There are several groups in the project. It includes students at Level 1 technical and industrial production (tip) and electrical trades, and teachers at these two departments at TMS. There will be accompanying teachers from the various relevant departments by the mobility of students at Level 1. For for electro education students to EUCL there will be two teachers accompanying them and share knowledge with their Danish colleagues and participating in teaching. The same applies to students in technical and industrial production. As audience for knowledge sharing will be teachers from tip and electro as well as a project coordinator. The purpose for mobility of students include strengthening and improving their qualifications as well as their professional identity and develop and deliver courses more knowledge. For students at tip and electro education is the purpose increased cultural understanding, increased competence and to experience their subjects in other contexts. Students at Level 1 tip and electro education will work project oriented and enhance their professional identity. It is based on student exchange and return visits. This identity will strengthen the desire to eventually seek education abroad or see opportunities in foreign labor markets. One purpose is also to focus on structural comparison and sparring about utilization of the limits for each of our respective education systems. We will make use of the knowledge and experience our Danish colleagues shares with us, with an education structure, where vocational education is preceded by 30 weeks of school, and the rest in exchange between businesses and schools. It is interesting in terms of the present county message VET where it is proposed more flexible education tailored to the individual student and the business, and where a greater part of the responsibility to convey apprenticeships assessed moved to schools. All disciplines and thus all subprojects in the overall project has an academic content to contribute to their industry area. It ranges from the dedication of some very specific crafts related dissipliner, to a broader and greater insight and geographical mobility. Through the mutual exchange, student experiencing the cooperating parties anchoring the project and a willingness to invest resources in the project to succeed. In particular, the knowledge sharing project has led the teachers involved together and has developed the professional competencies. There is still much to work left, and cooperativeness is great from both sides. Students at Level 1 on tip and electro will be presented to a possible mobility stay. Here we focus at student exchange with collaborating schools and teaching will remain within the framework of the curriculum.