We wanted to improve the competences of the education and training staff for sustainable development, because its effective implementation requires a wider range of knowledge and skills than those acquired through formal education. Therefore, we wanted to strengthen the didactic-methodical knowledge of employees related to the choice of content, the use of learning and teaching strategies for sustainable development. Next, we wanted to improve the competence of the staff and students for the effective implementation of outdoor classes, that is, to train employees for the successful creation and development of an action plan, harmonizing ideas with the field, determining goals and objectives, forms and methods of work in the field, evaluating, preparing working materials and predicting possible problems. Next, we wanted to improve the staff's competences for building teams, i.e. for designing and implementing Team Building programs for the school, in order to develop a sense of belonging and an atmosphere of togetherness, tolerance and team spirit with the help of fun and motivational activities, and improve communication skills. Finally, we wanted to improve the school policy plan in the field of internationalization.
We applied for this project in order to support the professional training of school employees and to strengthen the European dimension of the school. Our teachers have assessed that the available professional training is not effective in providing new knowledge and competences to the extent that it is necessary. With regard to students and teachers, we needed their inclusion in the process of creating a European area of education, because we are aware that today's students will grow in a democratic, multicultural and multilingual European society, in which work, study and rest will be connected with mobility, communication and exchange, and with this project we wanted to provide a broader European perspective and intercultural understanding to all stakeholders of the educational process. A survey conducted in the school showed that most teachers believe that they are not sufficiently or only partially educated to effectively teach about sustainable development, as well as to conduct outdoor activities. Also, the self-evaluation we conducted showed that the cohesion among school employees is not at a satisfactory level.