The applicant partner is Västerås stads Gymnasie- och Vuxenutbildning, Sweden. It is the coordinator of a consortium consisting of five of the upper secondary schools/VET providers that belong to the organisation. The vocational training covered by this application is in the fields of automation, manufakturing, construction, aeronautics, vehicles, hotel and restaurant and child care. The consortium has an ongoing Erasmus+ KA102 project with 88 mobilities since 2014, Building Bridges. This project application is made for the continuation of that project when it finishes in the summer of 2016, thus the name Building Bridges 2. The hosting partners are eight schools/VET providers in France, Spain, UK, Lithuania and Portugal. The project is planned to last for two more years 2016-2018.The name is chosen because the project aims at building bridges between the Swedish consortium and the participating partner organisations, between schools and business, between different ways of working, between cultures and countries. In doing so, the applicant and the partners will continue to provide qualified and adequate placements for students and teachers in the EU. The application is aiming at the possibility for 82 students to do part of their VET-training in the partner countries, and for 10 teachers to do job-shadowing, exchanging experience, training and possibly try teaching in the same partner organisations. The consortium has well-established relations with the partner organisations, some from many years and some more recent. They are all based on long-term relationships, and the partners have been found to be reliable, with mutual areas of interest. The cooperation is of benefit for all involved. The hosting partners of this application will apply for corresponding projects, and the project is expected to be the basis for a continued good cooperation between the applicant and the partners with mutual exchanges. Within the consortium, there is a natural interaction as all members belong to the same organisation, in addition there is a team of contact persons chaired by the coordinators EU-coordinator. The team meets for joint planning, follow-up and evaluation.Participating students are expected to have improved knowledge within their field of work in a way that can be approved as part of their studies in accordance with the Swedish curriculum (Gy 11). They are given the opportunity to try their skills in a new context and surrounding, learn to adapt and become more independent, both professionally and socially. They also become more motivated and accustomed to taking personal responsibility for their studies and for their work. This in turn provides greater opportunities for the completion of studies and future social inclusion. They take part of another culture and are made aware of the possibility to seek employment within the EU. They are developing their European identity and are given the possibility to use other languages. Their employability is strengthened with an improved CV.The teachers in the exchange acquire new skills and knowledge, both from learning from others and from reflecting on their own practices. They experience personal growth and new ways of thinking. As the participating teachers are transforming the knowledge they acquire into their schools, it becomes a tool for organisational development and competency enhancement, not only for themselves, but for the organisation as a whole. This in turn contributes towards the use of best practices in teaching and training, as well as improved cooperation and strategies for collaboration with the students’ future employers. There is a great demand for staff with advanced vocational training, but the supplied knowledge and skills do not always meet the demand. The schools benefit from the cooperation and are able to adapt the elements in the education to better fit the needs of the business community, locally, nationally and on the extended European market. The students thus become more employable. The high standards of the education make the students more attractive to employers, and as an added value also make the schools more attractive for skilled and ambitious teachers.