This project was understood as an opportunity for change and transformation. It was necessary to reflect on the school dynamics and change pedagogical and didactic practices and concepts that not only aimed at a greater consistency of the students' results, but also at providing contact with different models of thought and civic behaviour, encouraging choices that shape and express desires, needs, concerns and aspirations, i.e., shape and express the personality of the individual. Participation in training courses in the priority areas and also the possibility of Job Shadowing experiences to increase the internationalisation of the curriculum at the ESVN have fulfilled this function. The courses were selected taking into account the training needs identified and the quality of the institutions offering them.
One concern of the ESVN reflects the existence and worsening of a generalised civic deficit, especially among the students who attend the school. Nevertheless, this civic deficit ends up being widespread among all non-teaching staff and families. The school institution often reduces its civic education efforts to a series of functions associated with the transmission of knowledge deemed useful for social living and in accordance with a certain ideological project. It became important to define a strategy to address this civic deficit of the whole educational community in order to transform it and its results. The strategy adopted in this sense was based, besides the acquisition of knowledge and skills directly linked to the old concept, on the construction of a school culture and everyday life based on meaningful learning experiences that are able to lead students to see life and things with human eyes. The educational opportunities that are made available by the school enhance each individual's autonomy and social cohesion. In this way, a school context is offered that facilitates the transfer of the skills developed: cognitive, affective and behavioural to real life contexts.