<< Objectives >>Together with our project partners in Germany (Solawi Callenberg) & Portugal (German School Algarve, municipality of Lagoa) we research the topics of inclusion/diversity, environment/climate in our organizations. We want to invite young people with & without the need for inclusion to create a digital & local community space in which they can actively (experience) these topics, help shape them & identify positively with Europe as their own living space.<< Implementation >>At the meta level, we deal with the topics of inclusion and diversity in digital planning and reflection activities. In the analogous, practice-oriented learning fields, we create dyer gardens with young people and design art workshops with the plant colors obtained from them. By connecting meta-level & practical activities & feedback loops, we define & expand the effectiveness in our organizations towards more inclusion & diversity.<< Results >>Our project delivers results about the means, strategies, methods, how we can make our organizations and offers even more open and easily accessible. An exchange across intercultural & interpersonal differences & an experience of active participation in a creative process. The participants are made aware of the environment/climate and continue to get involved in these areas. We share the best-practice models we have won with other organizations across Europe.

"<< Objectives >>The project is part of a context of prioritising the themes of digital technology and sustainable development for the well-being and success of children by ensuring educational continuity and an approach that favours the integration of all. The aim of this project is to question so-called innovative practices and to verify how local authorities (cities) can work towards success and remobilisation at school and in education.<< Implementation >>The E-QUALITY project will develop a tool called portefolio through mobilities and videoconferences. This portfolio will allow to train and raise awareness on innovation and inclusive education issues among all stakeholders in education. ANDEV will organise an open exchange group on the theme of ""Europe and education"" with the aim of making the project live in an action-research dimension to enrich the points of view and the educational practices<< Results >>This project will verify how the school can innovate outside its walls or open up to others. Our objective is to orientate the educational action and the care of the child before his schooling, in, around and outside the school, within the framework of a partnership consolidated by a governance allowing times of strategic and operational exchanges with the actors of the territory.Please provide a translation into English."

There are several countries in Europe where the early school leaving is too much high and, unfortunately, even is increasing. This situation is usually preceded by school failure. This is the reason why we are going to try to find efficient strategies to prevent these two problems. The pupils who usually have early school leaving and school failure tend to be pupils with some disadvantages, such as refugees, immigrants, pupils with economical problems, with learning disabilities, pupils whose parents have serious problems and, even, have a high risk of exclusion. We have prepared this project making an evaluation of the teachers, pupils and parents needs and, on the other hand, a meta-analysis of theoretical information about how the inclusive methodologies used by teachers in the educational process and the better collaboration between parents and teachers, could prevent these two problems. We have found that in those schools where teachers use inclusive methodologies, all pupils can learn through their preferred way of learn. So, we propose:1- to study how to help to teachers to reflect about these approaches, and how break the barriers they sometimes have to implement these strategies in the school; and 2- to reflect on how to involve better to these pupils families in their schooling, trying to get an increase of the collaboration between teachers and parents, specially with those parents that have some disadvantages and traditionally didn´t participate in this schooling. The summary of our objectives are: A- To reflect at a European level on: a-the teachers barriers and needs using inclusive methodologies and b-the families in disadvantages involvement, as a way to prevent early school leaving and school failure of their children, trying to help them with our training; B-To analyze our educational systems, laws and daily practices, related to the strategies used to prevent early school leaving and school failure, to know our strong and weak points. C-To find, implement and check new strategies to prevent early school leaving and school failure, and to write the best strategies in a Guide of good practices.The participants directly involved in the project are 6 institutions: 2 schools (Bulgaria and Croatia); 2 psychopedagogical teams (Romania and Spain); 1 research centre specialized in the creation of educational and multimedia materials (Greece) and a local educational authority that has implemented a project to improve their schools through the inclusion of the creativity, social and emotional skills, etc (Portugal).The professionals directly involved are Educational Psychologists, Teachers, Social workers, Educators specialized in the development of workshops to train creativity, social and emotional skills to pupils, researchers, computer designers, artists.Main activities and results. We are going to reflect at an European level about the strategies that we usually put in practice in our schools to answer to all pupils needs. Then, we want to find the best strategies to prevent the early school leaving with these results: 1-Statistical research of the teachers and families needs; 2-Meta-analysis of the best strategies to prevent school failure and early school leaving with the help of the local social authorities and other bodies who work with disadvantaged groups.3-Design and development of some training activities for teachers and families to train them in the skills needed to increase the implementation of inclusive methodologies (teachers) and the collaboration with the teachers to prevent the early school leaving and school failure (parents); 4-Creation and maintenance of an European Inclusive Schools Net; 5-Implementation of “Learning communities” in several schools and 6-Creation and dissemination of a Guide of good practices regarding these problems. Methodology. a-Metha-analysis about how our educational systems deal with early school leaving and school failure; b-Administration of the questionnaires to teachers and parents and meetings with them to know well their actitudes and ideas about how to answer to all pupils needs; c-Discussion groups where firstly we share information about different strategies that the science says that are useful to prevent these problems and then, we make a reflection to find new ways to implement these strategies; d-Observation of good practices in several centres; e-Training activities for teachers and parents to help them to implement these strategies; f-We train them to participate in the European inclusive schools net; We will share and disseminate our results with open licence.We are going to include our training activities (with the improvements obtained in this Project) in our Annual plan of functioning. We´ll keep our Net in the future, encouraging to our teachers and families to join it. We will promote/keep the new ways to collaborate with local social authorities to improve the most disadvantaged families involvement in the school.

"<< Objectives >>With this project we intend to:- Reflect on key concepts of participation in European decision-making and their applicability to youth participation in European decision-making processes;- Develop the capacities of youth workers to foster youth participation at European level;- Develop an online database and a paper publication collecting best practices;- Identify and promote digital tools on the project theme<< Implementation >>To achieve the proposed objectives, we will implement the following activities:* 4 ""Online"" preparatory and follow-up meetings: one initial preparation meeting; two intermediate monitoring meetings and one final evaluation meeting, to take place in March 2024;* 2 ""in situ"" Training Courses/Seminars: to take place in a peripheral region of the European Union in May 2023 (La Valletta, Malta) and another in an outermost region of the European Union in May 2024 (S. Miguel/Açores, Portugal);<< Results >>Expected results: development of capacity-building methodologies for youth workers to promote the participation of young people in active European citizenship; a reflection on key concepts of youth participation in the decision-making processes of European governance. Main impacts: Training of youth workers; Publication of a Booklet ""Study on Civic Participation Instruments for Youth Involvement in Local Governance""."

"The Council Recommendation on key competences for lifelong learning of 2018 emphasizes the need for a better integration between formal, non-formal and informal education, ""reinforcing collaboration between education, training and learning settings at all levels, and in different fields, to improve the continuity of learner competence development and the development of innovative learning approaches"".The DREAM - Digital Reality and Educational Activities in Museums project, proposes an innovative methodology to help teachers of the first grade schools to strengthen the key digital competence and cultural awareness and expression competence of students, collaborating with museums and cultural organizations to set up ""museaters"", aka augmented reality stages that transform the visit into a ""museatrical performance"", a participatory transcultural edutainment event. Speaking with Shakespeare ""All the World is a Stage"", the teachers transform the museum into a theater, engaging students in the production and staging of plays, where the showcased items are the trigger to make their own Storyworld materialize as customized immersive digital scenographies that can be revealed by mobile devices.The DREAM project pursues this goal through three actions:• defining a methodology that codifies in a detailed way how to establish a collaboration practice with a museum, from the signing of the initial agreement to the staging of the performance, going through scriptwriting, making the digital scenography and setting it up in augmented reality;• developing a digital platform to support all the processes described in the methodology. The platform also includes a repository of cultural OERs, created by partner museums and made available to teachers to enrich their digital scenographies;• developing a blended course for teachers, that uses exemplary scenarios to guide them step by step up to the staging of their first museatrical performance.The DREAM project involves 45 teachers from Italy, Croatia and Portugal and 900 students, 30 ofthem with learning difficulties. In each participating nation, at the end of the project, each teacher will have staged his/her own museatrical performance at the partner museum. The best ones will be awarded in the final public opening events of each national museater. In a special international event at the Postimuseo of Tampere in Finland, that will be broadcastend in streaming, all partner museums will stage a co-produced transcultural museatrical performance, using materials developed by the schools during the project. The absolute best museatrical performance will also be awarded on this occasion.At the end of the project, the partners aim to activate regular collaboration programs for the staging of museatrical performances between all the participating schools and the three partner museums in Italy, Croatia and Portugal, accrediting them as alternative development environments of the digital and cultural skills of students. The desired outcome is that the presence of these focal points will encourage the spread of regular non-formal and informal learning programs, with mutual benefit for schools in terms of quality of the educational offer to students and for museums in terms of diversification and retention of the audience.In the long term, partners expect that the presence of a meticulously coded methodology equipped with all the tools necessary for its implementation along with the hoped for success of its application in pilot contexts will lead to the diffusion at an European scale of the museatrical format for the development of digital and cultural skills, with its potential expansion to all school cycles and other sectors such as adult education."