1. Initiating new learning management systems and/or developing existing ones. 2. Integrating learning methods experienced in study visits into teaching, sharing them with colleagues in professional learning communities, in order to get feedback on their performance through implementation. 3. Support the development of key competences and skills of staff. Teaching staff have sufficient subject-specific competences, but fewer have competences and skills for other pedagogical work, such as guiding pupils' self-management, developing 21st century skills. 4. Increase the skills and competences of the teaching staff to support each other in professional development, skills to cope with stress, with their emotions, to support colleagues in different techniques, ways and methods. 5. To increase the development of teacher-management competences, both at the level of knowledge and reflection on the experience of partners. 6. On the basis of an analysis of what has been experienced, to be able to make better choices for the training of teachers to ensure a consistent movement towards the expectations of society, to be competent as an organisation to propose changes in educational life.
The aim was to create a student-centred school environment that supports the development of 21st century skills. A learner-centred school environment is defined as a school environment that is based on the learner, knowledge, skills, interests, motivation and self-management skills. Learning together, at both pupil and teacher level, plays an important role in such a school environment. The development plan for Jüri Gymnasium focused on the development of 21st century skills and the development of an organisational culture based on this. The student-centred approach was linked to collaborative developments at every level of the school. Through mobility, we wanted to identify opportunities for development by analysing the comparative educational systems of different countries and the curricula of different schools; to learn about practices in the development of foreign languages; to learn methods to support the development of self-directed behaviour; to apply the principles of CLIL and use ICT to develop 21st century skills; to learn methods and techniques to support pupils' self-awareness and the courage to set and achieve goals; and to expand the network of contacts for future international projects.