1. Context Our centre is a public High School with 1263 students and 108 teachers, offering secondary school teaching and vocational training in three professional families: Healthcare, Automotive and Administration and Management: a total of 13 titles (five of medium grade, five of advanced grade, two of basic training and one professional qualification for students with intellectual disabilities). We also teach vocational training through internet and dual vocational training. The surroundings are very disadvantaged in a suburb of Alicante, with many immigrants, some of them with language problems, unemployment or at risk of social exclusion. For this reason we are traditionally engaged in teaching innovation projects. 2. Project ObjectivesThe aim of this project is to make TWO mobilities to visit two training centres, one in Greece (2nd Epagelmatiko Likio Dramas) and one in the Czech Republic (Soukromá vyšší sociální odborná škola, o.p.s.).These centres (1) teach vocational training courses similar to our centre’s ones; (2) pay particular attention to the phenomenon of immigration / refugee wave and (3) try to take advantage of new technologies to improve learning. For this reason we have set THREE MAIN AIMS: (1) Learn new teaching and organizational measures to improve the integration of students at risk of social exclusion; (2) Get to know other initiatives to take advantage of new technologies and (3) Exchange experiences with institutions offering teachings similar to ours. We have also set OTHER AIMS, more general ones such as: (1) Improve the teaching quality of the school; (2) Strengthen the international dimension of education; (3) Increase the linguistic competence of teachers; (4) Promote the idea of a common European space for learning; (5) Establish links with teachers from Europe; (6) Help convey the vision of supranational European citizenship and (7) Improve the knowledge of European educational reality and policy.3. Number and profile of participantsIn each mobility FOUR TEACHERS, selected by a "MOBILITY COMMITTEE" established for this purpose, will be displaced. Some "ELIGIBILITY CRITERIA" will be established under which the participants can only be: (1) Training teachers, management team, and teachers of foreign languages or orientation; (2) Teachers with knowledge of English; (3) Teaching staff whose professional tasks will benefit from the mobility and (4) Teachers who have collaborated on the design of the "MOBILITY AGREEMENT". 4. Description of the activities and methodologyThe project starts in September 2016 and has a duration of one year. The main activities are going to be: - (September-December 2016) We will set the "MOBILITY AGREEMENT" which should reflect travel goals and a SCHEDULE for each destination. - (January-March 2017): (1) continue the conversations with partner centres (2) preparing the logistics (hotels, insurances ...); (3) develop a "CONTINGENCY PLAN" for unforeseen events that may occur; (4) Create the Facebook group and the project blog; (5) Prepare materials to display in the partner centre (ppt presentations ...) - (during each mobility: April-June 2017) We will visit the partner centres and the companies to which they are linked, leaving a daily record in the Facebook group (social aspects) and in the project blog (academic ones). - (After each mobility: April-June 2017): (1) inform the teaching staff of our centre of the conclusions of the project applicable to our centre; (2) publish "TRIP RESULTS" in the project blog and (3) publish a brief note in the journal AKRA (ISSN: 1989-6476). - Once finished all mobilities (June-August 2017): (1) an internal report will be issued with a critical assessment of the project; (2) we will organize meetings with management, and professional families to see what measures can be incorporated into the Educational Project of the centre; (3) a final article will be drafted for publication in the journal AKRA and in the project blog. 5. Results and Expected Impact(1) Improving the teaching skills in the curricular contents, management of multiculturalism, new technologies in education and multilingualism; (2) Improvement to the organization of the center (conflict prevention, integration programs ...) and (3) Application of new technologies to improve academic outcomes.6. Possible long-term benefits.(1) Improving the international dimension of the centre; (2) Improve the capacity of teachers to get the trilingual teaching in the 2018-19 course and (3) Improve the external image of the centre.