In the application, we set three goals. First, we wanted to have Information Technology and Multimedia Communications students gain authentic experiences by working on specific tasks and finding appropriate solutions in the reality of professional organizations. The improvement of their skills and habits was also intended to have a multiplier effect by working in the language inherent to these disciplines. The improvement of the pupils' linguistic abilities should also enable them to work in a global context in the future. The same aim was pursued by selecting befitting training activities for teachers, i.e., to create the language competences needed for further professional self-development, as well as to gain cognition of new strategies for teaching vocational subjects. Secondly, utilizing a foreign educational or practical activity, we sought to initiate or fortify in the minds of participants, a sense of belonging to the values of cooperation. We desired to create an affirmative perception of the principles that form the EU, international cooperation, and unity in diversity. Thirdly, we sought to acquire knowledge and skills in project management to manage successfully not only grant projects but also inner education tasks.
Our school educates pupils in the fields of automotive and information technology. An offshoot of Information Technology is also the field of Multimedia communication, which has a lesser share in the overall scale compared to other fields. Part of the project for which we received a grant was dedicated to the pupils of Multimedia Communication and Information Technology and their development by acquiring practical industry knowledge and skills during an internship abroad. In addition to the pupils' professional skills, we also aimed secondarily at consolidating and developing their linguistic skills in a non-native language. The second part of the project was dedicated to professional and language courses for teachers. We aimed at the development of teachers' language competences (English), necessary for their professional competence (work with manuals, tutorials, etc. in a foreign language). We also aimed at their potential use of the CLIL method in the future. In addition to language skills, we focused on the development of teachers, especially regarding the methodological and educational use. This is so that their teaching methods and strategies do not lack innovative elements close to the young generation of students.