Our school provides high-level training in the field of economics, our goal is to continuously improve our training, thus improving the school's competitiveness. The transforming Hungarian vocational training system has presented us some challenges (project education, dual training, changes in professional content, corporate relations system) for which we have not found good practices in Hungary. The aim of the program was to give our colleagues an insight into a well-functioning European example, to get to know the Portuguese vocational training system, to get to know the labor market actors involved in school-based vocational training, and to see good examples of professional cooperation that combine theoretical and practical training. Our long-term goal was to "bring home" our experience to shape our school's professional program. From the long-term practice of the students, we expected that both students and colleagues would get an accurate picture of how up-to-date the knowledge, competencies and skills, acquired at school, were in the European labor market. We expected feedback from students' internships on the extent to which we need to change curriculum content and teaching methods if we want to train a successful workforce.
Our school has several years of experience in running erasmus + KA1 projects. We use this application form effectively for staff mobility in the sector of public education. Based on our experience, participating colleagues bring home good practice and serious professional experience. By integrating them into their school practice, they are coloring the school’s training profile, learning/teaching strategy and methodology. In this application, we wanted to implement similar programs in vocational education and training (VET) in a new field, so we organized mobility abroad for VET teachers and VET students. For both students and teachers, our aim was to learn about other European vocational training strategies, gain insight into the functioning of the European labor market and gain practical experience that they can use to shape the school's training profile when they return home. We utilized the experiences of the students primarily in the development of the curriculum content of our subject and foreign language education, the experiences of our colleagues had been used in the implementation and organization of the practical training, and in the introduction of the dual training at home.