The context of the project comes out of an analysis in the field of using CLIL in VET made by partner schools and institutions as the very first step. It reveals that employers in the common European labour market require foreign language competences and VET institutions want to implement their needs. Sometimes it is not easy to get such needs into school´s curriculum. We have a bad experience when we tried to implement these needs into a bilingual study programme. Unfortunately, it was refused by the authorities as not required even though European strategy of education supports learning two foreign languages. Our efforts have been supported by the European Comission for Education and Training who say: "Strong language and communication skills are important for both individuals and businesses. Too many EU firms forfeit business contracts because of poor language skills and a lack of knowledge of other cultures" ( http://ec.europa.eu/education/policy/multilingualism/growth-jobs_en). Our partnership is build on the Barcelona objective that was agreed in 2002 by the EU's heads of state and government: "The European Commission is very keen to promote language learning and linguistic diversity across Europe so as to improve basic language skills. It is working with national governments to meet an ambitious goal: enabling citizens to communicate in 2 languages other than their mother tongue" ( https://ec.europa.eu/education/policy/multilingualism). It is clear that a more strategic approach to multilingual communication is needed.
It was necessary to search for other ways how to improve language learning and connect it with the world of work. One of relevant tools usable in any vocational school is the CLIL approach. It does not meet as strict professional and administration requirements on schools as a bilingual study programmes. However, not many vocational schools have ideal conditions for its implementation. Some schools have difficulties with CLIL methodology, others with language skills and competences of teachers, most of them miss teaching and learning materials or they have no experience. There is a very specific group of schools that would like to use CLIL but do not have a necessary portfolio. The main objective of this project is to enhance the quality of VET via bringing innovations, sharing and exchange of best practices that will lead to creation of an inspiring and motivating portfolio supporting schools to launch the CLIL approach even in the background of practical learning. This, of course, brings a lot of other objectives such as improving key competences of students, professional / language competences of teachers, development of existing methodologies, developing strategies of internationalisation, exploring innovations. The partnership is rather diverse. It consists of 6 vocational schools, 1 course provider and an institution that is essential for VET in the coordinating country. Each school is from a different country including various systems of education. Schools inside the same school system usually cannot benefit this kind of partnership as they are limited by the same difficulties and restrictions. International cooperation allows to see how different systems face the matter and this offers a really wide experience. There are two main target groups- students and teachers. They both are expected to participate in the project actively. The number of project participants is unlimited and so is a number of those who will benefit after its completion. Teachers lead by experts will produce material outcomes themselves on an international basis, students will test them and they all will improve their skills and competences at the same time. Another target group includes non school institutions active in VET such as The State Institution of Vocational Education or training/ educational centres for teachers that can get experience and knowledge about foreign vocational curricula, they can search for international solutions and become a part of internationalisation of education practically.
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.