In order to achieve a higher level of knowledge and, consequently, faster employability, effective and efficient education systems are the most important. One of the major challenges is also acquisition of key competences and how to increase levels of reading, arithmetic, computer, social and cultural literacy. Education affects the quality of individual’s life at all stages of his life as well as society as a whole. To achieve this motivation and the will for continuous improvement are play a big roll. Despite non-compulsory secondary education, the transition from primary to secondary level is very high. The need for a lower skilled workforce decreases year after year and employment without at least a basic occupation is becoming increasingly difficult. The present work is taking a closer look at students from secondary vocational and technical schools in Slovenia who take part in education and practical training abroad. In times of recovery after the economic crisis, any potential advantage of students representing a future workforce, is crucial for the subsequent successful transition into the labor market. On the other hand, students' experience from international mobility also contributes to better agility and faster adaptation of the labor market itself. The objectives of the research are to define mobility and to place the secondary school students’ labor force into economic theory; to identify the factors of mobility and to foresee the work placements of Slovenian students abroad in the future; analyze the international mobility of Slovenian students and compare examples of good practice between Slovenia, Spain and Finland. Using the descriptive method of studying domestic and foreign professional literature, we examined the current situation, experiences and financing procedures, and highlighted examples of good practices. In the discussed literature, a common thread can be found among descriptions of mobility experiences: participants return home with an positive experience that will mark them all their lives and would certainly recommend their experience to others. Many participants would gladly do it again if they had the chance. Mobility and knowledge circulation are key factors in the advancement of the economy. In addition to cultural and linguistic factors, mobility is also influenced by institutional factors. Mobility of students influences the host country at the macroeconomic level: with increasing demand, foreign guests influence the economy's flexibility, affecting domestic demand with spending on accommodation, food and leisure. Education and work practice abroad accelerates the transfer of technology, while the acquired knowledge is transferred to the domestic environment. All this makes the participants better informed, knowledgeable, linguistically supported, self-confident and with better opportunities to work and develop personally.
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