schools? And, does such experience contributes to permanent changes, which are significant for further functioning of those schools? Nevertheless, this report also focuses on how mobility can positively affect the individual professional competences, foreign language skills and changes in teachers' attitudes, especially as to the use of new teaching methods acquired abroad. The report also discusses problems related to changes in the organisational structure of schools, including changes in the organisation of teaching staff’s work. A significant part of information about the effects of mobility also concerns the impact these changes have on the climate and institutional environment of educational institutions. The report also attempts to identify the factors that can determine the success of a mobility experience from the perspective of improving the quality of work at the sending institution. A natural consequence of the analysis carried out in this respect are recommendations, which may help schools to better and more effectively plan mobilities and to develop a broader strategy of internationalisation thanks to the implementation of subsequent mobility programmes co-financed not only under the Erasmus+ programme, but also as part of other programmes addressed to Polish educational institutions. Programme context In accordance with the principles of Erasmus+, educational mobilities for school education staff are to support international mobility of people employed in educational institutions and primarily aim to: → foster the acquisition of new competences (knowledge, skills and attitudes), both for participants’ personal development and in order to boost their employability; → support continuing professional development of education staff to foster greater innovation and improve the quality of teaching; → promote more efficient use of foreign languages by teaching staff; → increase knowledge of other countries and cultures thanks to international networking; → promote greater internationalisation of educational institutions in order to make their offer more attractive and more responsive to the needs of the learners; → strengthen synergies and facilitate transitions between formal education, non-formal education, vocational training, employment and entrepreneurship; → ensure the recognition of competences acquired during study abroad.
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