The problem we want to address is the quality of learning of our students in the transition between higher education and work. Education programmes contain internships at companies. The benefit for the student varies depending on the supervisors' interests and skills. Large companies tend to offer better guidance than small companies, which means that students get different value from their internships. For a long time we tried to improve the supervision in order to reduce the differences, but in this project we will instead focus on making our students more responsible for their own learning in order to decrease their dependence on quality of supervision. How can we teach our students to take on a greater responsibility for their own learning, both in higher education and at work? Relating to a scale representing professional development from novice to expert (novice – advanced beginner – competent – proficient – expert) students use to leave higher education as advanced beginners, some of them even as competent practitioners. Once at a workplace they have to acquire additional knowledge independently to reach the level of proficiency and, in the long run, the level of expertise. The ability to take own responsibility for the acquisition of knowledge at work is thus decisive for the success in further professional development. The objectives of the project are: (a) The overall objective of the project is increased responsibility for the own learning among students during higher education and upon entering professional practice (b) To reach (a) the project will develop a toolbox of several pedagogical approaches in order to help students to become more responsible for their own learning: flipped learning, entrepreneurial approach to learning, co-creative learning, project work, counselling/coaching, and formative assessment. Target groups: teachers. Beneficiaries: students at all stages of their studies, pupils at the end of school, companies and institutions. Our project is particularly relevant for two of the eight key competencies for life long learning highlighted in the EU policy documents: learning to learn and sense of initiative and entrepreneurship. It is in line with the EU horizontal priority "Developing basic and transversal skills using innovative methods" We want to influence, students, teachers, workplace supervisors, employers and other relevant actors at the work market to recognise importance of self responsible learning and to learn more how responsibility for the own learning can be increased through the use of new pedagogical approaches. In the longer perspective, after the project funds have ended, we expect to contribute to a better employability of the young adults entering the European labour market. The pedagogical toolbox will be available to target groups in different forms of documentation and in form of courses and training for teachers. Media in which approaches will be documented will be: text (reports, articles, guidelines and best practice documents), film, pictures, internet, oral presentations at workshops and conferences. Project results will be produced in partner languages (Swedish, German, Dutch, Romanian) and in English. Partners that will participate in the project will be: Xenter Botkyrka, Sweden Jade UAS, Wilhelmshaven, Germany Windesheim UAS, Netherlands Worms UAS, Germany, Faculty of Architecture and Urban Planning, Technical University of Cluj-Napoca, Romania. BBS 1 Wilhelmshaven, Germany