Our goal is to improve the quality of vocational training, to learn about the production traditions, recipes and technologies as fully as possible, both by including the foreign traineeships of students in our curriculum and by implementing the professional study trips of the instructors to the partner institutions. The aim was to get to know and apply innovative new food products, technologies and educational methods and adapt them to the Hungarian environment. The 6- and 2-week-old baker, baker-confectioner and buthcher foreign practices can be well integrated into the local and national curriculum. The practice time spent abroad counts into the number of practice hours in Hungary, from which participants receive an ECVET evaluation and a Europass certificate. Of course, this will improve not only professional but also personal human relations, thereby strengthening language skills, multiculturalism, integration and acceptance of differrences in the participants. Innovation in the food industry was our key goal. Students had to learn how to make new products and present them at the home school. The instructors had to learn and apply new teaching methods, technologies or product recipes in Hungary, also presenting them in the home environment.
In accordance with the goals of our 2015-2021 certification application and our related internationalization program, we have made food industry student and teaching innovation a central element of our project. Our aim was to deepen our working relationship, which has been in place for many years with the partner schools of the three countries (Finland, France, Romania) and their closely related dual corporate partners, and to give more professional foreign innovative research and learning tasks to the participating students and educators on the fields of their professions. A further goal was to make them able to use at home, and give a proof of these at our Hungarian events. We are expanding our relations with the partner school in Romania by sending 3 instructors on study trips in addition to the previous student practice, which is a new element of hte project. Another important aspect is that together with our partners, we aim to accept and interpret the ECVET evaluations of the 6- and 2-week practice for everyone and update the language skills of vocational students and teachers. The reduction of the disadvantages of students with special needs or poor social background, the development of educational methods used in vocational training, and the awareness of the differencesin intercultural education were also among our goals.