In Sweden, our students are failing to reach diploma goals - whether it be vocational or preparatory programmes - Early School Leaving looks very much different in our context, because the students may not psychically abandon their education but they do not complete it. This has changed the outlook for education and many of us have realised the need to create an education that appeals to social competences, entrepreneurialship as well as necessary knowledge and basic skills needed to promote life-long learning. We strongly believe that through being able to experience another culture on a first-hand basis and taking active part of its professional life, social unwritten rules, challenge linguistic barriers; the student will return with new perspectives and possibly, even knew-found hope and motivation.We want to begin this change with bettering 8 vocational students' opportunities in a European labour market, providing them with a high-quality, internationalised education that can, more systematically, prepare them for post-graduation experiences. Being able to provide them with relevant European certificates that both recognise academic and vocational performance as well as development in informal training can be very motivational for the students and and on-set for a positive attitude towards learning as a life-long process. From an educational perspective we, school management and teachers, want to learn and apply the European existing quality-assuring tools (ECVET) to ensure a European, more holistic assessment of a students' progress. Thereby, we want to better our organisation's opportunities of providing a well-rounded, high-quality education that serves the needs of our students. We want to empower them, through education, to create new professional path-ways, strenghten their competences and abilities.Another objective is to develop our internalisation processes, going from one-way mobility projects to transnational, strategic partnerships. We do not only want to bridge the gap between education and professional life, but also decrease the growing gap between nations caused by the fear of the unknown. The more we experience, the less we fear. We expect to develop our vocational education in an international dimension, not only in theory but in practice. In doing so expected impacts are then developing our VET staff's competences in using relevant tools such as the ECVET mobility tool kit and Europass to ensure that a substantial and long-term change can be made when preparing for transnational traineeships Moreover, we expect to improve our skills in evaluating formal and non-formal student achievements. We expect to ensure a realistic and transnational evaluation system that can be easily interpreted in a European context.This will also help us to further organise the teaching and its various approaches. For example, what is vital to experience and learn in a vocational programme and thereby, fulfilling the need to keep the quality of the education relevant and contemporary. Another plan is to further motivate our vocational students to take on an international approach to increase their employability, both linguistically and professionally. We thoroughly believe that the ECVET system will assist us in ensuring that the students' education becomes a a life-long learning experience instead of limiting it to a local context, where the student is not exposed to constructive challenges and opportunities to grow.Thereby we expect to impact vocational students' motivation and attitude towards secondary, tertiary education and of course, the vocational training.