Through the implementation of this project, we wanted an improvement of the school path for a number of 145 students with limited opportunities from our school, the integration of the ICT and methodical skills, obtained by the teachers participating in the mobilities in the curricular and extracurricular activities, carried out with these students and the development of behavioral education strategies that promote non-discrimination, equal opportunities and social inclusion. Through training mobilities and improving teachers' skills, we also wanted to bring important changes from the perspective of the integrated development of the students' personality, especially for those from disadvantaged groups, to reduce the gaps (accentuated during the pandemic) and prevent school failure. By improving the professional skills of the teaching staff, by acquiring innovative teaching strategies, developing ICT skills, linguistic skills in a foreign language and intercultural dialogue, we wanted to have some changes at the motivational and attitudinal level in the case of the students from the disadvantaged groups, their integration in to the existing heterogeneous classes to facilitate school success and to try to recover the existing gaps.
The project N.O.I responded to our institutional needs to create an inclusive school climate, but was also a target of the internationalization strategy of the high school. We submitted this project, after the pandemic period, which accentuated even more the gaps in education and we considered that they can be reduced by improving the skills of teachers, whose primary beneficiaries are always the students. Thus, it was desired to train our teachers at an European level, in order to develop intervention strategies to improve the risk situations for students from disadvantaged groups, who are a majority in our high school. The context of the development/ implementation of the project was closely related to the weak points identified in the SWOT analysis for the institution, both at the level of students and teachers but also with regard to curriculum/methods/strategies. In implementation, the management team of the High School created the appropriate framework for the implementation of all types of proposed activities (including the mobilities) and ensured through direct observation, assistants in classes or the study of planning/designing documents, that teachers use the new tools, methods and strategies in their current activity.