According to changes in society due to immigration, work related migration and the attractiveness of Germany as an international hotspot of innovation and science the project responds to the increased national need of experienced childcare practitioners and special needs practitioners with intercultural competence.Complementing the experience of prior projetcs the current project application adds decisive aspects, which demand a deepened contrastive view of own and foreign culture as well as own and foreign understanding of education: the work placement abroad is preceded by an intensive work related and language related preparation in a mandatory course with European profile comprising 360 hours. Part of that will be a cooperation in international teams with students of South Devon College on certain topics. Learning results and products will be documented using electronic media like online platforms as Moodle. During the mobility results of the international work teams will be presented. Hence the preparation of the beneficiaries will follow the CLIL method (content and language integrated learning). Values as understanding, acceptance of diversity, tolerance which are conveyed within that project stage will help the beneficiaries putting the current concept of inclusion into place in Germany.The intended 40 mobilities will be split into two mobility flows of 20 participants each that will last for four weeks. Those will take place in spring 2017 and 2018 accompanied by experienced teaching staff. During the mobility apprentices in childcare and education in their second year of training will get to know a well established system of full day schooling at British primary schools which is supported by educational support staff. The observation and support of that group of professionals by the participants is seen with regard to the current change of German schools towards inclusive whole day care provision and the increased need of professionalised educational support staff in that field. The beneficiaries will investigate tools of scheduling day structure, differentiation and inclusion as well as strategies of cooperation between professions at school. A short induction course at South Devon College carried out by British students and their teachers will provide the theoretical basis and will result in an additional certificate of participation. Acquired methods of good practice will be applied in an educational activity planned and carried out by participants. The project responds to claims of politics and research for trained childcare practitioners who are trained especially in the field of full day schooling and the pressure for innovation within that new field of work. In accordance with the lately introduced personal budget for people with special needs in Germany future special needs practitioners investigate their forthcoming revised role looking for ways to continue to develop in their role. On placement in various British organisations of special needs care and education they will test the successfully applied concept of Person Centred Planning (PCP) in how far the degree of self-determination of clients can be increased and which measures have to be concluded for their work in Germany.Young people in initial vocational training will develop professional identity in fields of work which are determined by significant changes and increased demands. They will take part in innovation and will increase their prospects on the job market. They will acquire necessary competences to work at bilingual organisations or with people who have migrated to Germany or to foster participation of people with special needs in settings of inclusion.