1.To acquire up-to-date contemporary systematic knowledge of Social Emotional Education (SEE) and practical methodological skills. 2.Apply the practical skills, methodologies and SEE-activating techniques acquired during the project training to education. 3.Sharing and analysing SEE practices within the educational community, and making the structured methodological material publicly available. Regularly initiating reflection and discussion on SEE educational tools and applications. 4. Planning Education by complementing SEE activities based on up-to-date methodologies. 5. Raise awareness and understanding that SEE involves educators and learners on an equal footing; that successful SEE is directly linked to higher learning achievement. 6. To provide teachers with up-to-date knowledge, first-hand experience and tools, based on educational practices in European countries, to successfully develop SEE competences and to integrate them in a targeted way in their education. 7. To create a change in the harmonious education of students, in the emotional coherence of the organisation. 8. To enable teachers to update their knowledge and competences in the context of European educational change.
We are a comprehensive school providing education for pupils of all abilities, backgrounds and learning needs.The mission of the school is to be open to change and innovation. The institution's strategic plan includes the goal "To develop motivated students who are confident in themselves and in their environment", from which the task "To strengthen social-emotional education" was derived.We intend to pursue quality by focusing not only on the development of intellectual capacity, which we measure in terms of academic achievement, but also on the holistic development of a coherent personality, which is the modern European trend in education.Personal empowerment contributes to higher academic performance and a better working culture. We aim to ensure that members of the organisation recognise this as a prerequisite for success by broadening their attitudes and improving their skills through intercultural mobility and for the following reasons: After the post-pandemic period the analysis of the acquired competences showed that most of the teachers have improved their subject competences, only a negligible part of them have deepened their personal development.