<< Objectives >>This project sets out to create a curriculum on how to assess and recognize prior learning and other linguistic and cultural resources a student and/or an adult refugee/migrant has. This assessment and recognition will help teachers develop lessons which meet their refugee/migrant students’ needs, facilitating their inclusion in the host country’s educational system. The new teaching and learning material we wish to create along with the training platform for teacher<< Implementation >>Writing a handbook for teachers which will outline the methodology and pedagogy for RPL and inclusive education, stressing the interrelation between them. It will also include good practices and study cases of similar practices from other countries that help new ideas and practices develop in continuity of them. A website will be developed for sharing the guide and promoting the project.<< Results >>RPL handbook and website where it can be accessed and through whcih it will be disseminated. The intangible results of the project will be providing methods for better recognition of prior knowlegde of migrants in the partner countries and in Europe.

"<< Objectives >>- To compare the educational systems and the system of training, selection and evaluation of the secondary schools principals in the participating countries.- To analyze the functions of school leadership and the different models of school leadership around Europe.- To establish a European network of directors of secondary schools principals.- To romote a quality, inclusive education that answers the new educational challenges through the exercise of leadership.<< Implementation >>3 mobilities will be carried out, in which one of the participants will host the other members of the partnership, and will prepare a programme comprised of visits to secondary schools, expert conferences and practical workshops on one of the proposed topics: - ""School Leadership in Europe: Selection, Training and Evaluation "", ""School Management in Europe: Functions, Models, Leadership"", ""Inclusion and Quality in Education: School Management in Europe and the Challenges of the 21st Century"".<< Results >>Banco de recursos de herramientas digitales para los directores. Creación de redes de contactos de líderes escolares. Documentos de análisis y comparación sobre la función directiva, sobre los modelos de liderazgo y acceso, formación y evaluación de la dirección y/o que recogen buenas prácticas para garantizar la inclusión y la calidad a través del liderazgo (análisis DAFO, artículos de prensa, documental, videoconferencia, encuestas, presentaciones, espacios virtuales del proyecto, etc)"

<< Objectives >>ESSENCE will allow EU partners from heterogeneous geographical and social contexts to exchange good practices and developing transversal green skills, citizenship and active participation in the life of local communities in different targets of adult learners with fewer opportunities, namely:- elderly people from disadvantaged socio-economic backgrounds;- women victims of violence;- migrants/refugees.We also aim to train educators on practical non formal methods to teach those key skills.<< Implementation >>ESSENCE foresees 3 activities of exchanging good practices and sharing educational activities for women victims of violence (A2), migrants (A3) and elderly people (A4) for the development of transversal green skills, citizenship and active participation, with the creation of teaching materials and joint training events for educators. A final learning and training activity is planned to evaluate the key competences acquired, with the participation of an adult learner per target and two educators.<< Results >>The main tangible result is the ESSENCE Handbook, structured in 3 sections, each dedicated to one of the target of adult learners with fewer opportunities to which the project is addressing. Each section will contain 3 modules corresponding to the 3 key competences developed, accompanied by evaluation grids and non-formal activities useful for achieving the objectives. Important learning outcomes will be achieved on educators, disadvantaged adults, partner associations and local communities.

"<< Objectives >>The general objective of Comm-Edu is to promote an innovative approach to school and extracurricular educational offerings in the field of active and European citizenship, in order to combat educational poverty and early school leaving, based on the creation of educational communities at the local level involving public-private partnerships and the most relevant stakeholders.<< Implementation >>The main activities promoted by the project are:A1- Kick-off meetingA2- Preliminary research on education to active citizenship through the involvement of the educating community A3- Establishment of educating communities at local levelA4- Transnational project meeting and co-design workshop in ItalyA5- Elaboration and translation of the Community Agreement template A6- Organization of an event in each partner country A7- Project management and communication<< Results >>The main result of Comm-Edu is the template ""Community agreement"", between public, private, school and third sector entities through which to establish communities of practice at the base of the model of educational offerings dedicated to young people in the area.Other results will be:-Establishment of a dialogue between students and communities-Improvement of the educational offer dedicated to students-Creation of links between different European realities in the field of school education"

"<< Background >>It has never been more important to make education a universal right and a reality for all. Our rapidly changing world faces major challenges, from technological disruption to climate change, conflict, forced displacement, intolerance and hatred that further widen inequalities and have an impact for decades to come. The COVID-19 pandemic has further revealed and deepened these inequalities and the fragility of our societies. The 2020 Global Education Report conveys messages that inclusion in education is more important than ever, taking into account these challenges. Even before the COVID-19 pandemic, one in five children, adolescents, and teenagers was completely excluded from the education system. Stigmas, stereotypes and discrimination; This means that millions more students are alienated in the classroom. The main recommendation presented in this report to all actors in the field of education is; It extends the concept of inclusive education to include all students regardless of their identity, ethnicity or skill level. Because now is the right time to rebuild inclusive education systems (Global Education Report 2020).Inclusion in education; It is about making every student feel valued and respected and being able to enjoy a clear sense of belonging. Yet there are many obstacles to the ideal of inclusiveness. Our project includes 6 partner schools, TR, FR, GR, PT, RO and IT, and an education association (Educom -GR) that provides teacher training. Our institutions came together within the scope of e-twinning and determined their common needs as a result of consultations with all institutions and came together around the principle of inclusiveness, which is the most significant common need of all. All of our partner institutions have students from disadvantaged groups. (In our project, we will ensure the active participation of 700 students with characteristics such as immigrant, rome, and SEN.) The FR school has pupils from families of immigrant origin: Algeria, Morocco, Tunisia, Albania, Kosovo, Syria, Lebanon and Mayotte as well .In Romanian institution, 45% of the kids are either growing up in devoid of material possibilities families (single-parent families), belong to ethnic minorities, or have special needs. 9% are kids of migrants and immigrants from TR, China, and Arabic countries.Turkish students mostly come from disadvantaged areas with illeterate parents. Italian pupils have different backgrounds. The majority of them come from normal supportive families. Educom works with schools in rural areas with disadvantaged families and help to train their teaching staff.Our project partnership is based on the basic needs of all our participants. In addition, other basic needs of our project partners are as follows. (These needs were determined by our coordinator with a questionnaire prepared with googleforms)- lack of staff key competences (inclusive education model, games and inclusion, digitalization)- lack of Foreign language skilss of teachers and students-The European dimension of institutions is weak- Lack of opportunities for institutions to create new networks- the need to become a more inclusive school-Weak school-parent relationship- lack of awareness of active citizenship - democratic society and European Union- lack of awareness of eco-friendly approaches-Digital inabilities of teachers and studentsIn the context of these needs, we have identified 3 main priorities for our project: -Inclusion and diversity in all fields of education, training, youth and sport,-Development of key competences,-Supporting teachers, school leaders and other teaching professionAll of our project activities are designed to support our priorities and to achieve our goals.<< Objectives >>We came together with our project partners for our current e-twinning project, Games Everwhere (ID293443) https://live.etwinning.net/projects/project/293443). This project is a continuation of our topic and we have decided to strengthen our network and partnership within the scope of Erasmus + in line with the results of the needs analysis survey we conducted by our coordinator. Inclusive education, as always, is a concept that should be emphasized in today's education system and overlaps with the principle of equal education for all. There are a wide variety of methods and techniques to create inclusive education environments. But when the word inclusivity and child come together, the first word that comes to mind is ""Game"". Games are one of the most important tools that attract the attention of every person and have the ability to bring all kinds of people together. Game is an inevitable concept when it comes to children. While playing games, we focus on the goal, we act together without looking at anyone's color, language, nation or religion. In this context, we aimed to work with our partners on the creation of inclusive education environments, which is one of the main priorities of the Erasmus + program, and to reinforce these studies with game-based methods and techniques. In this context, 4 learning, teaching, training events and 3 transnational project meetings have been planned. A wide variety of activities will be conducted to achieve our goals, taking advantage of the strengths of our partners. Within the scope of our project, 6 schools (FR, RO, GR, TR, PT, IT) and 1 education assocation (GR) came together and determined the main objectives of our project as follows: -To ensure the inclusion and diversity in 6 partner schools from RO, TR, GR, PT, FR, IT and Association in GRby using formal, informal, and non-formal education methods on no-touch traditional and digital games in our structuredcourses, and project activities -To improve by 1% the 8 key competences of 4000 students from 7 partner organisationsfrom RO, TR, GR, PT, FR, IT and an Association in GR by non-formal education methods during 2 years of projectactivities and 1 short-term exchange of groups of pupils in RO -To improve the quality of 60 teachers from 6 partner schools and 1 association by 10% by using 12 traditional and 15 digital games produced by using 5 different web 2.0 tools in face to face and distance learning between 11.2021-11.2023 -To develop 6 instruments with the role of transfer and exploitation in and outside Europe through the participation of 60 teachers in 3 short-term joint staff training events between 11.2021-11-2023 -To increase the internationalisation of 6 schools from RO,TR, GR, PT, FR, and IT and an association in GR by cooperation and networking between 11.2021-11.2023In addition to these general objectives , we also want to achieve:- increse in key competences of our staff (inclusive education model, games and inclusion, digitalization)- increase in Foreign language skilss of teachers and students- strenghten The European dimension of institutions- increase in reaching the opportunities for institutions to create new networks- become a more inclusive school -increase in school-parent relationship- increase in awareness of active citizenship - democratic society and European Union- increase in awareness of eco-friendly approaches- increase in Digital abilities of teachers and students-Increase in adaptation and application skills of traditional games and digitalgames to educational processes -Increase in critical-creative-collaborative and caring thinking skills-improve in teachers managing, team work and cooperative skills-demonstration of students' being more autonomous, more self-confident, more open and friendly topeople which are different,-increase in positive parent-child relations-raise awareness of our schools in local, regional ,national and international level-strenghte<< Implementation >>We will mainly have preparation, implementation and follow-up and dissemination activities.Preparation Activities:-use of tools of twinspace to communicate and disseminnate our results- hold weekly meetings through various digital platforms , skype, zoom , googlemeet-create Erasmus +teams in our schools and assign roles in the project- form teams of teachers responsible for project activities -.Questionnaires and surveys will be prepared formteachers, school workers, students and their parents to get know what their expectations about the project are.-train our Erasmus+ coordinators from our school on how to plan, control the budget, monitor and evaluate the project activities, measureand disseminate the results in a proper way.-make a detailed schedule of project activities-make research about the partners countries-Online meetings -form a comission for the selection of participnats for the LTTs and TPMsManagement and Implementation Activities:- include organisational and administrative tasks, virtual meetings among partners, preparation of communicationmaterials, preparation and follow-up of participants taking part in activities, networking events, meetings, workingsessions to exchange practices and to develop results- Logo, poster, brochure, website preparation (also in digital format,)-. Billboards at schools, articles in local media and our social mediaaccounts-4 LTTs ( Digital Games ( PT), Play in the Forest ( GR), İnclusion and diversity ( GR), The Magical Power of Tarditional Games ( RO) -3 TPMs ( kick off- FR, Interim -TR, Final Meeting -IT)- 1 integrated programme to be integrated in the participating school curricula or in their extracurricular activites/ clubs-.1 methodological guide with ISBN published in100 samples on ensuring social inclusion and diversity in European schools through traditional, modern and online games for children -1 book with ISBN including explanations of 12 traditional games and 15 digital games-15 Digital games-Interviews with parents about traditional games - 20 oral storyrecordings of parents' memories of their chidhood games.-The most creative digital game competition among all partners- Traditional game exhibition in each country-. 6 digital posters- Surveys, questionnaires and results to be applied to teachers, students and parents-. Creating a googlesite to sh.are online games prepared by Web-2 tools -Erasmus+Fair in each countryFollow-up Activities:- set indicators to measure the impact of our project activities on our participants in school, out of school, local, regional, and international level.- compare new data on problems of inclusion, sense of belonging, academic achievement and student mood in partner organizations with pre-project data. - compare new data on teachers' motivations, competencies in combating inclusion anddiversity challneges and their innovative experiences with pre-project data- Increase in motivation in foreign language lessons will be our tool to measure the rise in foreign language proficiency.-the materials and documents analyses will also be an indicator ofthe students progress during the partnership.-feedback from online platforms will enable us to measure the impact of our project at the Europeanlevel.- group discussions, satisfaction questionnaries, evalutaion questionnaries,-The number of 'likes' that ourYouTube channels has and the number of followers of our project's social media accounts ( Facebook, Instagram, twitter,website)Dissemination Activities:-prepare a detaield DEOR plan with one person responsible from each country-inform all school and local community about our schools -write 10 articles to the local newspapers-distribute 500 leaflets about the project's aims and results -use the EU Dissemination Platform, E+PRP, eTwinning and TwinSpace-held 2 online event on e-twinning-upload on TwinSpace all our project concrete resultsas OER (Open Educational Resource)<< Results >>TANGIBLE RESULTS * 1 book (50-70 pages) with ISBN published 50 samples on the description of 12 no-touchtraditional games and15 digital games of each country (all languages and english) *1 educational programme to beintegrated in the participating school curricula or in their extracurricular activites/ clubs *1 methodological guide with ISBN no. published in 100 samples on ensuring social inclusion and diversity in European schools through traditional, modernand online games for children (lesson plans of 12 Traditional Games, and 15 online games (link and explanation of thegame) *LTT on The Magical Power of Traditional Games for 18 educators and 12 students for 5 days *LTT on Inclusion and Diversity in all Fields of Education for 18 educators for 5 days *LTT on Preparing Digital Games with WEB2 'Tools for18 educators for 5 days *LTT on Raising Awareness of environment through traditional games fot 18 educators for 5 days*3 TPMs *1 international video conferenc*Erasmus+ Fairs in each partner country *15 Digital games *Interviews with parents about traditional games *20oral story recordings of parents' memories of their chidhood games. *The most creative digital game preparation contest*Traditional game exhibition in each country *6 digital posters (reflecting the cultural elements of partner countries)*Project logo, roll-up, posters, brochures, promotional items *Questionnaries and results to be applied to teachers, students and parents *Project website, googlesite and youtube channel *Social media accounts and posts INTANGIBLE RESULTS Educators and school staff; *Increased ability to create inclusive and diverse learning environments of individuals from the participating schools *Increased adaptation and application skills of traditional games and digital games to educational processes *Increased critical-creative-collaborative and caring thinking skills * We expect that 70-80% of the school staff will become more interested in the European partnership and about 25% will increase theirwillingness to take part or to initiate other international partnerships; *Most of the school staff about 75% will become more open minded, more willing to accept others, regardless the differences of culture, education, language, customs, traditions. *Teachers managing, team work and cooperative skills will be improved in most cases (85%); *increased ecofriendly manner*Realize their potential in inclusive and diverse learning environments *Increased criticalcreative-collaborative and caring thinking skills *level of English will increase - from level A1 to A2 (students) * Their motivation will increase * Their digital competence will increase *their social relationships will improve * Their academicsuccess will increase *European Union and active citizenship awareness will increase *increased eco-friendly manner *At least 50% of the students will demonstrate to be more autonomous, more self-confident, more open and friendly to people which are different, to communicate easier in their Mother Tongue and in the other languages; *The equal participation of the students (boys / girls; those belonging to the ethnic minorities, the disabled ones) will diminish thedifferences and will change the perception on the equality of chances, emphasizing the similarities, about 90% willimprove their attitude ; * The students' managing skills, team work and cooperative skills will be improved in most cases (85%); Parents * Awareness and sensitivity will increase in respect to differences.* Awareness on the European Union will increase* Family-child relations with their children will be positively affected. At the institutional level;* The rate of creating inclusive learning environments will increase by 50% * Interest in classes will increase by 50% * European citizenship awareness will increase *Digital content creation capacity will increase *Foreign language proficiency of educators and students will increas"