The project is mainly focus on the characteristics of various European countries which have many similarities and differences.Cultural diversity is an essential condition of human society, brought about by cross-border migration, the claim of national and other minorities to a distinct cultural identity, the cultural effects of globalisation, the growing interdependence between all world regions and the advances of information.Cultural diversity is also an economic, social and political plus, which needs to be developed and adequately managed. On the other hand, increasing cultural diversity brings about new social and political challenges. Cultural diversity often triggers fear and rejection. Stereotyping, racism, xenophobia, intolerance, discrimination and violence can threaten peace and the very essence of local and national communities.Dialogue between cultures, the oldest and most fundamental mode of democratic conversation, is an antidote to rejection and violence. Its objective is to enable us to live together peacefully and constructively in a multicultural world and to develop a sense of community and belonging.In a general sense, the objective of intercultural dialogue is to learn to live together peacefully and constructively in a multicultural world and to develop a sense of community and belonging. Intercultural dialogue can also be a tool for the prevention and resolution of conflicts by enhancing the respect for human rights, democracy and the rule of law. More specifically, the following goals have been outlined:To share visions of the world, to understand and learn from those that do not see the world with the same perspective we do;To identify similarities and differences between different cultural traditions and perceptions;To achieve a consensus that disputes should not be resolved by violence;To help manage cultural diversity in a democratic manner, by making the necessary adjustments to all types of existing social and political arrangements;To bridge the divide between those who perceive diversity as a threat and those who view it as an enrichment;To share best practices particularly in the areas of intercultural dialogue, the democratic management of social diversity and the promotion of social cohesion;To promote cooperation between partner schools and so countries, contribute to the promotion of cultural heritage; approach with respect to national and regional diversity and at the same time bring the common cultural heritage to the fore.“Intercultural dialogue is an open and respectful exchange of views between individuals and groups belonging to different cultures that leads to a deeper understanding of the other's global perception.”The basic purpose of the project is to break the barriers between nations such as religious, linguistic, racial and cultural differences. The aims are to build a cultural support to the students, teachers and local community and to help them in crossing the barriers which are forced upon them by concepts such as different races, languages, and cultural values.Second aim of the project is to advance cooperation between partner countries and international institutions competent in the field of education and culture with respect to diversity of cultures and to develop synergy to encourage the ways of protecting the intangible and tangible cultural heritage.Third aim of the project is to train individuals, integrated to the cultural identity of our age at all, approaching with respect and understanding to different cultures, owing and recognizing cultural richness and diversity, seeing culture as area for creating not demanding resources, and believing in the necessity of creating economic and social sustainability.The action's overall objective is to contribute to implementing the Convention for the Safeguarding of the Common Cultural Heritage. The basics of this project fit with the general framework and principles of European Union‘s Lisbon Convention and UNESCO's Convention on the protection and promotion of the diversity of cultural expressions (20.10.2005); objectives concerning recognition and promotion of cultural diversity, intercultural dialogue and sustainable development.Our target group are teachers, students and their families. Our project has a strong focus on pupil participation. ERASMUS+ Programmes suppose intercultural dialogue, as partners from different countries and cultures are involved. Any discrimination, national or religious is excluded. This project will offer the occasion of a better acquaintance between countries, their residents, as well as the way of promotion of intercultural education against the racism and xenophobia.

The SNIDeR (Special Needs, use ICT, Drop papers) project hopes to be a compass of new tools and methodologies to do an effective integration in classrooms of all students with special educational needs and without, introduce the idea of a Personal Learning Environment (PLE ) through the building of an electronic portfolio (e-Portfolio). The key words of the project are: ICT; colaborative practices; curriculum articulation ( languages, history; art; economy; biology; ICT).This project is complementary to other projects in the 5 partners schools, and we all want to improve inclusion education with ICT, know new cultures and share new ICT tools in innovational education. Each institution has a team of teachers with high skills in education and they decided to cooperate and share their good experiences. The project as different target: students with special needs, different countries and regions, that believe that local development bring global improvement and overall improvement brings local improvement. The applicant organization, Portugal, Agrupamento de Escolas de São João da Talha promotes an official education and training system. It has a deep experience in integrating ICT, using of b-learning and a good experience with special needs inclusion, social inclusion, racial, gender and linguistic projects. The other partners have experience in European projects and have the same goals on improving teaching with ICT and collaborative work.Besides the direct impact on the students and teachers participating, the project will have a direct and an indirect impact on the partner institutions on innovation in teaching: promote on service training for teachers, improve the teaching/learning environment, improve cooperation and collaboration between teachers and teachers and students, increase the use of new teaching and learning resources integrating ICT, use of new teaching and learning methods, greater commitment of students and parents, increase the number of successful students with and without disabilities, improved the quality of the education and inclusive education in partner institutions; make our schools a reference at the national level for the inclusion of students with special educational needs.The Project objectives pursued and achieved were:O1. Increase school success in integration of students with special needs in regular classroom;O2. Promote interaction between students with and without disabilities and teachers who act as role models for social, behavioral and learning skillsO3. Increase level of digital competence for teachers and students;O4. Reduce the weight of student backpacks by creating digital resources for learning;O5. Increase awareness to the sustainability of the planet by dropping paper;O6. Increase competence in communicate on foreign languages;O7. Increase teacher's professional competencies.The project has involved directly through participation in LTTA mobilities 57 students and 47 teachers.

"The Europe 2020 strategy envisages reducing the early school leaver rate from 15% to fewer than 10% by 2020. Through the adoption of the Lisbon Strategy in 2000, the EU and its Member States equipped themselves with a framework to address poverty and deprivation. Specific attention was given to child poverty and child well-being, with some EU Member States setting explicit targets within set timeframes. More recently, the EU has proposed an ‘inclusive growth’ strand in the Europe 2020 Strategy. The accent on inclusion provides a further opportunity to adopt a comprehensive EU approach to achieving well-being for children, including the most marginalized such as the Roma.The link between Early School Leaving and lack of parental engagement is well established through numerous studies and research work (e.g. Tackling Early School leaving from Education and Training in Europe, Euroice, EACEA, 2014). Children from poor families are unlikely to get support from their parents/carers and are at a higher risk of becoming early leavers. In some cases, like Roma community, parents are intimidated by the school system because of their negative educational experiences or because they were educated outside of the local system.Within this scenario the project raises up from the need to improve the educational level and consequently life condition of the Roma: the project aims to help break down the barriers and attitudes that result in young Roma students dropping out of education and deny better career opportunities and it also enables parents to realise their own potential as advisors, educators and a resource for their children. It offers parents, schools and local authorities a range of possible methods for improving the outcomes for this group, in order to contribute to a stronger, more unified and better articulated inclusion of Roma students in EU education sector.Two of the powerful tangible results reached by the Consortium during the project’s lifetime will be the tailormade guide about “Roma students' inclusion: an effective interaction with Roma students and their parents"" and the photographic exhibition about Roma traditions (it will take place in all the consortium's countries). There will also be three Short-term joint staff training events, one in Bulgaria, one in Hungary, one in Portugal: ""Evidence of possible inclusion"", ""New Roma generations are growing: inequalities, resources"", ""Roma and school: a difficult relationship"".Running the project, in the end of it, we will be able to:1. Establish relationships among European Roma and non Roma populations;2. Improve the educational level and consequently life condition of the Roma;3. Promote the value of cultural diversity and intercultural dialogue as a tool to fight against social exclusion and marginalisation;4. Transmit and raise the consciousness of the Roma families in relation to the importance of education as fundamental tool to achieve a better integration into societies;5. Approach regional governments and NGOs to Roma educational issue;6. Involve together Roma students and parents, regional and local authorities, stakeholders and NGOs."

Despite the fact that numbers of males and females participating in science are roughly equal in primary and secondary school, fewer women choose STEM subjects in college, and fewer still make career in a STEM subjects. The pattern continues as lower percentages of women pursue advanced degrees in STEM areas and fewer yet obtain jobs in STEM areas.In 2017, of almost 18 million scientists and engineers in the EU, 59% were men and 41% women.Men were particularly overrepresented in high and medium-high technology manufacturing (83% of scientists and engineers in such manufacturing were male), while the gender ratio in the services sector was more balanced (55% male and 45% female).Closing the gender gap through digital and entrepreneurship education is vital if Europe is to fully embrace the benefits of the digital revolution. While both girls and boys have similar levels of interest and competence in digital technologies, fewer girls go on to develop this interest in their studies or for their career.This project bring together a cross sector of schools from 5 different countries of Europe; France, Turkey, Romania, Italy and Portugal, to exchange good practices and to develop a training curriculum to provide positive examples, role models and support to overcome stereotypes for girls and young woman and realise that they too can embark on a fulfilling and successful career in ICT and STEM. During the project activities, STEAM activities and some gender awareness activities will be implemented.To make an awareness about both STEAM oppotunities and some gender issues, the boys and girls in partner schools will work and study together both in LTT activities and local activities.Objectives-increase and promote changes about gender issues-improve key competence and basic skills via STEAM activities-provide a guidence about science and technology opportunities for labour markes issues-increase the level of achievements and interest science, engineering and technology-supply an unbiased basis for science and technology opportunities-monitor and evaluate the preference and involvement of women in STEM jobs-figure out the necessity of build gender into educational practice.-understand women has limited represent in STEM career subjects.-raise gender awareness in teaching and learning in classroom practice.-create gender considerations into professional practice.-raise consciousness and promote climate changes.-experience different types of STEAM activities at school.In this project, 5 learning-teaching and training activities (LTT) for students are planned to lead to achievement of the project's objectives.

Games to Empower the Minds and Souls (GEMS) of Europe is the title for our project as we aim at employing game-based learning to develop participants’ competences and skills with the help of New Technologies and innovative approaches such as Inquiry-based projects and gamification while providing tools for self-reflection as well as mental and physical acuity. We want to create modern, dynamic and professional environment inside our organisations and integrate good practices and new methods into daily activities to raise students’ motivation and prepare them for lifelong learning. Also, we wish to contribute to the strengthening of the teaching profession by seeking tools for continuous professional development and job satisfaction, hence preventing burnout. We w nhance the quality and effectiveness of education through Game-Based Learning and games; improve skills such as multitasking, critical thinking, risk taking and other 21st century skills; encourage the use of GBL with regards to interdisciplinary approach, and develop learners’ collaboration, creative and critical thinking through digital literacy; generate ready‐to‐use materials and practical ideas on how to use current online digital applications, in order to foster educational development in the field of GBL, and also promote universal access to education; apply the large learning effect of games on intercultural communicative competence; incorporate the dynamics of games into learning activities in class; show how to use open educational resources and how to implement GBL strategies into the lessons, gain new skills and simplify the teaching method; and motivate competition and enhance students’ stimulation.The partnership involves teachers and students (aged 14-17) from six schools from Austria, Croatia, Hungary, Portugal, Slovenia and Spain. We want this project to teach our students to become tolerant European citizens with better competencies and skills to have better opportunities in the European market as well as a sense of responsibility and awareness of social, ethnic, linguistic and cultural diversity. Through continuous collaboration in an international team we wish to promote cooperation, peer learning and develop critical thinking and logic through games such as Escape rooms, puzzles, quizzes and Webquests. Within a gamified learning framework students will engage in non-formal learning activities promoting cross-curricular collaboration, creativity and innovative learning approaches and environments.We have set up our project team in a way that all partners share the same needs and all partners have expertise and good practices in various topic areas that other partners need improvement so they can learn and adapt. We have a concern for disadvantaged students and underachievement, so we need to improve our teaching skills to develop innovative approaches and practices that contribute to inclusive methodologies and to a greater achievement of students’ basic skills. We want to enhance our digital skills and methods to motivate our students and address diversity with the use of innovative ICT tools and methods.The project activities cover multiple subjects, so they contribute to the cooperation among teachers from different departments leading to stronger professional relationships within and among partner schools and local institutions.We will use multidisciplinary game-based activities and projects since they are engaging and motivating for students and, when embedded in the curriculum, can be an effective way to acquire knowledge and enhance their problem-solving, critical thinking, communication and teamwork skills.We carry out activities to strengthen the 8 Key European Competences through Non-Formal Learning approaches. Our project activities involve continuous collaboration on the digital platform of eTwinning in combination with physical mobilities to create regular and richer exchanges between pupils and teachers in different countries.Project activities will involve students, teachers, students’ families, volunteer students, outside partners, local authorities and communities for a better impact and dissemination.We expect tangible and intangible results. Students will have online portfolios, self-reflective journals for personal development and will create a common project website to collect all materials created and it will later be used for other students and incorporated in the curriculum. Students will take part in regular online and live game sessions based on topics related to project work between and during student exchanges.Teachers will learn new ways to motivate students through game-based learning and cross-curricular activities supported by ICT tools and they will also create a curriculum for incorporating Inquiry-based projects and Content and Language Integrated Learning. They will create a manual of their teaching practice on developing key competences and a framework for gamified learning.