<< Background >>It is important for Järva County Vocational Training Centre to offer its students a broad education and versatile practice that meets the needs of the labor market, so that interest in the chosen profession continues or increases, reducing student dropout rates, improving student motivation and competitiveness on the labor market. It helps to develop key competences for lifelong learning such as self-confidence, initiative, cooperation, adaptability, foreign language skills and cultural awareness. Through the learning mobility, the school receives feedback on the European labor market’s situation, the expectations and demands for employees (primarily regarding knowledge and skills). Cooperation with foreign companies provides good input for reorganizing studies according to the feedback received from employers and, if necessary, updating curricula to better meet the needs of the modern labor market. The project aims to continue internationalization to increase the circle of cooperation partners and offer increasingly high-quality vocational training. For this, it is necessary to increase the motivation and competence of the employees, which also helps JKHK to fill the role as host organisation more effectively in the future.<< Objectives >>We wanted to offer educators professional self-improvement, also leading to the improvement of curricula and methods, enabling teachers to offer education that meets the needs of the modern labor market. To increase confidence in teachers and to create new ideas to better pass on professional knowledge to increase interest in learning and to offer a better future for students. Lessons would have a more international dimension to prepare students to enter the national and international labor market - teachers passing on their personal experience allows sharing knowledge and experience of the work arrangements and peculiarities of different cultures.Students' learning mobility would help them understand the difference in work cultures, make them more tolerant, cooperative, independent and develop professional knowledge and skills. After the learning mobility, the school would have more active, involved and adaptable students and educators contributing to the popularization of vocational education, supporting the continued improvement of the program's reputation (in JKHK) and professional development both in the school and in the country in general. This would support the promotion of international cooperation.<< Implementation >>15 students from car technician, construction finisher, IT systems junior specialist, cook and veterinary assistant fields went on work practice in Poland, Greece and Cyprus for one-month period - students not used to travelling are not comfortable with a longer period, but time is needed to adapt to a foreign cultural space and to focus more consciously on achieving professional learning outcomes. For smoother adaptation, activities and field trips introducing the local culture and environment were organized, preparation and follow-up meetings were organized at the home school (reflection).17 educational staff participated in the learning mobility program and visited vocational schools and companies in Belgium, Cyprus, Germany, and Lithuania to gain knowledge and experience in the fields of horse management, car technicians, construction and road construction as job shadowing, and agenda that included more practical work was prepared for cook teachers in Cyprus. Construction and agriculture teachers visited a new host due to cancelled learning mobilities. Cultural awareness is important among employees - it makespreparing and supporting students more effective.<< Results >>In general: the reputation of the program is very good with an increased number of participants, new target group is adult learners, new specialties and partners. The school was awarded learning mobility accreditation - previous staff learning mobilities have contributed to this.Lessons of the participated teachers have a more international dimension - new teaching methods, practical outputs, examples:- The share of introducing national cuisines has increased in the cooking classes, which ensures students' broad-based knowledge of different food cultures and prepares them for work in different catering establishments.- Construction students are more aware of Mediterranean building culture, as the topic is covered in lessons, thus students going on a learning mobility to Cyprus are better prepared.- The staff's interest in the construction culture and methods of other regions, including the progress of integrated learning, led them to a new host for learning mobility.- Cooperation with a new partner started in the field of road construction - the learning mobility of employees was followed by the learning mobility of students (within the second learning mobility project).