With the help of the project our main object is the support of those students who take part in vocational training; the enlargement of the opportunities in connection with their internship; the improvement of the participants’ competence in language, profession and communication in multicultural environment; introducing good international practices; getting to know the educational system and methods of another country as well as the improvement of the beneficiaries’ competence in employment.
Our long-term aim was to gain such skills, qualification and practice which benefit on the labour market. We have thought the enlargement of the forms of cooperation, the acquaintance of the innovative activities, the collection of international experiences and their integration into our educational system important. The most important of all is to provide our students the best trainings, as far as we can, so that we could decrease their difficulties of entering into a profession. It has also been an aim to help our students adopt the attitude of lifelong learning as well as to enhance the reputation of our school by offering more such projects to our students and attract the parents’ and the supporting partner institutions’ attention of these programmes.
In the school years of 2017/2018 and 2018/2019 we managed to carry out 30 mobilities with the co-operation of vocational institutions of 9 European countries as well as prominent representatives of the economic sector. The whole period of the programme including preparation and dissemination took a 24-month length of time, of which the students spent 5-5-5 months in a foreign country. This happened in the following distribution: 8 students in Latvia, 5 students in Italy, 4-4 students in Spain and Germany, 3 students in Finland, 2-2 students in Iceland and Belgium as well as 1-1 student in France and Northern Ireland. All these differ a little bit from the destinations won in the application. These changes were carried out via discussions with Tempus Public Foundation. The introduction of the changes and their background is described in a later section of the report.
The students went abroad in three turns as follows: the first one in September of 2017, the second one in February of 2018 and the last turn went abroad in the September of 2018.
The members of the programme were institutions which could carry out the internship with outstanding result. The receiving establishments chose the work placements from their own connections in the programme in a way to involve such restaurants, confectionaries, hotels and boarding-houses which were able to provide circumstances carrying out professional trainings. They signed contracts with the work placements and during the placement in industry, they checked whether they complied with all the requirements listed in the contract, and the students’ progress was checked as well.
The schools and work placements taking part in the programme have been working together in Erasmus+, Leonardo, Socrates and other international projects for several years. This fact has helped the preparatory, monitoring and dissemination activity to a great extent.
The participant students made improvements firstly and most perceptibly in their foreign language knowledge, but as for their communicative competence, it improved the most during their 5-month stay. Filling in the entering and closing OLS tests reflected at least one level higher language knowledge. Both their everyday vocabulary and technical terminology improved and they spoke the target language with much more confidence during the lessons. From a cultural point of view, they became much more open-minded, tolerant and they can communicate with people of different cultures and nationalities with ease. All these features are advantageous when it comes to obtaining employment on the labour market. According to their vocational trainers’ assessment and feedback, those students taking part in the project got much more confident. Our students became more independent, they worked effectively in team, and they were more creative in the course of execution of certain tasks. They acquired new preparation methods of dishes and serving; their hard practice as well as the strict supervision of their work was fruitful. All these are the overwhelming strength of the accomplished projects because the students had the opportunity of getting to know the culture, gastronomy and customs of a foreign country. A further aim of the project was to increase the contentment of the participants, their parents, relatives, the management and the professional partners of the school. The skills and knowledge acquired during the Erasmus+ programme were acknowledged by Europass certificates by the receiving establishments. Furthermore, the students were evaluated on the part of the receiving partners in the reports of the work placement, highlighting their practical skills, accuracy, enthusiasm and their calling to their profession.
We consider our project to be accomplished successfully because our students have gained advantage for their career from the programme, the co-operation with the partners got stronger in the past two years, and what is more, our institution could make good use of all the useful experiences.
felnőttképzés, szakképzés, szakiskola, vendéglátás, idegenforgalom, kereskedelem, idegenvezető képzés, cukrász képzés, fodrász, szakács képzések Budapesten, felnőtt oktatás
VIK Vendéglátó, Turisztikai, Szépészeti Baptista Technikum, Szakképző Iskola és Gimnázium. Magas színvonalú képzések és jó elhelyezkedési lehetőségekkel bíró szakképzések Budapesten. Felnőttképzéseink, szakképzéseink között a következő szakmák szerepelnek: szakács, cukrász, pincér, vendéglátó eladó, eladó, fodrász, vendéglátásszervező-vendéglős, idegenvezető, logisztikai ügyintéző és számos további szakképzés is.