Developing New Educational Models Through International Cooperation
Schools that collaborate to develop new learning formats distinguish themselves from other schools through unique selling points they have developed independently. They position themselves as innovative institutions that contribute to a strong education system in Switzerland and play an important role in helping their students acquire skills. The “THE ! association” initiative, funded by Movetia as a collaborative project, serves as a prime example of how international cooperation leads to sustainable educational offerings for vocational schools.
Imagine this: A VET student/apprentice in Zurich speaks English for the first time with a teammate from Indonesia. Together, they are working on an idea for more sustainability—not as part of a semester abroad, but both from their respective classrooms in their own countries.
What is emerging here is more than just a project: “The Horse Pilot 2024/25 – Intercultural Projects by Vocational Students,” initiated by THE ! association, is a model developed as part of a Movetia-funded cooperation that demonstrates how international cooperation, sustainability, and modern vocational education and training can come together—in a practical, inclusive, and forward-looking way. The project’s innovative strength lies in its consistently practice-oriented and participatory learning approach. International online collaboration is not viewed as an optionaladd-on , but as an integral component of modern vocational education and training.
Eliane Suter, President of THE ! association, describes the approach as follows: “The Horse specifically brings international online collaboration into vocational education and training—a division where such opportunities have been rare until now. The focus is not on the transfer of knowledge, but on personal experience: VET students/apprentices develop their own ideas, conduct interviews with experts, visit businesses, carry out experiments or surveys—and compare their findings with those of their international partners. They present their results at an international online conference and publish them on dontwastemy.energy.”
International skills are becoming increasingly important
Vocational trainees in Switzerland take on a lot: they work at training providers and attend vocational schools. At the same time, the demands placed on future skilled workers are increasing. In addition to in-depth technical knowledge, international collaboration, intercultural skills, and a global perspective are now also required.
Traditional exchange programmes play an important role in fostering intercultural skills. However, until now, often only a fraction of VET students/apprentices have actually been able to gain experience abroad. This is where The Horse comes in—a model concept that emerged from projects in the field of international cooperation.
It enables the integration of international learning experiences directly into the classroom, thereby fostering intercultural skills at an early stage. As a result, the project reaches a broad group of VET students/apprentices, reduces barriers to international encounters, and can facilitate their participation in future international exchange and mobility programmes.
Think Globally, Start Locally: An Example
How can VET students/apprentices gain intercultural experience if they unable to travel travel abroad for several days or weeks? One answer is Internationalisation@home, on which The Horse Pilot builds: international collaboration is digitally integrated directly into the classroom. VET students collaborate with partners from other countries and gain their first intercultural experiences. They are supported in this process by so-called THE ! Ambassadors. These young professionals, who have their own international experience, support the VET students throughout the project, promote intercultural exchange, guide the project process, and serve as points of contact for subject-matter and organizational questions.
I’ve facilitated international teams, and that’s where I’ve learned the most myself—how to facilitate, bridge differences in working styles, and keep things moving when a group gets stuck. For many participants, it was their first direct contact with peers from a different culture. That leaves a lasting impression.
While such an approach does not replace a stay abroad, it does provide a low-threshold and flexible entry point into international cooperation. It reduces barriers, strengthens intercultural skills, and can lay the groundwork for future participation in exchange and mobility programmes.
How the Project Works
As part of projects such as “The Horse Pilot 2024/25”—a result of successful international collaboration—VET students work in cross-national teams on specific issues, such as sustainability, mobility, or social developments. The methodological approach is clearly structured: It combines Collaborative Online International Learning (COIL) with project-based learning following a structured project cycle (BEFTER), as well as digital collaboration across national, linguistic, and cultural boundaries.
The “BEFTER Method” from the Perspective of (Intercultural) Learning Research
By Prof. Dr. Stefan Kammhuber (ost.ch), Director of the ikik Institute (Institute for Communication and Intercultural Competence), OST University of Applied Sciences.
Source: dontwastemy.energy/2019/02/07/new-teaching-and-learning-concept/, last accessed June 10, 2026
Insights, Examples, and Results from “The Horse Pilot”
The VET students/apprentices actively shape the process. They conduct research together, exchange different perspectives, and use these to develop their own solutions. At the end, they present their results and showcase their work. Upon completion, participants receive a “The Horse” certificate. It documents their respective roles in the project and records the skills they have acquired. As such, it can serve as initial evidence of international experience for their future educational and professional pathways.
It was clear from the start: This wasn't just homework. We came up with our own ideas and decided for ourselves how to put them into action. The ambassadors coached us and asked whether it was even realistic to do this within the timeframe—but the responsibility was ours.
At “The Horse”, international collaboration becomes a natural part of instruction and, as a result, an integral part of everyday learning. This helps break down barriers to international encounters and boosts students’ motivation to participate in exchange and mobility programmes later on.
Cooperations: An Opportunity for Vocational Education and Training and the Economy
While such a project—as the result of a successful cooperation—benefits VET students/apprentices, the institutions and companies that initiate these projects also stand to gain significantly. An overview of the benefits:
| Vocational Schools | Training Providers |
- Integration of international cooperation into the curriculum - Innovative, hands-on learning methods - Establishing international partnerships - Sustainable use of project results | - Equipping VET students/apprentices with global competencies - Strengthening VET students/apprentices’ teamwork skills, initiative, and problem-solving abilities - Preparation and expertise regarding how a networked working world functions |
Beyond individual projects, sustainable global partnerships are formed between schools, organizations, and international partners. These networks strengthen international cooperation and can pave the way for further projects or future mobility opportunities.
International Education as Part of Everyday Life
A particular strength of projects like The Horse lies in establishing international collaboration as a natural part of vocational education and training. Because:
- International experience becomes accessible to all VET students/apprentices.
- Sustainability is addressed in a practical way rather than merely taught in theory.
- Global cooperation becomes a tangible experience right in the classroom.
Such initiatives exemplify how international cooperations can contribute to inclusive, interconnected, and future-oriented vocational education and training.
A Look into the Future of Vocational Education and Training
The “The Horse” model, developed as part of a cooperation, demonstrates how international education can be integrated into vocational school curricula in a long-term and sustainable manner through international cooperations. At the same time, this pilot project serves as a starting point for new international cooperations and provides impetus for further innovative educational formats.
Others go to continuing education—I decided to collaborate internationally. It was a very enriching experience.
“The Horse” achieves far more than just successful project work. It fosters sustainable international networks, new perspectives, and valuable learning experiences—for VET students/apprentices as well as for teachers and educational institutions. Kathrin Hayn, a teacher at the Bülach Vocational School, sums up this impact:
“The collaboration was enriching, lively, and sometimes challenging. Overcoming linguistic, cultural, and organizational differences together was a particularly important part of the learning experience—even for us on the project team. And when the teams proudly presented their projects at the international conference, you could see just how inspiring that can be.”
Support for Your Project Idea
Through cooperations, educational institutions can develop innovative models for key future skills. Start your own project at your vocational school or organization, and learn more about Funding opportunities for international cooperations led by Swiss organizations.
