Since our school is accepting more and more students from different national, cultural and social backgrounds (especially refugees) the following objectives were taken into seroius consideration: - improve management and staff competences in inclusive learning; - raise awareness of and offer a valuable insight into cultural diversity and respect; - introduce innovative teaching methods and tools which enhance active citizenship, and ways of curriculum modernisation; - integrate European dimension into the curriculum in order to promote social values; - reinforce cooperation with partners from other countries and increase mutual understanding; - increase quality in the preparation, implementation, monitoring and follow-up of international projects. To be more specific, this mobility project was designed in terms of both institutional and teachers’ needs, the institution’s strategic plan about social inclusion, school's internationalization and curriculum modernization, as well as the participants’ personal and educational development needs. It endorses the values of social inclusion, internationality, cultural diversity and brings added value to the development of the teachers' linguistic, cultural and international competences.
After a long time of inquiry, our school chose this training course, taking place in a totally culturally and geographically different place, as we believed that it would align to our school's strategic developent plan, and vision, which wishes to seriously consider and comply with the research on teacher education for inclusive education, having already identified four core values that undergird teachers’ competences in developing and sustaining inclusive practice: 1. Creating a more open-to-different cultures school, preparing it for a future integration of refugees and immigrants; 2. Valuing learner diversity: students’ differences are viewed as a resource and an asset to education and should receive equal support; 3. Working with others and schools from other countires, as collaboration and teamwork are essential approaches for all teachers; 4. Continuing personal professional development, taking into account that teaching is a learning activity and teachers must accept responsibility for their own ongoing lifelong learning.