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Continuing Internationalization at Tradium - Business & Technical, part III
Start date: Jun 1, 2014, End date: May 31, 2016 PROJECT  FINISHED 

Tradium has completed a total of 114 mobility exchanges – 96 student mobility’s and 18 staff mobility’s. The overall level of completed mobility’s match that of the given funded mobility grant. The mobility project has had a great deal of changes in relation to the amount of the mobility grants application, that of which was a great deal larger (247 student mobility’s and 35 staff mobility’s). This completed project is an extension of Tradiums strategy to have a global view. A new initiation in this project has been “Internationalization at Home” (IaH), that focuses on internationalization of curriculum – how one integrates more teaching of the international perspective thus attracting more of Tradium students (a side from them that already participate in foreign exchanges/mobility’s). So that IaH can succeed it has been necessary success criteria, to have sent a wide range of staff in our organization so that we can better support the internationalization process here at Tradium. This has succeeded pretty well for our project as we have sent different personal groups as well as 10 different educational areas (we had indicated 12 different educational areas for the 35 applied for staffmobility). This project has been completed with in all 96 student mobility exchanges, whereas 51 of these mobility’s have been in companies and 45 of them have been complete school exchanges. Under the funding terms we received a grant for in all 96 school exchanges (VET SCHOOL) but we choose to move the funding from school exchanges to mobility’s in companies, when there was a possibility for it. Through the duration of the project period we have sent 3 classes on exchange and 3 exchanges of “small groups”. • HG (Business college) – 19 students, a 3-week exchange in Scotland • Handelsgymnasiet HHX (Higher commercial examination programme)– 45 1.g students, a 3-week school/work placement exchange in England (2 classes) • EUX Carpenter (Higher vocational education for carpenters) – 26 basic course students, a 3-week school exchange in England • El – Main course – 1 school based training student, a 3-week school/work placement exchange in Germany • Practical training center – Business - 2 school based training students, a 4-week school/work placement exchange in Finland • Fitness – 3 basic course students, a 3-week work placement exchange in Spain In relation to the application for mobility exchanges there are 4 educational areas that have not been completed as planned, along with the International basic course. The International basic course was completed the first time with Mobility project 2013-2015 and despite the fact that this exchange was evaluated as positively, we failed to plan a new exchange, partly because of the work load of implementing the VET reform 2015. At the same time mobility projects were cut quite a bit in relation to our application. Belgium and Turkey were not used as a host countries after all - these exchanges were meant for small group exchanges, and we didn’t succeed in finding relevant students. The carpenters had an exchange to England with more students than originally planned while the Finland exchange was not completed because of planning difficulties. HHX (Higher commercial examination programme) received the opportunity to send 2 classes on a student/work placement exchange instead of just 1 class. The HG (Business college) exchange was completed as planned, though with fewer students than we expected. The small exchanges have also undergone some changes, the amount of students was reduced, and one of the educational areas (Fitness) was new in relation to our application. The Fitness exchange was prioritized because of very interested students. During the project period it became impossible for some of the educational areas to complete their exchanges, all the while new opportunities developed for other areas. In the international department we have administrated the mobility grants as such, halfway through the project period we take a status of all the educational areas in relation to their expectations on usage of their mobility grant needs. After reconsideration the mobility’s can be transferred to other educational areas so that they may travel on a mobility grant. During the project period we have been in contact with the national agency regarding essential changes in our project, and changes have been regularly approved. It is our opinion that this project has been a success. Activities have contributed to the expected effect - staff mobility’s have supported IaH, while student exchanges have raised language skills, international and intercultural skills. Effect for the organization: • Staff/leaders have acquired language skills, international and intercultural skills • The staff has received a specific educational or other relevant qualification • A greater competence in integrating the international aspect • New inspiration for teaching and teaching methods and tools.
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