The project was initially intended to expand the intercultural and project management skills of our teachers and other employees in order to promote the internationalization of the school. This is a sensible step to meet the challenge described. This allows the school to be opened up to Europe for the entire staff and in particular the student body. In this way, the language focus of the school can be further developed and upgaded through the expanded knowledge of European projects and intercultural competence and mutual respect against other cultures can be strengthened. Even if only one person was initially sent to the EU seminar, this person should receive the tools to motivate the remaining staff for European projects and in the project management seminar establish initial contacts with European teachers. As a result, we expected that by disseminating the results there would be a high level of motivation among the staff to establish various cross-border projects such as internships or participation in European competitions.
Over 40% of our students have a migrantion background, so students with roots from 37 countries are represented at the school. For the majority of the entire student population, their home is located in a residential area whose residents have a very low income or in which the proportion of recipients of SGBII benefits is very high - in connection with a fairly high number of foreigners and unemployment rate. Due to the plurality of countries and languages of origin, intercultural skills are considered very important. This great heterogeneity of the student body is one of the biggest challenges for our school. An opening of the school for projects in Europe and the world and an associated expansion of the intercultural Competencies make a major contribution to overcoming this challenge. In order for this to succeed, we must first of all train teachers to expand their intercultural competence and involve them in projects, before this should subsequently also apply to the students.