HANSENBERG started projects in 2003 (Annex). In 2008 started a collaborative project between a number of vocational education centers with common interest in agriculture and animal keeping. The objective of the project is to target the pedagogical effort in educational planning, which supports the student’s international competency building and preparing them to enter the European working market. Therefore, we have defined the strategic and primary goals we are striving to achieve. Overall, our work is focusing on increasing the student mobility through the entire education from the basic to the upper level. The target group is students with personal and social competencies corresponding to a level, where we judge that they can complete four week mobility in a foreign company. We maintain an annual flow of approx. 130-140 students on the basic level of the education as zookeeper, farmer and forest technicians. They students speak English so well that they can receive instructions and do well abroad. Moreover, they are collaborative and have positive attitudes as well in the classroom as in the practical workshops. We schedule activities before, during and after the mobility’s, which supports the learning of the students. The students get practical assignments in the workshops of the colleges, where they learn to plan, collaborate and carry out business related tasks, which they encounter in larger scale during the training abroad. We organize language and cultural preparations in order to promote their skills in professional business communications. The students train their skills during the four week mobilities in foreign companies and they finalize by training oral and written communication after returning to the college. We use a diverse range of pedagogical tools during the learning process. Besides deductive teaching of technical issues, we apply very much inductive methods, where the students are challenged to find solutions on practical problems. We use the formal principle, where business-like tasks are solved in the classroom and the functional principle in workshops simulating reality. The mobility project is characterized by being holistically oriented, where many disciplines are integrated in learning. Moreover, we use a project oriented approach, because it mimics the business world outside the college. The expected results was that we could establish 125 placements annually. We succeed with 134 students. Also we succeed in maintaining the confidence-building relations with the partners abroad and extend the network corresponding to the need at the working market. For example we are in contacts to international aquaculture companies and established collaboration with the Danish Aquaculture Association, because the Danish government has launched a 2020 plan, where aquaculture will become a growing sector and thus need our students. We expect that this project will have a positive impact in that more students are using the employer’s reimbursement system, during placements abroad globally, so we maintain a dynamics, where experienced students are mentoring the younger. We will maintain the high impact by our presence in professional and social network within the agriculture sector. As an example we are obliging towards enquiries from politicians, researchers and colleagues seeking knowledge of our projects administration and working process. We will motivate students to share their experiences and disseminate information about their stays on blogs, homepages and the social media. We will continue publishing posters, articles and e-books for the public. Moreover we will present news to journalists on magazines and newspapers. The long-term effect is a concerted action targeted at young students, who needs international experiences on the competitive European and global working market. We have a well-documented track record creating opportunities enabling young people to finalize their vocational education. We experience that we have strengthened the network and extend our strong position on the market. Once again we have to a high extend succeeded in using the grants for student mobilities and therefor - as few EUR as possible has to be returned. It has to be taken in to account that this has been done in a period with the new VET Reform. We have found solutions for sending out students within our GF1, GF2 and EUX and in some cases we had to reallocate the number of students among the members of the consortium.