, a sensitisation for other cultures is initiated and flexibility and independent working are ensured. Through the work in other vocational- or social facilities the participants are able to learn new methods and gain experience, which can be applied in their own working environment and it can be passed on to other learners. In this way the learners’ competences are promoted and the curiosity towards new trends is aroused. Especially jobs in the catering trade require local flexibility. Therefore, the first steps within the programme are decisive for the further process. Furthermore, a placement abroad supports the natural handling with other people and foreign cultures. These are factors that play a great role in the service sector and also in jobs that deal with people, who have special needs. This target group is particular important because they are a minority of whom the learners can profit a lot. After successfully completing the stay abroad the sense of self-esteem and the personality of the learners are strengthened. Back in their home country the learners pass on their newly learned knowledge and experience along with a detailed evaluation of the vocational system. The intercultural aspects play a substantial role for the nursery nurse trainees, because they are visiting countries without speaking the native language. Therefore, the students have to be more sensitive towards requirements and the behaviour of people of the target culture. Cultural openness and curiosity are essential, especially regarding the work with parents of children who have a migratory background. But also getting into contact with children by using the body language enables the learners to lay special focus on gestures, mimic and the overall behaviour. This is usually not possible in the dense school curriculum of the learners. Everyone included in the exchange can only profit from such cultural diversity. The acquired experience of the nursery nurse trainees can be applied to different working fields during the training course. E.g. the learners are able to find different ways of communicating. This can be helpful if the communication of a child is restricted in some way. Foreign language learning should be an additional goal in the different branches of the work experience. Standardized learning results and the specific understanding between the partner institutions are the criteria for a quality-assured assessment. This makes the acknowledgement of the acquired knowledge and competences possible. For this it is necessary that every person involved, including the participating learners, have to have a clear understanding of what has to be learned and how this is documented within the scope of the Europass. The utilisation of the standardized ECVET-Instrument (Memorandum of Understanding/Learning Agreement/Learning standards/Europass) makes the transfer of duties for the quality-assured mobility project easier.