One of our objectives was for teaching colleagues to get to know the German vocational training system. For this, we brought in a new partner, which also met one of our goals included in our internationalization strategy, the expansion of institutional relations on an international level. We considered this an important goal because the German model was always mentioned in connection with the transformation of the vocational training system that had been voiced for years. It was interesting to experience the activity of the German partner in the field of career guidance, which strengthened us on the path we had started earlier. The goal was also to get to know the participants of the entire segment. During the staff mobility, the goal was also to develop foreign language competence. Although not everyone has a language exam, they do have language skills suitable for orientation. Its development was organically linked to learning about the German vocational training system. The realization of the project work was an important goal for student mobility, as we knew that this would be an important milestone in connection with the change in the vocational training system. A project work was carried out at both partners, which represented important experience in the field of project education, which has since been introduced at our company. The students had to implement a specific project under the guidance of the teacher. The goal was to learn the steps of project planning, to check it during implementation, and to shape and modify it as necessary. All of these are integral to one of the development goals of our institution, to meet the changing legal and professional needs. During the implementation of the tasks, the goal was also to strengthen communication, cooperation, problem solving, mathematical, technical, ICT, and foreign language skills and competencies. The foreign language and cultural environment focused on expanding the students' cultural awareness. Our important goal was to ensure the principle of equal opportunities, that is, the inclusion of students with special educational needs, integration, learning and behavior problems, intolerance, taking medication, and colleagues. In the case of these students, involvement in mobilities is linked to the institutional goal of reducing dropout rates. Another goal was the recognition of mobilities, both on the part of staff and students.
The tender largely served to implement the objectives of the internationalization strategy. We involved new partners, so after Southern Europe, the countries of Central Europe followed. Getting to know the German education system, and especially the vocational training system, was the primary goal because the German dual model was always mentioned as one of the examples of the vocational training reforms that have been voiced for years. In Poland, we wanted to implement part of the student mobilities through a Polish vocational school, so that we could see the vocational training there, which served as an accurate comparison for us. For many years, we have been paying special attention to the development of the quality of our enrollment strategy and vocational training, and to the search for new solutions. The realization of these two goals was organically linked to the involvement of the two new partners. It is important for us that students get to know European values and accept the culture and customs of other peoples. In connection with this, our students carried out professional work in a foreign environment under the guidance of foreign specialists, and in the process they met the participants of German and Polish vocational training. We have also considered the development of foreign language competences important, for which there is an excellent opportunity in the foreign language environment. In addition to using the English language, the students also learned some basic German and Polish expressions.