Malgomajskolan, in the region of South Lapland, has worked intensively over the last years to improve students' results, inclusion strategies and to decrease the number of drop-outs as well as making the school more attractive through the implementation of ICT-tools in teaching and pilot projects to evaluate teaching techniques such as CLIL and close VET-cooperation with relevant industries to find ways to better motivate students for learning and prepare them for the labour market. We have come a long way, but still we lack possibilities to educate our staff to provide the resources in knowledge and the international networks we need to reach our objectives. Knowledge in eLearning (ICT-tools in education), depper and more extensive language skills, better awareness of the pedagogical research and projects on the European arena as well as greater intercultural competence and learning more about formative and CLIL-oriented teaching techniques are some of the priorities we see as our main goal.In short, our main objectives with the EDGE-project are as follows:- Improve the ICT skills of staff and teachers and find innovative ways to further develop our digital learning platforms.- Engage in international networks for future cooperation within eLearning (ICT-tools in education).- Develop and broaden staff foreign language competence and language didactics to encourage interest in language studies and also to create more efficient communication with students on our national study programs that do not have Swedish as their native language. - Further develop our work with CLIL-oriented teaching techniques since our pilot project showed positive results. This implies both didactics and language studies for involved subject teachers. - Engage in international networks for future cooperation on CLIL since Swedish schools generally have little or no experience wwith this methodology.The participants in project EDGE will be teachers and staff engaged in the implementation of ICT and formative assessment, language teachers and subject teachers who wish to develop their skills in CLIL-methodology as well as their language skills, preferably to reach level C1-C2 according to CEFR standards. At this point in time the specific participants have yet to be selected, but it will be approx. 10 mobilities. the reason for this current uncertainty depends on the fact that we still do not know exactly the work schedules for the parties involved for next year. This is something that is out of our control at this point in time. Planned activitites are, for instance, general language courses, CLIL-methodology courses (in England, Austria and Spain), courses on the implementations of ICT-tools in the classroom (Portugal, England) and events where the most recent and useful digital tools plus educating seminars are presented (BETT2017, Moodle Moot in England). The EDGE project has a clear structure where the participants who apply to take part in the project take part in preparatory activities where they are informed about what they are expected to contribute in terms of active participation, feedback and dissemination. Primarily, we use our digital learning platforms for staying in contact during the actual course stay. The school's international coordinator is responsible for making sure that the selection procedure, preparations, contact on location, debriefing and dissemination arrangements function as planned. Our hope is that the staff training throught the intended mobilitites in the EDGE project will inspire teachers and staff and provide new ideas that will have repercussion on our organisation and strengthen our competitiveness, our traget fulfilment and our work with finding motivating methods that stimulate students' lifelong learning so that they are ready to encounter a world in constant change and a labour market where you have to be prepared for a constant learning and re-learning and interacting in different cultural contexts. Getting our students to understand that they are part of Europe and that their choices and actions have a bigger impact than they think, even though they live remotely in the outskirts of Europe, requires that we show them good examples of cooperation with open doors between people and how to use digital tools to acquire a positive development of knowledge. We need to provide our staff and, in the long run, our youth the edge they need to navigate in a future society based on knowledge.