The Higher Professional Glass School and the Secondary School in Nový Bor is a unique educational institution with a nationwide impact. It is a multidisciplinary educational institution including apprenticeship and secondary education, secondary vocational education and higher vocational education with an international scope. This project arose from the need of our school to support lifelong learning of teaching and non-teaching staff with the aim to improve the level of key competencies and skills with a particular regard to their relevance to the labour market, to increase the competitiveness of our school, from the need to modernize systems of education and specialized training, add them an international dimension to accomplish the best possible education of our students and their further successful proving in practice. The great emphasis is put on the study of languages because all our branches have a direct international relation and European context. This mobility concerning travelling to various European countries would be very beneficial for our teaching and non-teaching employees due to improving their language competencies and qualities. These mobilities, improvement of language competences, intercultural exchange and sharing of best practices bring a "European added value" to our school. This particular value cannot be obtained from educational activities in the Czech Republic. The project focuses mainly on two types of mobilities: 1. Courses (14 mobilities) 2. Shadowing (3 mobilities) The project involves 13 school employees. There are two members of the school staff management (a headmistress and a deputy headmaster), a matron from the economic section of the school, 4 language teachers (English teachers, a French teacher, a German teacher) from the educational section. Furthermore there are teachers of natural sciences (biology, chemistry), humanities (history, geography, psychology), art (painting, singing) and physical education. Among these people there are a school prevention methodist and a career mistress counselor. The language teachers (4 mobilities) have chosen methodological and combined language courses designated directly for them. They took account of the locality where the language is spoken by native speakers and paid great attention to the course content, especially focusing on methodology, new ways of teaching, trend of teaching by means of CLIL, involvement of computers, Internet, on-line teaching, on the range of activities beyond lessons, i.e. knowledge of the local environment in a cultural, historical and social respect. The other teachers, school management and school matron (10 mobilities) have chosen language courses for intermediate and advanced learners. A proactive approach to a preparation phase is emphasized – these language courses will be preceded by a year-round language course at our school. The language teachers (2 mobilities) have chosen a partner school for the purpose of their professional development by means of sitting in on classes, gaining inspiration. They can learn new teaching methods, compare the way of the teaching organization and the teaching process itself in a given locality. At the same time they can share their experiences, they can present our school and our country. The teacher of pedagogical disciplines (pedagogy, methodology, psychology, social sciences), at the same time she is an educational/career consultant and a school prevention methodist, has chosen a shadowing (1 mobility) at a pedagogical school. She would be able to gain experiences in the area of teaching pedagogy, psychology, educational/career counseling and school prevention methodology. The quality issues and project management will be addressed by the contractual relationship between us as a “sending organization” and a course provider, between our school and a partner organization, and agreements with all participants of these mobilities. The mobility is beneficial for the participants themselves (enhancing their language competences, professional growth, gained inspiration and new knowledge that can be applied to their profession and beyond), but also for their students, school, our town and region. The expected impact for our school consists mainly of improving the educational process, teaching enlivening, use of new methodologies, materials and techniques in order to achieve students´ better results and consequently their improved readiness for life and prospects on the labour market. Our competitiveness among other region schools will be increased too. Furthermore it will be connected with the improvement of an international co-operation of our school with other European schools, establishing new contacts for prospective partnerships in the future, further aiming, long-term development of our school, highlighting and strengthening the European added value of our school.