The aim of all these activities was and is to modernize and improve the educational process of the sending organization by integrating the acquired knowledge, skills and experience, incorporating the results of activities into the functioning of school. New knowledge, especially from the mobility of teaching staff as well as with students, are introduced into practice, they are the basis for the innovation of school educational programs of individual fields. The expansion of existing partner networks is progressing every year, which contributes to expanding the possibilities for sending students and teachers, thus helping to promote intercultural dialogue and international development in line with EU policy objectives. The language skills of those involved are also strengthened - teachers, students who are more interested in learning foreign languages, especially English. It also creates a multicultural environment in individual work areas for teachers, students of the sending school and strengthens the ability of stakeholders to work in a multicultural environment. Last but not least, it also contributes to greater empathy for cultural differences and promotes the principles of equality and tolerance. By implementing individual mobilities, we succeed in increasing the professional applicability of students and entrepreneurship among students. The aim of the internationalization strategy is to support vocational education and the incorporation of this strategy into educational programs, which we implement directly at school. Teachers and school management actively discuss the current situation of internationalization, both at the institutional level and in the individual educational teams that are created within the individual methodological associations. We have involved target groups such as teachers, students, companies, partners in dialogue and learning with each other to anticipate international trends in VET as well as trends in the world of work. By constantly linking this development to the conditions of the school, we gain a greater perspective on the more dynamic development of internationalization and its incorporation into educational programs. Mutual communication helps us to achieve self-evaluation, reflection, a better view into practice and increase our ambitions in the education market. Each colleague who has completed international mobility provides a valuable insight into internationalization based on his or her own role. On this basis, they participate in activities related to other options for shaping the institution's sustainable policy. In order to meet the given goals, we learn from each other in educational teams from mutual experience, we gain insight into already existing knowledge, into practice - many times in very heated debates, we try to reconcile individual wishes and ambitions, by synchronizing activities in team context with politics at institutional level. The planning-based approach provides incentives for innovative learning environments, the transfer of these innovations, their development, co-creation, renewal, the learning and discovery process is improving and, of course, there is a constant emphasis on disseminating innovations and implementing them in the institution's educational programs. Students in creative workplaces can work with materials, and thus allows them to develop their own creativity, they learn how to apply it in their workplace. They also had planned activities in the field of their vocational education, which they cannot implement at their school - in terms of equipment, but professional mobility enabled them to do so - e.g. practice in the ZOO (field - entrepreneur for the development of countryside). Students and teachers contribute to innovation through everyday pedagogical practice. They are jointly responsible for the final result. As well as mobility, there are several other ways to develop internationalization in an innovative way - teachers have collaborated and are working with their foreign colleagues and developing projects not only in the classical context, but communication and other activities also took place during the pandemic in the virtual world, which significantly increased the level in the use of ICT technologies as well as digitization in education.
The New Roads-new Skills III project was a continuation of a previous project under the Mobility Charter. The aim of transnational learning mobility for participants was personal development, improving learning outcomes and increasing employability. For staff, the aim was to improve professional competencies, improve preparedness for change in terms of modernizing and internationalizing the school, and increase quality in teaching and learning. The participants in the individual years of the project were students of the study fields - horticulture – flower art and arrangement, agricultural entrepreneurship-cynology, entrepreneur for the development of countryside, students of the apprentice fields – florist - flower binder, arranger, confectioner. The internship carried out in the partner school and at the workplaces of the given school directly contributed to the fulfillment and expansion of education in the given educational program. During the internship with a specific partner, students gained new information in the field, broadened their horizons in innovative practices within the field and improved their language skills. The selection of students was made on the basis of their previous study results, activities and professional skills - preference was given to students who achieved better results in the study, students who were interested in this internship abroad and their language of study coincides with a foreign language that was relevant to given conditions of the host school. Teachers and masters were pedagogical staff whose profile subjects were related to the field in which they teach and their language skills met the requirements of the host organization. New experiences in the field of innovation helped their professional growth, which subsequently improves the teaching process and innovations were incorporated into the functioning of the school, while improving their language skills. All the goals set by us were met, despite the fact that the implementation period had to be extended due to the pandemic. A total of 26 participants were sent, including 16 pupils, 4 accompanying teachers and 6 staff training teachers. Students from the field of agricultural entrepreneurship-cynology realized mobility with a new partner in France, and also students from the field of entrepreneur for the development of countryside trained with a new Czech partner in Hořice. Confectioners were with a verified partner in Nakla (SI) and horticulturists with a partner within the FLORNET network in Finland. There was an accompanying teacher in each group, who supervised the implementation of the ECVET unit, the implementation of the planned program and also educated himself - communicated with colleagues in the partner school and provided service. During the presentations of the mobility participants to their students, teachers, partners, progress was clearly recorded, not only in professional area / life, but also in communication, performance, professional language, own experience, overall enthusiasm for mobility and visiting a new country.