Applicant and sender on the German side is the Herman-Nohl School (HNS, Hildesheim), with students from the technical school-educational care, college and vocational school social care for the elderly. In addition, educational staff of theory and practice in learning stays, among others within the meaning of job shadowing, deploys. The pupils are at an advanced stage of their training and deepen their previously acquired skills. The student groups are sent in flows 1-7 people for 3 to 7 weeks. They are not chosen primarily for good academic performance, but it should be available in particular: good communication skills, interest and a willingness to gain knowledge of the relevant courses and employment in host countries. A total of 30 students are in the period 2016-2018 can participate in the project. 8 mobilities of Education staff to be implemented. Receiving project partners are I.E.S. the vocational school Jacaranda and a healing education nursing facility (Asociación Paz y Bien) Sevilla in Spain, in Denmark is the Schulverbund SOSU Sjaelland with the facilities of practical training in West Zealand and Finland a BbS in Kuopio. New additions to come means in Slovenia. All partner institutions, work in socio-educational and care sectors.The objective of the project is the introduction to the acquisition of international occupational competence through foreign language, professional, personal and intercultural competence expansion and differential sensitization.In learning stay the students in their field of work to meet everyday tasks, develop their clientele smaller deals and projects. They reflect and consult with their practice mentors about their work. They see the connection between culture-specific values and educational, nursing and healing education nursing concepts. Teachers hospitieren and watching colleagues and exchange views directly over educational content and required skills from.In this context, participants acquire intercultural experiences that go beyond the existing local options and circumstances. Prejudices are broken, and their own strangeness experience leaves a sensitive dealing with each other as well as strengthening their own intercultural competence. As an essential part of professional practice in the profession of medicine education and the social care or care for the elderly is the relationship work, are their own strangeness experiences of fundamental importance for professional qualifications. They are open to culturally sensitive care and culture-specific educational action plans and acquire a more differentiated perspectives and differentiated evaluation criteria for the drafting of their own action plans and the conditions for the necessary international mobility. The learning of other forms of human intercourse strengthens the personality of students and training staff and empower them so for their working life. The HNS wants to strengthen the already undertaken since 2007 mobility projects the professional, intercultural and language skills of their students. European cooperation opens up a new field of professional enrichment and promotes transparency and comparability of training courses in different countries. A sustained anchoring of mobility as part of the social care and socio-educational training has already been reached. The expansion of targeted capacity-building, we observed in the presentations of the participants / participants after their return from the projects. The demand for mobility has grown steadily over the years, because in the multi-annual educational programs, students / pupils meet the international dimension of the first year of training. The Herman-Nohl School has appreciated the importance of intercultural learning for Itself and is going to anchor it in the school profile.The present application is directed to the deepening of cooperation with Spain, Denmark and Finland. A supplement means the planned contact to Slovenia. Due to the large differences in the training situation, the professional reality and the cultural environment between these target countries, new perspectives for practical experience give. The processing of these experiences will be promoted and complemented by the encounter with the pupils from the partner countries, which are expected in Hildesheim. Students are asked about their experiences and the facilities on the extension of competence and thus evaluate the results after completion of the flows over a multi-page questionnaire.