Project Platform is the website of the project. It can be understood as a result in itself, as it serves the exchange of orientation concepts and good practices. It was created in part to comprehensively document the process of the project but has also been an important means of communication among the partners as well as a reminder of what still has to be done. It contains the project description, the orientation-concepts (BSO) of the participating schools at the beginning of the project, a complete account of all activities, students’ tasks and reports, practical/teaching examples, picture galleries, press articles and publications, monitoring and project evaluation as well as the revised BSO-concepts at the end of the project . It is also an important means of dissemination of all the projects’ activities and results and was developed by the coordinating school, Progymnasium Altshausen.
BOGY-Platform (Altshausen)
The BOGY-Platform is an online-portfolio, which contains the orientation concept of the Progymnasium Altshausen. It describes in detail the individual modules and serves as a collection of work materials, practical tips, contact information, etc. The platform is regularly maintained and ready to be used by all members of staff. The BOGY-platform already existed before project start but was reviewed and modified in the course of the project. It also was
evaluated by BORIS and school authorities in 2015. It was made accessible to the project partners but not to the public. If interested, you can contact the school. Find a screenshot here.
Press Articles information see here
Knowledge Sharing Throughout the project all participants shared their technical knowledge and experiences using diverse means of communication that were regularly edited and uploaded (google drive,, BOGY-platform, Dropbox, E-Mails, Skype, Social Networks)
Sharing of Materials
Diverse training materials (i.e. from BOGY-Platform, materials from companies, banks , job centers etc.) have been shared in the course of the project. Of special interest may be the worksheet “Structure of self-evaluation”.
Experiences gained by Individuals (Students) Development of intercultural competences, foreign language skills (comprehension, reading, writing), comparing career orientation concepts and modules in different European countries, developing their own career plans (knowledge, exercises, trainings), getting to know the world of work (i.e. company tours, interviews with CEOs/executives/personnel managers/scientists/consultants/craftsmen/…), feedback competence by judging orientation modules from their point of view, writing skills (reports, resumes), team work competences, communication skills (letters to host families, application portfolio), job interviews, minutes, insight into different schools and education systems … Language skills were systematically trained, thus making English the “everyday language“. As emphasized in their reports, the students enjoyed learning by doing and communicating in a foreign language.
Experiences gained by Individuals (Teachers) Development of intercultural competences, foreign language skills, career orientation experience, team work competences (transnational level), project work experience, feedback and communication competences, learning in theory and practice, knowledge of different career paths/companies/structures and organizations, networking competences, insight into different schools and education systems, … The different career concepts as well as educational and training systems were compared in a critical way in order to pick up the best examples from every school, to share, modify (if necessary) and apply them to their own educational environment.
Experiences gained by Individuals (Partners) Our Erasmus+ project “fit for job” raised great interest and was highly appreciated by all our educational partners. They willingly received and supported us, answered all kinds of questions and showed understanding for our work. But they also understood that their expectations, interests and requirements were considered and respected. The cooperation of businesses and schools during the project is regarded by them as a valuable contribution to learning processes at school.
Enhanced employability and links to the world of work As mentioned under “Experiences gained by Individuals (Students)”, the pupils improved their skills and competences in many ways. Not only in a theoretical sense, but also in a practical way. Especially communication and presentation skills are crucial to employability.
Evaluation and Monitoring

Self-evaluation is seen by us as an important means of quality control. During the project the coordinators developed a framework for self-evaluation. Each country used the given structure to reflect on the project on several levels (past, present, future – micro, meso, macro). Self-Evaluation-Sheet.

Monitoring by our partners took place throughout the project and was extensively documented towards its ending. Our partners’ feedback has always been important to us. We see it as the basis of successful cooperation. The project was appreciated by all partners as a great success and a valuable addition to pre-existing activities. It was the coordinator’s task to arrange the meeting, develop and provide suitable evaluation sheets. Instruments: SWOT- Analysis (Strengths, Weaknesses, Opportunities, Threats), “Zielscheibe”, discussion. More info here.

Establishment of networks and partnerships (all participants) The Erasmus+ project facilitated making contacts with new partners in the career orientation context. These partners willingly contributed their knowledge and advice to promote the idea of the “fit for job”-project. Partnership-activities can be found here. Follow-up: These contacts shall be maintained and deepened in the future.
Establishment of networks and partnerships (Altshausen) To enhance the pre-existing network and to create new partnerships was among the initial aims of Progymnasium Altshausen – especially in the MINT-sector (MINT=Mathematics, Information technology, Natural sciences, Technology). New partnerships were formed with the SFZ (Student Research Center)Bad Saulgau, Ulm University, University of Konstanz. An unexpected “side effect” of a project meeting in Venice is the initiation of contact between the company Stadler Anlagenbau GmbH in Altshausen and the Università Ca’ Foscari di Venezia concerning internships for Italian students in Germany.
Exchange of Ideas and Good Practices (Students) Exchange of ideas and good practices among all participants took place during two short term exchanges in each country. Each country planned and organized two career weeks in which students and teachers could acquire job-oriented competences. They had the opportunity to see, compare and evaluate the existing career orientation activities. They participated in lessons and competence trainings, visited companies and vocational schools, as well as diverse institutions concerned with orientation to career and studies. In addition, students and teachers developed intercultural awareness especially by participating in cultural activities and by living in host families. The motto was” learning by doing”, but they were also obligated to reflect on and document their orientation process and career plans. Project Activities.
Exchange of Ideas and Good Practices (Partner Schools)
Exchange of ideas and good practices among all participants took place during 3 organizational meetings. In these meetings the focus lay on the coordination of the project and on getting acquainted with educational partners and good practices. In the initial meeting it was the coordinator’s role to present their existing BSO-concept and their network, as well as to ensure the successful progression of the project. The BOGY-Platform was also shared to give new ideas for BSO-concepts and documentation in a school portfolio. In the course of the project the participating schools compared in an analytical and critical way the different educational and training systems as well as orientation modules with the aim to pick up examples of good practice from everyone, to share and to apply them at their own schools. All schools successfully achieved their initial aims, which was - last but not least- due to the remarkable partnership. Project Activities. 
Reports Throughout the project, students were encouraged to write reports on their experience with the project activities and exchanges. In part, these reports serve as documentation of achieved results (e.g. “Exchange of ideas and good practices”, “Experiences gained by individuals”, “New/better skills”, …), but they also have to be considered outputs of the project in themselves. The participating students not only reported on the career week but also compared and evaluated the program, the orientation concepts and the individual modules. The student reports can be found on the project website here: Reports and Presentations, Final Project Reports, Practice Examples.
Interdisciplinary Lessons and Projects (Altshausen) Throughout the project several interdisciplinary lessons and activities were conducted at Progymnasium Altshausen. Find here practice examples of interdisciplinary lessons.