Mobilities provided the project participants to verify their acquired theoretical knowledge in economic subjects and their language competences and to implement their knowledge into the learning process. We wanted them to get to know the culture, differences and inhabitants, to apply the acquired knowledge and skills in further work and practical life. Traveling to EU countries and spending a few weeks in an environment that forced them to use a foreign language allowed students to test their communication skills, expand their vocabulary, improve their professional language vocabulary and test their theoretical knowledge of culture, habits and traditions of the population in practice. Completion of vocational training in a language other than the mother tongue was an added value of the project. In this project, we again addressed the topic of equality and inclusion - we wanted to give a chance to students who come from a region with a high unemployment rate or face geographical obstacles or cultural differences - in our region are highly represented national minorities - Hungarian and Roma. Job-shadowing enabled the teacher of vocational subjects to verify and improve her language skills and contribute to innovation in teaching.
Our project was based on the document "School Internationalization Strategy the main goal of which is the systemic and long-term modernization of the school which reflects the needs of students and labor market. Our goal was also to support social inclusion and equality of the students from the least developed districts, as well as to create opportunities for their personal growth and that would give them a higher chance to succeed in the international labor market as our region is one of the regions with high unemployment rate. Mobility projects help us to determine further systemic steps for the modernization of the school, especially in the adjustment of the Curriculum. We also wanted to give students the opportunity to test their flexibility and adaptability in a foreign country, their personal maturity, independence and responsibility. We wanted them to deepen their personal experiences and learn about different cultures, mentalities and traditions, to learn about new forms of working methods and procedures. Last but not least, we wanted to strengthen our long-term relationships with our partners (AClass Academy in Malta and EDUCA in Nový Jičín) and to start cooperation with a new partner in Sicily (Education in Progress).