Based on the Institutional and Internationalization Strategy we aimed to develop internationalization, intercultural competences and the language skills of instructors/ students since our school has been a sending and receiving institution for many years. According to Vocational Training 4.0, cooperation with dual partners is a must during training. Through job shadowing or professional practice good practices have been observed for this at several partners. Raising the niveau of VET our teachers and students should learn about European educational trends, new methods, and modern procedures to acquire up-to-date theoretical and practical knowledge, which helps our students find employment on the labor market. For our colleagues who teach hospitality-tourism, marketing and professional language our goal was to gain methodological experience and observe the good practices of inclusive pedagogy and complex assistance to reduce our dropout rates. As for student mobility, the basic, professional, personal and intercultural skills were to be developed via work-based learning, focusing on the acquisition of knowledge not available in Hungary; also we intended to create equal opportunities by integrating socially handicapped students.
The project is the continuation of the previous E+ VET mobility charter project in 6 countries. Since 1996 the institution has been participating in mobilities and has constantly been building its network of international relations. In order to ensure continuity as well as raise the standard of VET we aimed to provide innovative, modern, marketable and up-to-date theoretical and practical knowledge for our students and teachers in accordance with the needs of the dual training. Mobilities serve as a tool for acquiring such professional knowledge that cannot be acquired in Hungary. The development of the institutional culture of international relations and the need to develop intercultural competences and language skills have been an important motivation for our school being a sending and receiving institution for many years. It has also been observed that the number of students with learning disabilities, behavioural problems and/or poor socio-economical background is increasing annually. As many of them are at risk of dropping out, we aimed to gain good practices through teacher mobilities so as to find alternative opportunities to help them stay in the school system and acquire a professional qualification.