We wanted to achieve 3 goals by implementing the project. 1.Acquiring new knowledge reacting to the challenges of the ’alpha-generation’ and renewing our pedagogical approach and set of methods by elevating experimental learning to an international level. 2.Developing basic skills and other key competences seen in the study results with methods focusing on the students’ personalities, diminishing the differences between them, aiming the prevention of the dropout. Strengthening our disadvantage compensation ability by the international extension of our professional cooperation. 3.Enhancing the international extension of the pedagogical innovation concerning the institution network, continuing the development of the foreign language competences in the teachers’ community. Our direct goal was to have colleagues who could be committed to the conscious application of ICT in lessons, and could share their acquired knowledge. The professional competences of our colleagues working in the locations threatened most by the dropout should be enhanced so the number of students leaving school without any qualification can decrease. In each of our provincial locations there should be at least one teacher being able to communicate at B2 level.
Our school, which is the biggest public educational institution in Jászság, unites 8 elementary member schools found in 7 settlements. The number of the students in our school is over 1000. Our school has taken significant steps in order to introduce the pedagogical innovation concerning the institution network in the last decade. We perceived that in the 21st century school the teachers’ new task should be to apply ICT tools in lessons in an effective way and to teach the students the techniques helping them to find the relevant, real information from the stream of information offered on the World Wide Web. Improving this competence and struggling against dropout is a constant challenge to our school. We will be able to cope with the challenges if our teachers are innovative, motivated and are provided with an insight into pedagogical brands and methods that are successful in EU. Our teachers needed new impulses in order to revive and preserve our results. It was ensured by professional visits and courses implemented in the international environment.