With the project implementation we meant to: - renew educational practices, contents, and methodologies; - introduce the European dimension as a part of the school curricula; - recognize and test the best practices used in other European educative systems through the comparison with different ways of school organization; - use the Community cooperation to recognize the European challenges and innovations in the education field; - improve school staff professional and relational competencies (pedagogical, projective, assessment, organizational, cultural); - broaden national and European cooperation nets; - adopt educative approaches and techniques useful to introduce the intercultural dimension to the teaching and learning process; - encourage school access, social inclusion, and integration, the intercultural and interreligious dialogue.
With the application to the project, our school wanted to improve both the education quality and the work organization using methodological and didactic innovation and a better connection to the outside world. We looked also for a chance for the school's internationalization, to reach a European dimension of the teaching and learning process. We aimed to be open to the “otherness”, and prepare the school to face the common challenges of the global world. The project represented a unique opportunity to align the school with the European educative systems and to have an open and constructive dialogue on the pressing educative tasks of adult education such as migrants students, drops-out, neet, special needs about educational guidance, inclusion, and equal opportunities. We think that mobility is the best way to achieve a positive and effective exchange with the school staff of other European countries to fulfill the implementation of research actions.