The skills obtained during exchange periods in foreign countries (on-the-job learning and student exchange) are increasingly more important in today's working life. According to the research conducted by the European Comission, released in 2014, HE students, who had participated in an exchange program aborad had more chances obtain a work placement and they we less likely to be unemployed after graduating. This analogy can be applied also to VET education. Exchange periods in a foreign country enhance the students' self-imposed abilites in independent work and an entrepreneur-like way of working, they, furthermore, give a larger perspective in working life, enlarge networks and improve students' language skills. Abilities to work in a multicultural environment get better, since the experience abroad enhances the students' self confidence, improve their problem solving skills and help to recognise their own strengths and weaknesses. This ensures better employment and helps in reaching our college's vision, which is to educate competent professionals of ICT and business and administration to the needs of the Helsinki metropolitan area. With this mobility project we want to ensure a possibility to experience internationality also for the students, who need more encouragement and support in their studies. A period aborad can be a life-changing experience, which opens the student's horizons to new possibilities that he/she did was not aware of before. Apart from our students of business and administration we also want to focus on our students of ICT in order to improve their graduation and empower them. Our task is to ensure they will continue to work after graduation or continue in further education. We also take into consideration the new curricula that include even longer on-the-job learning periods. That is also one of the reasons, we are applying for more funding. With the help of our foreign partners we want to learn new practices and pedagogical models. In the modern working life a project-like way of working is ever more common and that is why we want to develop a model of project learning in our education, which we already have to some extent carried out with the Scrum model for project learning in ICT teaching, where the students form project groups and they work independently while the teacher mainly coaches them in probelmatic situations, but the learning is mostly spontaneous. We will seek to improve our collaboration in the field of project learningf with our new project parter from Ludwigshafen, Germany and on-the-job learning periods in the field of game industry with our Irish partner BCFE. The students have normally two on-the-job learning periods during their studies, the first lasts 10 weeks and the second longer, in most cases one semester. We send our students for their exchange periods for 6 weeks, which suits better our German partners, who mostly offer teaching in the dual model. We will agree on the time frame with the partners well in advance. The partner school offers support for the student during the on-the-job learning period aborad, if needed. The teacher responsible for the on-the-job learning period keeps in contact with the student and the work place. The teacher visits the work places for councelling and on-the-job evaluation. During the same time the teacher can get to acquainted with other work places depending on how many students there are to visit. The aim is to demonstrate and evaluate the students' skills in the work place abroad in most cases as per the ECVET model. Our staff has the possibility to participate on a job shadowing -period in a partner school. During the period they will follow a foreign colleague's work, such as guidance, teaching, work life cooperation and student administration and they discuss about different practices. Teachers can, if possible, combine their job shadowing trip to an on-the-job evaluation visit. The students will benefit from the staff's job shadowing periods indirectly as the new methods will inspire the students and the school staff will have a more positive outlook on internationality and they will encourage students to go abroad, too. The college's aim is to increase international activities as per the strategy. The project will increase reciprocity and further develop both the sending and the receiving organisation. After the period the participants will write a report, which will be used in dissemination both inside the college and externally. Teachers and experts will tell about ideas on how to improve our activities. Blogs written by our students while abroad will be tagged to the school's website and on social media. In this way we will promote all international activities and improve our brand as an international college. We will also disseminate our international activities to pupils on 9. grade in comprehensive schools and enlarge our target groups.