The overall objective of the project was to ease access to practical training in the European area for 14 students of the 10th grade, agricultural profile, with reduced opportunities, in order to increase the quality of initial training for professional and social success of students. The specific objectives were: -development of agricultural practical skills for 14 students through practical training internships in order to facilitate their insertion on the labour market; - development of transversal competences for 14 students of the 10th grade, agricultural profile, in order to achieve professional and social success; - improving language skills and broadening the cultural horizons of the 14 pupils in order to facilitate their adaptation to the requirements of a modern society; - development of at least 2 partnerships with organisations /companies /employers to increase the quality of vocational training of students in order to insert them in the labour market. The long-term objective was to increase the quality of life in the commune of Gropnita through the development of an organic agriculture with professionally well trained young people, able to apply the new technologies that were identified in the European area.
Through the implementation of the project "Practical experience-guarantee for the professional and social success of students",Gropnita Professional School aimed to increase the quality of education through training of students in vocational education, agricultural profile, qualification "field crops farmer", in the European space. The analysis of the context(internal and external) revealed a number of negative aspects, which led to the elaboration and submission of the project.At the institutional level, the weaknesses identified were: the inability of the school to ensure the development of professional transversal competences through quality practical training, in addition to insufficient practical training carried out at economic agents in the commune, insufficient practical experience acquired in order to ensure a good integration into the labour market, minimal development of language skills which do not provide the necessary framework for integration into the European labour market. At the socio-economic level, the problems identified were: subsistence economic environment, lack of jobs, serious financial situation, inability of families to support children's school education, students’ disadvataged/vulnerable background.