"<< Background >>The need to test new ways of helping school children and teachers to develop key competences is widely recognised by education policy makers and international institutions like the EU, OECD, UNESCO and the Council of Europe. The recent Conferences on ""Supporting key competences development"" (Brussels, 12-13 November 2019), ""Fusion Cities"" (London, 9th October 2020) and the presentation of the OECD Education 2030 Framework are examples of the consensus reached, at the policy and expert levels, on the need to change traditional teaching methods if transversal key competences are given the adequate importance. Not always this need is clearly perceived at the grassroots level, where discipline-based curricula and strict timetables tend to dominate the school routines. When schools, teachers, parents and students perceive the need of changing learning strategies and putting transversal key competences at the heart of teaching and on the front line of learning objectives, a promising process can start. This project is based on the awareness of needs at the whole school level in the partner schools and the support of specialised partners and networks that will make the project feasible and sustainable. Target groups addressed are students of lower and upper secondary schools who will be directly involved in the conception and development of cultural products, teachers of different disciplines (history, art, music, languages, digital technology, science and environment, etc.) who will constitute the project team in the partner schools and parents who will be invited to encourage and support their children in an innovative transnational learning experience which is aimed at developing a rich set of key competences for further studies, but also for life and active citizenship. The Project has the ambition to propose and experiment a holistic method to develop key transversal competences (cultural awareness and expression, citizenship, multilingual, digital, entrepreneurship, personal, social and learning) through a transnational experience of developing a cultural product (a piece of theatre, a musical, an exhibition including students' performance, a multimedia work, etc.) including historic research, literature and art history, music, performing arts and digital skills. Starting from the analysis and reconstruction of the life and works of local celebrities, or historical episodes connected to local history, secondary schools of different countries will collaborate in the development of parallel cultural products, learning from one another and being supported by families engagement and some specialised partners that will respectively help develop the performing arts and the intercultural and democratic citizenship skills. Each of the chosen histories will be presented to each other school to allow the understanding of the history of other countries and adding a different perspective to the discovery of European cultural heritage. The PERFECT partnership strongly believes that such an approach has the potential to lead to a deeper understanding of each other's heritage and history, thus supporting the achievement of what the EU Ministers of Education have called for in the 2015 Paris Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education. Building on the mutual knowledge of local history is a simple but effective way to recognise commonalities and relationships between European peoples, and to value the achievements of the European Union in terms of peace, mutual respect and joint development towards a common future. This is in line with the required actions towards achieving the goals of the European Education Area, especially in the field of common European values.<< Objectives >>The PERFECT project aims at contributing to the innovation and quality of secondary education by developing and testing a teaching/learning strategy based on collaborative cultural production and intercultural exchange also through a meaningful, stimulating and interactive use of digital technology.The identified concrete objectives of PERFECT are:1) To stimulate and support the development of autonomous learning and basic research skills, creative thinking, collaborative attitudes and skills through the creation of cultural products based on local history;2) To organise and reward digitally-enhanced international collaboration of partner schools by supporting the exchange of good practice and cultural products originated locally by students' groups, interacting among them through digitally supported project work;3) To develop a review of the experiences conducted and produce a set of methodological instruments to support the replicability and dissemination of the PERFECT ""open model"" of action;4) To set up and promote a network of primary and secondary schools committed to participate in exchange of cultural products developed by their students and in a European Festival.The project is developed through a transnational partnership in order to properly develop the following features:- Cultural exchange: collaboration between schools of different countries allows pupils and teachers to share and learn about different experiences in diverse sectors. This leads to the identification of similarities, differences and new inputs and outputs;- Didactical innovation: by sharing experiences, teachers and, more in general, schools, can get to know innovative ways of teaching/learning and can therefore put them into practice in their local realities.- Openness to multiculturality: through cultural exchange, teachers and students have the opportunity to find out about other people's traditions and cultures, which can lead to feelings of cultural respect and understanding of other countries' cultural heritage.All these elements will contribute to the promotion of Global Citizenship Education principles, European history and cultural heritage and represent important assets to understand and adhere to a vision of Europe and the world as interconnected systems with commonalities and differences worth to be explored and understood.<< Implementation >>The project's central idea is to propose a learning innovation approach through which schools from different countries together develop a project-based method for the development of a cultural product. Teachers of different disciplines will concur to the design and development of these projects/products involving two classes in each partner school. Therefore the core set of activities will be implemented within, around and between the partner schools with the methodological and management support of the other partners (European Networks like FREREF, OBESSU, IPA, the IIHL with its hosted Education Inspiring Peace Lab, the Ministry of Education of Malta). The work programme is shaped around partners’ structured path to develop and experiment the approach to transversal competences through cross-cultural cooperation. The activities of the project will include:- Active participation and involvement of students (and teachers) belonging to two classes for each of the five schools participating in the project in the elaboration of a cultural product: school teams (teachers and students) will identify and study the life and works of a local character or a historical episode related to the local history (PR3). Through this activity, students will be stimulated to develop autonomous learning and researching skills, as well as creative thinking and teamwork. - Transnational collaboration and cultural exchange will take place between teachers during the whole project and will be enhanced through activities such as a three-day teachers’ training (LTTA) taking place in Italy, which will allow representatives of the partner schools teams to share their experiences and suggestions concerning the learning innovations to be associated to the development of cultural products, jointly preparing the design principles for the learning experiences to be developed in and among partner schools. They will collaborate in designing common features that the cultural projects and outcomes will share, to make them part of a coherent result, developed in different parts of Europe. - The five Transnational Project Meetings (including the Kick-off and the final meeting) taking place in Italy, Romania, Austria, Malta and Belgium will represent an opportunity for all project partners to co-create every final product and to share ideas and suggestions. Meetings are key activities in the project, since its final objective is to innovate traditional learning methods, through the development of a teaching/learning strategy based on collaborative cultural production and intercultural exchange.- Local communities will be actively involved in the project activity throughout all its phases. During PR3, when students will reflect upon the cultural product to develop, they will also create Community Maps which will identify the cultural resources and the local entities (theatres, cultural institutions, associations, etc.) which will collaborate with the school. Local communities will be involved also as audience during the four National Multiplier events, during which students will perform the cultural product that they developed (PR3). Representatives of all classes participating in the project will then gather in Sanremo during M25 to perform during the transnational Multiplier Event “European School Festival”. - The last Multiplier Event, Perfect - Lessons Learned for practice and policy, will allow to share the lessons learned through the project lifecycle in terms of multi-disciplinary project work, European history teaching innovation through intercultural exchange, developing creativity, collaboration and other transversal skills through cultural production projects. The experience gathered through the project activities will stimulate a participatory debate focused on how school and teachers education policies might get evidence and inspiration from the project results to invest in transversal competences in innovative and learner-motivating ways.<< Results >>The Project will produce the following Project Results:1. Conceptual model and competence framework for intercultural cooperative cultural production; This Output will be a key pillar for the project development, but will also be useful to stimulate reflection in other schools, who will be invited to comment and, if possible, to join the exercise at a later stage of project development;2. A Handbook for School Team Leaders, a more operational tool for the design and development of school-based cultural products;3. A set of 5 cultural products collaboratively developed by the partner schools and associated partner to be presented as good practices at the end of year two. It is expected that, during the third year, other schools and institutions will join the project, producing other final cultural products.4. A set of guidelines for school heads, teachers, students and parents, based on the evaluation of the first experiences conducted, to act as multiplier documents for newcomer schools5. A virtual showcase of school-developed cultural products, including a multimedia documentation of the development process, to be used as a set of inspiring examples for new classes and schools approaching the idea of developing their own cultural product Beyond the specific project contents and concrete Project Results, the PERFECT project will increase the capacity of partner schools to innovate learning design and international collaboration, and will help develop key transversal competences for students, thus producing a substantial impact at the respective local levels. Among other effects, the project will substantially increase schools’ capacity to work transnationally - and online- on complex activities and to enhance their network of international partners, not only schools but also European Networks and other stakeholders.By disseminating the experience gained and its Project Results through the Festival, the project also expects to produce a significant impact on many more schools, that will be invited to join the collaboration platform developed by the project, to share experience and to develop learning outcomes that are recognised as extremely important, but usually not easily developed within the school systems.It is also expected that, through the access to EU Networks (OBESSU, FREREF, Lifelong Learning Platform) and the to the EU collaboration platforms (eTwinning, ESG), some positive impact can be achieved at the EU level. The presence of national and regional education authorities, including those with curriculum definition authority, is expected to produce a multiplier effect in the school system of the territories where partners are based."

"After over twenty years of justified -but almost exclusive- insistence in making education outcomes closer to labour market needs, the current context of growing distrust in political authorities and social disharmony in Europe have brought back the attention of policy makers to the need of cultivating social, citizenship and democratic culture learning outcomes in school education and adult learning. In parallel, the covid outbreak evidenced the need to adapt and renew way of teaching and learning, by embracing the development of new communication and information technologies. The Peace Games consortium aims to contribute to the development of citizenship, democratic and social competences by using the full potential of creativity through game-based learning in formal and informal learning. Creativity stands at the core of this project as it is considered both as a way to acquire civic and social key competences, and as a competence to acquire and develop in itself via the use and the development of ""self-made"" games oriented toward Peace Education. The project aimes at diffusing these competences in learners and at helping teachers to make good educational use of games. This is organised through the identification, assessment and support to the use of relevant games (online or in face-to-face) oriented to civic competences, intercultural communication and conflict transformation already existing and provide guidelines and advices for the development of new ""self-made"" games relevant for particular contexts.This project is building on the results of several projects in ERASMUS + which have reviewed good practices and developed competence frameworks for learners and educators aimed at bringing peace, conflict transformation, citizenship education, democratic values and respect for diversity at the centre of daily school practice.¨Peace Games"" originated within the Laboratory for Education Inspiring Peace (EIP Lab) created in Sanremo by the UPPER Project (ERASMUS +), responds to the need of offering advice and orientation to the education community and to individual learners, by developing a structured review of existing games, based on a qualified analysis of learning objectives achievable, and a community hub to engage on peace-oriented online and offline games.2. Objectives and main activities:To explore, analyse and classify the available supply of peace-oriented games on the basis of their relevance to the most pertinent competence frameworks that are actually developed and tested internationally, e.g. the Reference Framework of Competences for Democratic Culture (RFCDC) of the Council of Europe, the Framework of Teachers Competence in Peace Education of the UPPER Eramus + project (http://eiplab.eu/upper-project), the European Curriculum on Nonviolent Conflict Transformation (NVCT) developed by the EduCATe Project (ERASMUS+);To identify, through a substantial mapping exercise based on the competence frameworks, existing gaps and engage the game developers community in the creation of new games addressing the identified gaps, also using existing sets of peace exercises that have not yet taken a game configuration;To develop an online hub able to provide information, advice and support to education institutions and educators who are interested to use the potential of games to achieve learning outcomes in these competence areas and engage “indie game development communities” in the creation of new games (e.g. through “thematic game jams” days with young designers, game developing starts up, school teams, etc.);To test and validate the use of the online hub and available games in ten pilot schools in five countries and, on a voluntary base, in other local communities and civil society organisations engaged in citizenship education;To develop and validate a Guide on “How to use, adopt and adapt game-based learning in traditional education settings ”To provide guidance and a collaborative context to individual learners who are already engaged in online games and might discover the interest and life-relevance of peace-oriented games;To draw lessons from the review and the online hub activities in order to feed the present education policy debate on citizenship and peace education.In order to achieve the project objectives there is a need to bring together complementary expertise existing in different organisations and different countries; the members of the consortium presenting the proposal have been chosen on the basis of their relevant experience and all have successfully run networking, dissemination and valorization actions in the past. We believe that this consortium represents a network of experts in peace education, games and innovation projects in Europe and, as such, is in a unique position to create consistent impact and sustainable results based on the project's outcomes."

Education is an important tool for change and shaping the future of our planet. The methods to facilitate learning therefore should be treated with utmost care to nurture the next generation of decision makers. Our natural world is currently under threat with growing environmental issues such as climate change, habitat loss and pollution. Early childhood education plays a vital role in the development of values and skills. This means this age group is ideal to instil care for nature and environmentally-responsible values. Young children also require a different approach to learning which is exploratory, sensory and interactive and an outdoor space with nature around provides a great setting for this. To achieve this approach, we also need to inspire and build the confidence of teachers to do outdoor and nature-based learning activities. We have to keep in mind that not all schools have access to nature or outdoor areas and we need to give them ideas on how to make best use of what they have and how to improve their school grounds. Teachers also need more support, resources and confidence to learn about nature and use nature and the outdoor spaces available whilst making sure they also follow the curriculum requirements. Therefore, with Teach, Inspire and Protect (TIP) we focused on new methods of integrating cross-curricular outdoor and nature-based learning to benefit to the whole school community and broader the sustainability agenda. Therefore, TIP built a platform for teachers and also parents to inspire and learn about nature using digital resources, and also find activities, ideas and best tools for outdoor and nature-based experiential learning. Our combination of partners from schools, NGO's, academic and government bodies enabled us a thorough examination of best practice teaching methods and ensured our approach is sustainable and realistic for the current educational systems in different countries. During TIP we engaged the following audiences:-Educators in early years and primary sector-School management-Experts or practitioners in environmental education-Parents-Organisations’ networks-Policy makers -Academia -General public-And most importantly children!The results achieved in the project: -Interactive modules to learn about nature in a fun way and help teachers to tackle nature with their students-An accredited course with the Institute for Education in Outdoor Learning through Nature-A certified course in High quality spaces for outdoor learning and play in the Early Years-Activities and resources for parents and Early years educators -A series of videos about nature -A detailed methodological approach on contemporary teaching approaches implemented now in schools-Research and survey on outdoor teaching-Guidelines for teacher training outdoors-Mapping the school grounds-Evidence for education and environmental policies. The overall impact on participants and organisations involved: -Increased knowledge of new and innovative methods and practices in teaching outdoors-Experience and connect with local environment and the wildlife that lives there. -Learn about and be able to deliver sensory and values-based connection with nature activities-Positive attitudes and personal commitment to environmental protection -Strengthening professional development, profile and opportunities for participating teachers-Increased motivation and rewarding educational experiences with their students-Fostering critical thinking and problem-solving approaches which will allow teachers to overcome challenges in a productive and positive way-Development of high-quality skills and competences in outdoor and nature-based learning in early years-Instil love and care for nature in the young generation-Involve parents in the process of change and experiential learning in nature with their children-Enhancement of knowledge, competences and skills regarding implementation of European projects -Increase of the exchange of good practices and cooperation with other educational organisations. Using our networks in the partnership and existing platforms, we can amplify the impact of our project on the long term on a European and global scale. The resources were shared through the partners existing networks such as:-International School Grounds Alliance, a global network of educational organisations dedicated to enhancing outdoor learning in school grounds-BirdLife International network which consists of 120 partners globally.TIP is aiming to instil in children a lifelong care for nature which will ultimately impact the decisions those children make in protecting the environment and their contributions as future adults and active citizens. Change starts with one small step, when this change is amplified on a global scale we can make a difference in future of the planet.

<< Background >>Migration remains high in Malta, Greece and Italy. During the scholastic year 2018/2019, In Malta, students with a foreign nationality accounted for 12.1 per cent of the total students enrolled in pre-primary up to secondary education. For the same period, out of over 8.5 million students in Italian schools, around 860,000 were students with non-Italian citizenship. In Crete, there are 54, 065 students in primary education. Of these over 5000 are migrant students. These figures show that migrant students represent a big percentage of students in all three countries of this partnership. Indeed, all countries are increasing their efforts to offer adequate education opportunities to these migrant students by creating classes and units that are specifically addressed to them. Notwithstanding this, the educators feel that they lack professional development and that their classrooms are not equipped with the right resources that cater for the needs of these students. Students with a migrant background often face difficulties in adjusting to a new learning environment. Classes have a mix of nationalities, with different cultural backgrounds and mixed abilities. Educators need to be able to teach using different methodologies that underline the needs and strengths of the different students. If this is not immediately tackled, migrant students will be leaving these units and joining mainstream education without being adequately prepared for this next step. Since resources are not person-centred, students are alienated, get frustrated and this leads to high-levels of absenteeism. Moreover, migrant students and families come from disadvantaged socio-economic conditions and this has a negative effect on their learning. Ultimately, this also hampers their social integration. The education system is the primary institution that can offer support for students in their process for social and cultural integration. This, however, can only happen is the education system is adapted to the needs of the individual student. We will be tackling this throughout our project. Our aim is to create person-centred resources that offer content and process differentiated teaching to migrant students. Teaching migrant students poses different challenges to the educators as the students are getting used to a new country, new language/s and possibly a different way of learning. The educators feel the need to be equipped with new and diverse skills that enable them to create an inclusive classroom environment. This encompasses the need to get to know more about the different learning styles and at the same time requires the educators to understand that each student is intelligent in a different way. Our project will indeed be underlining this important concept by exploring in detail Gardner’s multiple intelligences and will assist the educators to compile and create a resource pack based on this concept. The project will help the educators understand better that human intelligence is multilateral, complex and constitutes a multidimensional spectrum of abilities. The project goes on to provide additional non-formal methods of education to the educators through game-based learning. Games are fun and interactive but they are not just about the game. It involves a number of skills such as teamwork and communication as well as language learning. The educators will thus not only be learning how to design a game but will get the possibility to design a game that tackles the needs of their students especially in relation to soft-skills. This multifaceted approach to teaching is based on the deep sense of social justice, the equality of pupils in the educational process and on the belief that all children should have opportunities to succeed in their own different way.<< Objectives >>‘Mosaic+ Person-centred resources’ aims to build up on an existing project which has equipped educators who teach migrant students’ with more skills and provided a space for parents to connect with different schools. This new project will provide educators with various pedagogical methods that will enhance their teaching skills in an intercultural setting. The project will also focus on the creation of games which will give access to the educators to teach interpersonal skills through non-formal and interactive methods. We will be achieving this aim by:1.Emphasizing the importance for the educators to get to know the students’ various learning characteristics, strengths and needs in order to enable their active participation in the curriculum. This will be done by going over the different learning styles and Gardner’s multiple intelligences,2.Compiling and creating resources that enable the educators to provide content and process differentiated learning. This involves the educators’ skills in diversifying the curriculum and adopting different teaching methods to stimulate and empower all students leading to successful learning through the use of their diverse strengths,3.Focus on holistic education by underlining the importance of soft-skills in formal education through game-based learning. Being proficient in languages and mathematics is not enough. Students should learn to accept each other’s differences, respect and value each other equally, learn to live together and support each other. Game-based learning allows learners to discover new methods of working towards achieving goals and objectives in an interactive manner since games give experiences meaning in a safe environment. It also provides educators with additional tools when working with migrant students and indirectly it also helps them in learning other subjects like the language/s of the host country,4.Continue building on the existing educational platform by providing more resources to the educators as well as creating other sections specifically for the students that will enable them to continue their learning experience at home and thus further promoting the inclusion of the whole family in the students’ learning process.<< Implementation >>In order to achieve the objectives set in this project we will be carrying out the following activities: 1.A training mobility focusing on ‘Developing pedagogical skills to enhance learning’. Trainers from Prisms and CESIE will be designing workshops for the educators to receive added knowledge and skills on the different learning styles with particular attention to Gardner’s multiple intelligences. Educators will understand better that each student is intelligent in a different way and resources have to be designed through various methodologies to target different needs and strengths.2.Focus groups between educators attending the training and other educators in the schools participating in this project. The focus groups will establish what resources the various educators have at their disposal and how these can be categorised according to the multiple intelligences.3.Project Result 1 – Resource-Pack; the compilation and creation of 48 distinct activities that will be brought together in a resource pack available through an online publication. The educators will create new resources where these are missing. The educators will be trying out some of these activities in the classroom to test their efficacy with the students themselves.4.A second training mobility focusing on ‘Developing game-based learning’. Experts from CESIE and Prisms will be designed workshops that will help the educators understand better the importance of using games in education. This will be accompanied by sessions on non-formal methods of education as well as with practical session on the important steps in designing a game. 5.Project Result 2 – Game-based learning; educators will group in their home country and will be creating games according to the needs of their students. The games need to achieve an educational target but at the same time have to be fun and interactive.6.Testing of the games together with the migrant students; the educators will test the games in their classrooms and through the feedback received will carry out modifications. The games will then be adapted to an online version so that they are easy to download and made available to other schools and organisations.7.Project Result 3 – Further development of the educational platform; the technicians from Prisms together with the partners will include all the results produced in this project in the website. A new section specifically targeting the students will also be developed.8.Multiplier events; in each country a multiplier event will be carried out so that the results of this project are disseminated with as many people as possible especially with other educators working with migrant students. As part of the multiplier event, IAKE will be organising a fully-fledged national conference inviting key experts on the subject as well policy-makers. All organisations in this project will also be participating in this event and sharing their experience of the project.9.3 transnational meetings; during each meeting, key persons from each organisation will be reviewing the phases and the activities to come as well as evaluating those phases that have been carried out and finalised.<< Results >>Through our activities we envisage to have the following results and outcomes: 1.24 educators (10 each from MLU, IAKE and ICS Amari-Roncalli-Ferrara) will receive training in Malta on learning styles and Multiple Intelligences in Month 3 of the project from experts in the area.2.24 educators (10 each from MLU, IAKE and ICS Amari-Roncalli-Ferrara) will receive training in Sicily on game-based learning and non-formal education in Month 14 of the project from experts in the area3.Creation of a resource pack containing 48 different activities. This is the first result of this project. Educators will be focusing on language learning and mathematics. For each of the academic subjects, they will be creating 24 different activities. The activities will be based on different teaching methodologies and will be catalogued according to Gardner’s multiple intelligence. Thus, for each subject, under each intelligence, there will be 3 activities compiled and/or created by the educators. Furthermore, each activity will be adapted to basic or advanced learners4.Creation of at least 3 games to encourage game-based learning; this is the second result of this project. In their home teams, the educators, through the new acquired skills will design games targeting the needs of their students. The game will emphasize the learning of soft-skills as well as encourage and facilitate language learning5.The further development of the Mosaic educational platform. This constitutes the third project result. Technicians will design a new section in the platform targeting students. They will also upload the resource-pack and the adapted games and will be including information on the new partners and the Sicilian educational system6.Attendance of at least 250 persons to the multiplier events that will be organised in each country. The aim is to disseminate the project results and increase the visibility of the project and the resources created.All of these outcomes aim at providing educators with added person-centred resources that gives them the opportunity to provide differentiated learning making the classroom more inclusive. This will also benefit the migrant students as their learning experience will be tailor-made to their needs. They will be taught through interactive, person-centred resources making learning an experience to look forward to.

The project ‘better inspection for better social inclusion' (BIBESOIN) brings inspectorates and their stakeholders from different countries together. The partners are representatives of different systems in Europe, more or less centralised, belonging to different geographical zones of Europe and with a different cultural and historical background. The other partners join the project as ‘critical friends’ to share and confront ideas, practices and methods at a transnational level. Due to the range of contexts of the chosen partners and the chosen activities, the objectives of the project will be approached from different points of view, including that of schools and teachers.Actions will look at ways of promoting and stimulating social inclusion in mainstream schools through transnational project meetings and training activities for school inspectors, external school evaluators, directors and teacher and inspector educators. The project will look at social inclusion from a range of different lenses. For example: approaches to reducing the impact on educational outcomes of disadvantage such as race, gender, poverty, harrassment; foster the development of social and civic and intercultural competences, media literacy, and critical thinking; tackle discrimination, segregation, racism, bullying and violence, support and assess new approaches to reducing disparities in access to and engagement with digital technologies. The project aims at strengthening the competences and skills of those who play a key role in monitoring the quality of schools and teachers.The project will include different activities during four 'short-term joint staff training events', three 'transnational project meetings' and a multiplier event: brainstorming, job-shadowing, school visits, seminars, publication of online resources, reinforcement of practices of international collaboration. Priority will be given to ways of improving the impact of stimulation and evaluation to promote 'social inclusion'.All information will be integrated in the common 'Toolbox for Evaluating and Stimulating Social Inclusion in Education' (TESSIE). The tangible outputs will be the provision of (online) resources for the professional development of inspectors, evaluators, directors and inspector and teacher educators to stimulate social inclusion in mainstream education.The strategic partnerships also have the ambition to reinforce the interaction between practice, research and policy. It is the aim to create a 'voice' in the European debate for inspectorates and their stakeholders about ‘social inclusion’. This project aims at devising and promoting different ways in which inspectors and evaluators can help promote a more inclusive education system at European level. It is the first time that such reflection is carried out at such high level and at such a scale. Each partner and the ‘critical friends’ will be responsible for the dissemination of the results. They all work with schools and other stakeholders in their region or country and at European level. All partners are well known organizations in their communities and have support from respective Ministries of Education. As program planning takes place, meetings will be organized and open to government representatives, local politicians to invite dialogue and share information. The shared expertise, publications and the toolbox will be a useful contribution to the European commission' s reflection on quality assurance of education in line with the Paris Declaration about inclusion and will be presented at the multiplier event at the end of the project.