PROJECT GOALS The main project goals were 1) increasing the level of our graduates and their competitiveness on the EU labor market, 2) innovating the content and the methods of education in order to increase the employability of our school-leavers and using the school facilities which has recently been built in our school in the most effective way and 3) supporting the motivation for self- and long-life studying, development of professional and language skills, development of tolerance and inter-human relations across different cultures. The project was also designed to enhance the interest in technical education. There was an effort to follow and react on technological development and growth in the fields of power and electrical engineering, which are bringing new elements and technological devices for construction, maintenance and power networks services and supplying of industry and people with energy. There are demands on the use of alternative energy sources and the most effective use of current resources. The core topics of the projects and traineeships were therefore, technologies of intelligent power lines, so called smart-grid for effective use of energy, - from the field of electric mobility the charging stations for electric cars, logic module LOGO,- PC networks and peripherals, – construction, maintenance and reparation of power engineering facilities and devices.
We decided to apply for this project on the basis of previous successful mobility projects, where we saw a positive shift in students and staff who participated in the mobility, not only in language competences, but also in terms of expertise. During the project, 25 students and 10 school staff were sent on internships. Students from all disciplines and grades were given the opportunity. Of the total number, there were 5 students in the field of study Autoelektrikář, 10 students in the graduation field focused on low current and 10 students pupils in the high-current graduation field. Of the 10 employees, 5 were from the theoretical teaching section, 4 were vocational training teachers and 1 was a further education employee.