Our school has set a strategic objective in its Internationalisation Strategy: to prepare our students for the international labour market, to prepare our teaching staff to actively participate in international projects and to involve our external partners in the implementation of the strategy. To make our students more marketable, it is important that they continuously improve both their professional and foreign language skills. The professional experiences, knowledge, good practices, new/different approaches, modern techniques and technologies acquired during projects abroad have made both students and teachers more motivated. The newly acquired experience, the methodological refreshment of our trainers, the change of approach, which has been passed on to those who have stayed at home, helps us to raise the quality of the professional work in our institution and to train professionals who are committed to the profession, equipped with marketable knowledge and who meet the requirements of the domestic and international labour market. In order to integrate the international projects and their results, which have been running at our school for a decade, more actively into the teaching and learning work of our institution, it is essential that the teaching staff (whether as a sender or host partner) should be more actively involved in projects abroad. We felt it was important that they should be sufficiently open to the use of different methods/practices, to the recognition of the importance of language skills, to the recognition and acceptance of the importance and effectiveness of informal/non-formal learning. If we really want to develop the institutional competences related to gender mainstreaming, such as teachers' knowledge of foreign languages, intercultural competence, related methodologies, working methods and management, an open and inclusive teaching staff is essential. And the projects we have implemented have been an excellent opportunity to do this. The involvement of external partners, such as practical training centres (BKV Railway and Vehicle Repair Ltd., Knorr-Bremse) and foreign partners, was of great importance in the implementation of the Strategy. It was considered important to be able to provide practical training places for students of foreign partner schools as a host partner in international projects, thus expanding and strengthening the cooperation and the possibility of cooperation with both the dual partner and the international partner. The inclusion of traineeships in international projects certainly contributes to raising the quality of professional work and making it more conscious.
Implementing projects in the international environment was seen as an opportunity to achieve the strategic objectives of our internationalisation strategy. We saw the mobilities of students and teachers with partner institutions abroad as an opportunity to broaden the professional and cultural knowledge of the participants, to exchange good practices, to gain experience and to strengthen and expand international relations. The project also gave us the opportunity to raise the quality of professional work in our institution, to motivate our teachers and students, and to increase our institution's willingness to innovate. The project has given our students and teachers the opportunity to get to know the vocational training and education systems and cultures of other countries, to assess the importance of language skills and to expand their personal network of contacts. With the existing and new contacts, we saw the realisation of our planned programme and the achievement of our objectives secured.