The superior, overriding goal was to strengthen the international dimension and orientation of our school. The colleagues who are engaged in the school exchange should be given the possibility to improve their own skills, to broaden their horizon, as far as an international cooperation with other schools and teachers from abroad is concerned. In order to develop new ideas, it also takes new input and inspiration through others. Teacher courses and the encounters with other teachers would contribute to that. The international spirit is thriving at our school amongst others on our 25-year-long school partnership with the Horticulture and Technical High School of Litomyšl, the Střední škola zahradnická a technická Litomyšl, in the Czech Republic. Beside this international component, teachers in our staff also voiced the wish and need to work on their own skills, such as their foreign language skills and improving their teaching methods. In order to do school exchange successfully and develop a school many new ideas by different teachers are needed. The fact that travelling and meeting people and colleagues from other European countries would widen the teachers' perspective and might inspire them in their work goes without saying.
There was considerable interest in our teacher staff to participate in Erasmus Plus sponsored teacher training courses abroad. The main areas of interest of the teachers were centered on improving their foreign language skills, the topic of inclusion and other, didactically more specific impulses for teaching lessons, such as in physical education classes. The teacher courses in other European countries were also thought to complement our school exchange with our Czech partner school, with which we also started an Erasmus Plus project in 2020. The teachers who are involved in the school exchange were meant to be inspired and encouraged to apply their ideas and energy to our school exchange, and possibly, to help develop new international school partnerships. Being a relatively small technical secondary school, with about 400 students and about 25 teachers, both full-time and part-time, it is essential for our school to develop our school life with limited resources. The title of our project "Developing a resource-oriented school" was meant to express this approach.