Our goal was to approximate the development strategy of the school and the interest of teachers. The survival of our institution's language preparation department depends on a sufficient number of students passing the English language exam, which is why it is important for us to train English language teachers. In the spirit of renewal, our teachers participated in several methodological trainings. These included CLIL pedagogy, but also educational experiential education or bullying prevention. In order to expand our international relations, it is essential that most or even all of our colleagues speak English well, which is why we considered it important for those applying for language courses. Another key aspect was that school leaders should be active participants in Erasmus projects and develop their leadership skills, so that they could get to know other foreign institutions and initiate effective changes in their strategies. The outstanding task of the professional visit to Estonia was to provide our teachers with answers on what tools and methods they can use to develop students' competences more effectively in Hungary.
Among the principles of our school, lifelong learning is paramount, which sets a positive example for students. That is why it was important for us to create opportunities for teachers to develop professionally. In addition, training abroad strengthens specific competences such as organisational, communication and language skills that cannot be achieved in other local courses. We can only deepen our international relations through personal encounters, in which job shadowing has also helped us. We started the application together with the Children's House Foundation School. Due to the pandemic, in consultation with the National Agency, we extended the time, venues and participants of the project race. In the meantime, the foundation school has separated from our institution and is already applying as an independent institution. Cooperation and good relations have survived to this day.