1. To improve the competencies of school leaders and teachers by organizing inclusive education (in the fields of education of special needs students, gifted students and those who have returned from abroad). 2. To strengthen the self-governance of progymnasium students and enable it to implement the democratic management of the progymnasium. 3. To make school activities more efficient by carrying out high-quality cross-border exchanges and mobility projects.
The school is large (940 p.), including 84 students with special needs, 15 students who have returned from abroad. The important direction of the school is towards the education of gifted students. The school aims to prepare purposefully to implement inclusive education in a high-quality way, to meet the needs of every student, so it was very important to improve the competences of school leaders and teachers. The international learning experience helped to get to know practically how inclusive education is carried out in other countries, to adopt the best experience, to acquire skills, to improve competences in the areas of adaptation/creation of environments, development of educational content, evaluation, provision of necessary assistance, cooperation with parents, and effective communication. Student self-governance activities were not effective: students lacked leadership, did not sufficiently represent students' interests. There were various problems. International mobility of students helped to acquire important skills that are necessary for creating a democratic school, acting as citizens, properly representing the interests of students, and preparing documents regulating the activities of the pro-gymnasium.