Contributing to Erasmus+ objectives and responding to the Romanian Nat. priorities for VET, but also paying great attention to social inclusion, our school managed, through the implementation of this project, to offer, in 2020-2022 school years: equal chances, with added value education, in order to ease, for our students and participants in the project, the integration on the labour market, on correspondent to their qualification jobs. The specific objectives were: O1.Organizing, for 42 students of 10th grade, no. added to 44,enrolled in the qualifications: Banqueting Organizer/Gastronomy Technician; Tourism/Hospitality Tech.; and Mechanics, of 44 VET learners mobility experiences, for 3 weeks, in Salamanca and Turin, according to school's curriculum on work-based learning. O2.Organizing for 8 VET staff mobility experiences for training in the UK, redirected to Spain, regarding the bidirectional increase of motivation for performance in VET, lasting 5 days, through the peer-learning method, direct observation of the employer and exchange of experience with local employers. O3. Setting up min. 3 European partnerships for work-based learning at and min. 2 new partnerships for practical stages, in the local workplace, for students.
Our School's strategy for institutional development mentions the intention to increase and maintain VET collaboration agreements both locally and at European level. The project responded to that internal need to contribute to our school's strategy, especially in the more general context in which educational systems are innovating solutions to add value to the education and work-based learning, and not only. The efforts of the Romanian National Agency for Erasmus and the School Inspectorate from Bucharest to promote accessing opportunities offered by European funding encouraged our school to address the need to support our students in their current challenges to integrate on labour market, using Erasmus+. Our VET learners' needs regard acquiring professional skills within their qualification, but in the context of direct immersion in the European labour market. Our VET staff's needs regarded empowering them with a better planning and decisional process skills and attitudes, that serves the interest of the student, during the relationships with employers and the establishment of the practical stages agreements (where they need to share didactico-pedagogical knowledge with named-tutors, which are quite often, not trained in this)