This means that the school is aware of the importance of international activities but does not yet fully exploit its potential in relation to school development.
International work is carried out on a regularly basis in the school, but it not yet fully recognised as an ordinary activity of the school.The school is carrying out its international work independently from the objectives of the local school authority. The school should increase the knowledge about the international strategy of the municipality.
This means that the school has a very good capacity to plan, evaluate and set the priorities of its international work.
The school sometimes plans on the basis of the needs of the staff and pupils. On international questions the school operates according to a mix of planning and spontaneous activities. The processes pertaining new international activities have to be improved in terms of visibility and transparency. The school shares all activities across its main components (teachers/students/parents).
The school has a leadership which is informed about the activities/projects and monitors adequately the processes and this can help in making the planning of international activities more in line with the needs identified by all school components.
The capacity of the school of planning and setting priorities in its international work is not yet sufficiently developed.
The participation in the international activities is wide across the school components and this ensures better engagement and transfer of the results.If only one person coordinates all the international activities, decisions might be quicker but it might prove difficult to have a stronger impact and engagement at school level on a wider variety of activities.The time dedicated by the person/team in charge of international activities is little and/or it made on a voluntary basis and therefore continuity might not be always granted.
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