The need to strengthen international and multicultural competencies in vocational education has for many years motivated YA to cooperate with other European organizations, professional educators and providers. Previous mobility experiences have provided YA with valuable insights and guidelines. The organization's goal is to both strengthen the competencies and skills through knowledge exchange, international and intercultural experiences. In addition, the aim is also to anchor and further develop the pedagogical program focusing on active learning through exchange activities. The same applies ECVET routines with arrangements for mobility periods, and focus on learning outcomes and the transparency of the same, The recognition of skills obtained in other countries or contexts is also an important aspect of the project. YA should identify and recognize the knowledge students already have and understand how previous knowledge affects their learning process. ECVET procedures and documentation have e.g. been applied to ensure that the quality of mobility and recognition of learning outcomes could be tested and implemented. When the focus changes from teaching to learning and it also affects and alters the role of teachers. The learning will also increasingly be done in other learning environments than in school, such as in workplaces abroad. There is therefore a need to test learning models and tools for such learning, preparations and recognition, in accordance with ECVET. Mobility activities offer an excellent and organized test environment where the teachers develop their role as coaches (mentors/tutors) and student counselors. There is also a growing need to test and gain experience of recognition and validation of knowledge and skills acquired through non-formal and informal learning. Recognition of skills obtained by non-formal and informal learning could offer more flexible learning and study paths. The objectives of this project is to test and develop: - Access to on-the-job laring places for students - Possibility to exchange knowledge for staff - Recognition of skills obtained by non-formal and informal learning - Strengthening of key competences - Strengthening of active and entrepreneurial learning - Keeping up cooperation with European partners - Establishment of new contacts - Emphasizing learning results rather than study time (revised qualification requirements) - Recognition of prior knowledge and learning in different learning environments - The introduction of ECVET routines - The teacher's role as coach (mentor/tutor) and student counselor The skills acquired in another European country will be identified and recognized. Quality can be guaranteed by ECVET procedures that are followed in all activities. By describing the expected learning outcomes in a more transparent manner and by supporting an active entrepreneurial learning, YA can promote more flexible pathways for students. Students are actively involved in the preparations of their mobility period, and thus become more aware of the period's expected learning outcomes. The periods are planned according to students' learning needs. The learning outcomes that have been aquired in another context and learning environment will then be identified and recognized by YA. The teachers are supporting the students during their mobility as a couch and mentor. For staff the exchanges constitute opportunities to job shadow European colleagues, to participate in study visits and to compare and exchange experiences. The key competences are a vital for lifelong learning so that individuals can adjust to the future, in new situations and in a changing world of work. The key competences contribute to an improved vocational education with improved civic skills that are needed in all areas. The project will also test the identification and recognition of key competences acquired during the mobility period by non-formal and informal learning. The network provides access to skills that are useful for YA's development.