"We have witnessed changes in our school in the past few years. The family model, in many cases, is not the same and its responsibilities are now shared with the school. Our children grow up in a different world, focused on technologies and extracurricular activities, leaving little time for what was essential to them: playing. Children and families do not have the time to be together and share the process of growing up. This explains the problems in social and school development and the lack of values among pupils.Values education, once in the hands of parents, is now a responsibility of the school. This project aims to work with values such as sharing, solidarity, happiness, peace, respect, freedom, family, honesty, citizenship, among others. Also, the use of significant words (please, excuse me, thank you, good morning, sorry...) contributes to the change of this school and social framework. This is only possible through constant and persistent work, from an early age.It’s important to explain to pupils that these values are not out of fashion. We want healthy and well-educated children, crucial for the construction of a well-structured society. The paradigm shift is only possible if we open up learning, provide new experiences, and promote, along with logical reasoning, mastery of mother and foreign languages and digital technologies, exploration of arts, sports, health, and contact with nature. Thus, the pupils’ horizons become broader and they are motivated toward attitudes compatible with responsible and conscious citizenship. Working with values at school is a great need, combined with the contribution of families to make this action more effective. Children will grow up with balance and will not be deprived of interaction with their peers.The use of stories as a pedagogical strategy will allow the development of necessary learnings for the pupils, starting from imagination and establishing parallelism between fiction and real concepts. Step by step, children will develop their moral sense.The activities of the project will have, as a starting point, previously selected children stories that refer to universal values. In each month, a story will be associated with a value, and consequently a theme. The stories, values, and themes, will be intertwined with the seasons or festivities common to partner countries. This will be the motto for work planning.In order to make this project stronger, more coherent and effective, with meaningful and long-lasting learnings, we foresee the involvement of the educational community, highlighting the fundamental role of families and also directing some of the activities to them. This will lead to bigger accountability of all the actors.Transnationality and funding are necessary for the project in order to allow children to contact with their peers from other countries, virtually and in mobilities, thus getting to know different cultures and developing social and personal skills and European values.The main objectives of this project are:A. Increasing pupils' self-knowledge so that they are able to recognize their own feelings, emotions, desires;B. Providing children with tools for getting to know and respect their peers;C. Helping children value what they own and discussing the issues of ""owning"" in contemporary society (consumerism);D. Working on issues such as loss, frustration, change, discrimination, prejudice, exclusion, and conflict situations;E. Strengthening pupils’ self-esteem;F. Developing pupils' social and communication skills;G. Increasing pupils' literacy and interest in reading and writing through children literature;H. Raising human, upright and just children, citizens of a better future;I. Increasing the engagement of parents/families in school life;J. Developing the participating organization's capacity of operating at a transnational level;K. Exchanging ideas and sharing educational methodologies/practices/tools with partner teachers/staff.Concrete results we plan to develop during the project's implementation period:• Virtual Museum of Values - an online interactive space where values are explained and put in context;• Project Ebook - a collection of the project activities' results and expert's work on the subjects;• Online Booklet of Interactive Games - a guide of interactive games;• Short Film - on the topics of human rights and universal values;• Project Website/Blog - the project's online space, with updated information about the activities, mobilities, and results."

"Considering the history of humanity, it used to be less common to communicate with different cultures in traditional societies, whereas in modern world, social dynamics require us to act with a high level of empathy. Empathy is not something that can be spontaneous or memorable; it is meaningful in case it is part of everyday habits. Decrease of this part with time leads to turning negative behaviors in humans into a habit. In that case, does our education system find solution to these negativities? While our education system makes specialization in a field (mathematics, science etc.) a dominant element, it does not focus on acquiring good behaviors. In order to provide a philosophical change in the concept of “respect for differences”, the Ministry of National Education started teachers trainings in scope of Inclusive Education Project. We wish to comprehend empathy and turn it into behavior with the idea that strengthens and complements our Ministry's project. Within the scope of our project, we will have significant experiences with 13 local events. There are details of all our activities on monthly basis in the attached activity guide. The aim of each activity is presented in detail. 10 teachers, 30 students and 20 parents from each institution will take part in these activities. 12 activities will take place within the scope of international activities. A total of 64 teachers and 36 students will take part in transnational mobilities. Our project activities are planned in three stages: 1)Recognizing your own emotions 2)Expressing emotions 3)Recognizing and accepting feelings of others. Activities will begin by noticing their own feelings. It seems not possible for individuals who cannot express themselves to realize the feelings of other individuals and respect their differences. Activities will be carried out methodologically based on drama, group play, role playing and sharing activities. Our aim is to improve the empathy skills of the groups taking part in the activities by means of these methods and to disseminate it to wider audience. Each partner institution is an important part of local and international activities. Among the project partners, there are teachers highly experienced in the field of the project. This will gain quality on the implementation stages. In addition to local activities, international activities are very important in terms of experiencing and sharing of good practice. We are aware of the fact that we need to carry out activities in a meaningful plan with our project partners who have different conditions from us. Collaboration with different teachers, students, cultures, institutions and systems will enable us to raise empathy on a philosophical basis. These activities, which we start with a small group, will become widespread in our institution and in our environment and the number of people we reach will be an important indicator of our success. Moreover, there are many values that our project will add to our institution standards. We are curious about the renewed educational practices of Poland and Bulgaria after their joining the EU. We aim to compare our responses to common problems with Macedonia having close geographical position to us; to observe the impact of authorizing local administration in respect to education management by softening centralist structure on the education systems of our partner in Portugal, to experience practices in education systems in respect of democracy culture, respect to differences and empathy and to integrate good classroom practices into our corporate structure. All these experiences will undoubtedly contribute to our understanding of mutual language learning and European culture and contribute to a healthier integration with Europe. As a result, all of our project experiences will show that empathy in education is as important as specializing in a field. In line with the 2023 vision of National Education, studies that will contribute to the formation of a qualified and inclusive education are extremely significant. We need all good practice in order to sustain existence of all our differences in a valuable way in complicating society. It is also among our expectations to obtain a sound and practical scientific basis for the results intercultural differences may bring out. Thus, we would like to have a road map for future studies. As a result of all these experiences, we will create a booklet containing information such as the importance of empathy in education and the activities of the project to be published in partner countries as well. In line with the experiences we will gain at the end of the project, our students and teachers will be ensured to sustain and spread the feeling of being aware of the other with the studies to be carried out outside the classroom by planning activities in benefit of Community Services (Kızılay, Yeşilay, Lösev..) at the beginning of each term. That's why we call it ""Find my echo in you""."

<< Background >>Many resources that strengthen students' psychological resilience and make it easier to cope with life's challenges are less available during a pandemic , namely: absence of fieldwork, extracurricular activities, teamwork, connections with others, strengthening one's own strength through sports, movement, work activities. The fact is that children are more exposed to digital content. Except in class, they are even more exposed to recreational content at home. Children are dominated by a sedentary lifestyle, typing on mobile phones and tablets, moving away from nature, the environment and a healthy lifestyle. The consequence is poorer graphomotor skills of students, illegible handwriting, they are incompetent in basic activities such as cutting with scissors, sewing buttons, joining textiles with needle and thread, food preparation. All of that is all visible in working with students in our schools. In addition, the number of hours in which handwork is applied has been reduced in the education system. Due to the overemphasized importance of knowledge, motor skills are neglected, which are very important for the acquisition of all knowledge and the further life of students and their mental health. Rapid economic change imposes a greater need to nurture environmental care from an early age. In addition to the development of digital competencies, it is necessary to encourage the development of motor skills and a quality relationship with nature. Given today's circumstances, there is a need for better preparation of students for life and the world of work. It is necessary to emphasize the economic reasons for the need to encourage students to continue their education in crafts.<< Objectives >>By self-evaluation of the work of the school at the end of the last school year, we concluded that it is necessary to direct teaching to students, especially students with disabilities, to intensify psychological well-being of students. The analysis of our strengths and weaknesses points to changes in approaches to teaching in which, in addition to the development of digital skills that are necessary, practical work and raising awareness of environmental protection should be more prevalent. Students of different abilities and abilities are educated in our school, as well as students with different socio-economic abilities, and changing the approach to teaching will enable them greater motivation, easier learning and acquisition of basic skills and easier transition to the next level of education.The overall goal of our project is to improve the competencies of students and teachers in the field of teaching and learning through practical work and activities in the field of environmental protection.Project goals:1. increase students' interest in handicrafts, practical, research, comprehensive learning and encourage active student participation in teaching2. strengthen the environmental awareness of students and teachers and responsibility towards all living beings, the environment and themselves3. to increase students' interest in natural subjects and further education in craft occupations through practical learning4.to improve the key competencies of teaching and management at the school level and incorporate exchanged knowledge and skills in working with students and school curricula5. to improve communication between students and teachers in English and thus improve their communication and interpersonal skills6. to improve the internationalization of the school by sharing knowledge, exchanging experiences, ideas, new trends, examples of good practices and promoting European awareness among all members of the educational community.<< Implementation >>The project plans various activities that will be carried out during the project according to the plan. All activities related to the objectives of the project are also related to active and practical learning in the field of environmental protection in various subjects. Teachers from all partner schools will explore the possibilities of applying practical work, each in their own field, but also transdisciplinary in the correlation of subject areas (mathematics, nature, foreign language, social fields, sports). The ways and possibilities of using practical work for learning purposes will be applied in working with children in all participating schools during the project. The classes, workshops, lectures will be hold, monitoring the work of students and teachers focused on practical work and environmental protection in different areas and different schools and school systems, thus ensuring better achievement of goals. Activities cover a variety of topics, such as: Healthy and balanced nutrition, Household and sustainable development, Recycling, Green trips, Community and nature. Each school prepares learning and teaching activities in which students from all partner schools will participate, related to the project objectives. The themes of these activities are: A greener future that connects people, Green schools, Our traces in nature, And our green garden makes a green Europe, Let's cooperate with nature, Architecture and nature. Two transnational meetings will be held (Together in New Challenges, Cooperation and Productivity), with the aim of more successful implementation of planned activities and creation of better intellectual results of the project. Teachers' research work with students will be carried out with the aim of creating intellectual results of the project: online platforms for teachers and educational digital games. There will be dissemination at all levels, closing conferences and a multiplier event: School as preparation for life: -from practical to digital.<< Results >>Two intellectual results will emerge as a result of the project : a platform for teachers with examples of methodological scenarios and educational materials for students which include educational digital games with an environmental topic. We expect the project to have multiple effects at different levels.At the student level:1. better organized teaching and practical work activities that enable learning to be faster, easier and more interesting;2. higher level of ecological awareness and responsibility towards all living beings and the environment3. increased practical skills and techniques - greater self-confidence, satisfaction with school and better mental health of children;4. improved language competences in English.At the teacher level:1. improved key competencies and skills in the work of teachers - application of new methods of learning and teaching in the field of practical work, preservation and environmental protection;2. greater environmental awareness and awareness of the need for teaching in accordance with the goals of sustainable development;3. improved communication of teachers in English;4. developed awareness of national and European cultural heritage.At the school level:1. improved quality of teachers' work and strengthened professional teams at the school level;2. better support for teachers in applying different approaches to teaching and preparing teaching materials3. enriched and better designed school curricula of all schools and improved school development plans;4. greater environmental awareness and care for the environment of all schools;5. developed European dimension of schools.Internationally:1. greater care for the environment, green areas, sustainable development - all partner schools deal with environmental protection and sustainable development;2. better cooperation between European schools and the exchange of good practices at European level;2. increased experience of participation of all partner schools in Erasmus projects;3. greater connectivity and networking of schools in Europe, which is a stimulus for new collaborations and partnerships in new projects.

"""Even the smallest country is worthy of the greatest love."" /Hans Müller/The need and the effort to go with, understand, and adapt to the new conditions that have occurred in Europe since the coming of the 21st century is the biggest motivating idea for developing our project ""Every Country Hides Its Own Story"". Today we live at a fast pace of life. We often move, change jobs, create new friendships. We are similar to trees those are often transgressed, their conditions are changed, and therefore they do not produce fruit, because they have not had the time to get rid of the roots, they have settled. In order not to be like these trees. It is important to recognize our identity, history, culture, our traditions. We need to find who we are and where we are going to, what our aspirations, gifts and needs are, what is our mission and how we can enrich this world. These are the basic questions those lead to a quality life like when plants get the right soil that gives them enough energy and nutrients for their healthy growth. Therefore like a year is divided into four seasons, we have divided our project into four parts: The Story of the School, The Story of the Town, The Story of the Region and The Story of Common Europe. Our goal is to develop the right land by means of the knowledge of the cultural heritage, by which will lead the pupils to tolerance and respect for the differences among individuals, nationalities and nations. At the same time, it will lead pupils to understand the necessity of coexistence in the current multicultural society. In order to achieve the stated goal, it is necessary to try to overcome the persistent barriers in communication in a foreign language. The beginning of the path we want to achieve is the family, as for the tree of the soil in which we are rooted. If we do not know our roots, then the imaginary wings that will grow us will be weak. Whether we are aware of it or not, our roots are associated with our ancestors. The journey will continue through the recognition of the schools, the cities, regions until today - Europe. Because we grow up in a certain environment that is affected by how our ancestors lived before, in our city, region, country. Whether we want to build on this legacy or not ... we should know it. Only then will we be able to decide how and to what extent we will continue to develop and enhance it ... Just like the tree is known by its fruit, our project will be known by its results. If a tree has proper conditions and care, it brings good fruit. We believe this project will be enriching for all of us. We also choose methods and activities to explore and learn to use the information. Whether the results are good and successful depends on us. The fruit of our project will be the creation of a family tree, a school tree, a historical calendar, craft products, a traveling exhibition, bookmarks, a Comenius dictionary, an international escutcheon of respect, a theatrical performance ""Ever Country hides Its Story"". In the questionnaire of tolerance, we will point to our shared story in Europe and the intermingling of cultures of different nations. Teamwork will strengthen the social competencies of pupils. We will solve the problems and make compromises. Through the games we develop communication and interpretative skills. By working on PC we will improve our digital skills, especially in the area of ​​information acquisition and its use in the development process of our own personality. It is a further step to enriching the content of the school curriculum with new elements in language learning, multicultural and creative learning. This step will provide pupils with better professional orientation, attractive learning, and motivation to learn. Pupils will make new friendships and improve in cooperation by using foreign languages what is very important for their future jobs. We believe that these activities will give us as much energy as hugging all the trees in the forest. Behind these activitiesthe wealth will be hidden , from which we will be able to pump for a long time. It will be a solid bridge of leading to mutual tolerance and respect. It is essential point to know our own pedigree, our own roots, to be inspired by our own ancestors and by all their stories. At the same time, it is a new challenge to understand people more and to promote mutual dialogue among us ""Let each of us be better today than he was yesterday, and our homeland will be great and glorious."" /Milan Rastislav Štefánik/"

<< Background >>Schools / learning environments have an important function for the development and maintenance of democratic values. In this sense, more inclusive and more peaceful learning environments are; the environments where individuals have feeling of belonging, participate safely and actively and find the opportunity to realize their own potential. However, many learning environments are unsafe and there are many barriers to access education: Barriers linked to education and training systems, cultural differences, social barriers and barriers linked to discrimination. We are aware that all other obstacles that are not included in these main headings are a disadvantage in the problem of bullying. We aim to eliminate the disadvantage of obstacles by changing the mental structure rather than working with each type of obstacle separately.According to the UNICEF report released in 2018, half of the 13-15 year old students (approximately 150 million students) around the world are exposed to peer violence in and around the school. UNICEF Executive Director Henrietta Fore, on the subject: Education is the key to peaceful societies; however, he said the school itself might not be a safe place for millions of children around the world. While this situation affects the education of children in the short term, it can lead to depression and anxiety, even suicide in the long term. The most intense security problem in educational environments is all kinds of bullying. Tyranny; Bullying is experienced in different ways such as physical bullying, verbal bullying, social or relational bullying, cyber bullying and sexual bullying. Most types of bullying are perceived as simple disciplinary problems, which makes students feel lonely and helpless. Another point is the fact that the problems we mentioned are more experienced in inclusive classes and classes with children from different socio-cultural, economic and ethnic groups. Studies show that these problems are also very common in preschool and primary education institutions.Our project emerged as the product of our search for solutions to the problem areas we explained above. Organizations in our partnership experience these problems at different levels. This project will enable our institutions to become a safe place for everyone, where any soul can flourish. It will enable our institutions to increase our capacity to produce sustainable solutions to the problem with innovative methods and techniques. P4C, drama and nonviolent communication techniques to be used in our project are among the ideal tools to develop mutual understanding, tolerance, respect for differences and caring thinking. The intellectual foundation studies we will do to prevent bullying and discrimination will result in more inclusive, more peaceful, more participatory learning environments.In order to achieve this, we designed this project with the following objectives:At the end of the project period, the number of bullying cases will decrease by 50% compared to the pre-project situation by increasing anti-bullying skills from 40% to 70%, eveloped during 3 LTTs for 63 educators, and by increasing the ability to cope and combat bullying and discrimination from 40% to 70% by implementing activities, workshops and campaigns for 1 LTT for 28 student and aprox.4000 students - 200 parents from 7 partner countries,and by raising awareness of bullying and discrimination from 30% to 60% through publications and events 2. Developing critical-creative-collaborative and caring thinking skills of educators and students from 7 partner countries from EU and beyond by using formal and non-formal education.An important aspect og our project will be organizing an international online conference to disseminate the use of P4C, non- violent communication and drama together and project outputs in combating bullying and discrimination. This way, our project legacy will reach people worldwide.<< Objectives >>All our partners have a problem of bullying and our institutions need innovations in anti-bullying tools. In this sense, P4C, drama, nonviolent communication techniques, project publications, campaigns and other events will enable our partners to have powerful tools With this project, we aim to make our project partners more inclusive and peaceful organizations. Our project will tackle all types of bullying and develop critical-creative-collaborative and caring thinking skills of our target groups. Our basic intervention logic is to achieve sustainable results with effective and innovative methods. The thesis that negative emotions are the basis of negative behaviors and negative thoughts are the basis of negative feelings is an accepted thesis in the academic world. This shows that if we want to change a negative behavior, we will have to change the thinking first by following the opposite path. From this perspective, our project will create sustainable changes in the way individuals think about all kinds of bullying.Educators; Problems arise and negatively affect the equal and active participation of all individuals in the teaching processes. They fall short in preventing bullying. This situation harms the bond between them and their students. If educators are supported in nonviolent communication and democratic learning environments, the school environment becomes more inclusive and peaceful. Thus, it can be ensured that children are raised as peaceful, respectful of differences and aware of their rights As a result of trainings on drama, P4C and nonviolent communication techniques, educational materials, our target group will move to a position that creates sustainable solutions instead of seeing itself as the responsible of the process. They will gain the ability to implement innovative activities. Thus, they will be able to ensure the equal participation of all students in the educational processes in their institutions. This will increase the self-confidence and motivation of educators and school staff.Students need inclusive and peaceful learning environments to realize their potential and feel safe. Some of the needs of students will be met by educators and activities to be carried out at institutional level. The other part of student needs are activities that they will actively participate in. Students participating in the international mobility will spread the skills and experiences they gained into the school environment. With P4C, drama, nonviolent communication techniques and technology-supported education content, they will experience a change in the level of thinking about human rights and values. The change in thinking will create a change in their emotional level and eventually they will become attentive individuals. Individuals with bullying and exclusion problems will decrease and they will not feel alone and helpless. They will feel safe, their ties with the school will be strengthened, and this will bring success.Our other target group, parents, is an important element of any work to be done with children. School-students and parents were handled together as elements that support each other. Most students facing bullying and exclusion problems and can’t cope with these problems come from disadvantaged families. Most are victims of domestic violence. There will be seminars for parents. Participation in campaigns and in-school activities will be ensured. Bulletins, parent guides, posters and brochures will be shared with parents. These studies will empower parents in the healthy personal-social and educational development of their children.<< Implementation >>1.Informing society about starting the Erasmus + project. Billboards at schools, articles in local newspapers, creating logo and organizing a contest. Creating the website of the project.All partners will give a start in coordination with the project coordinator.2.Reporting the project results and delivering them to local / national and international persons and organizations.3.Making monthly project evaluation meetings, preparing and presenting the interm report and the final report4.Erasmus+Fair in each country ( An Erasmus+fair will be organized by each country to disseminate the project results and allow the other schools to be aware of our Project activites and motivate them to have partnerships as well).5.Articles in local newspapers, websites, facebook and photo gallery in schools from all project’s activities.6.All Parteners! İt will be made education and workshop activity for parents andworkers of school in.7.Preparing and generalizing the content of the activities in print and digital using P4C, drama AND non-violonce education techniques: a) 5 dramas, 5 P4C and 5 non-violent communication activity contents including values education and human rights lesson units b)Bullying, exclusion, respect for differences, etc. 5 dramas , 5 P4C and 5 non-violent communication event contents to raise awareness on issues8.İn All partners, opening P4C, drama and non-violent communication workshop. Application of 10 dramas, 10 P4C and 10 non-violent communication activities prepared by our partners to students and parents in workshops9.Preparing and generalizing teachers, parents and student guides in print and digital to struggle with bullying and exclusion10.Preparing and generalizing the school action plan to struggle with bullying in print and digital11.Arranging a slogan-painting contest with the theme of bullying, discrimination and respect for differences by all participating organizations: Participation of students, teachers and parents will be provided. The content can be used in the native language and in English as digital campaign content12.Organizing an awareness campaign on bullying by all participating organizations: It will be organized with the cooperation of teachers, students and parents. It will be supported by digital tools13.The activity of bully, victim and bully-victim by all participating organizations to write a letter to the student, teacher or parent: our preschool partners will have a picture.Letters will be written digitally and anonymously.Letters will be sent to a given e-mail address for each partner.Checks and translations will be done.A certain number of letters will be collected in a common pool and used as digital content. Each partner will display a certain number of letters from other partners.14.Providing the participation of teachers in LTT activities. Teachers who participate in LTTs providing training to other teachers in their institutions15.Applying of eTwining activities16.Using EPALE by teachers and make sharing of content17.Providing the participation of students in the mobility18.LTT on P4C for 21 participants for 3 days 19.LTT on drama for 21 particicipant for 3 days20.LTT on non-violent communication for 21 participants for 3 days 21.LTT on safety and inclusive school for 21 students for 3 days 22.16 sessions/24 Philosophy workshop for adults (teachers)23.Kick of meeting24.Interim meeting25. Interim Online meeting26.Final meeting<< Results >>TANGIBLE RESULTS*LTT on P4C for 21 participants *LTT on drama for 21 particicipant *LTT on nonviolent communication for 21 participants*LTT on safety and inclusive school for 28 students *16 sessions/24 hours Philosophy workshop for teachers*4 TPM*Monthly evaluation meetings. Interm and final report* Project result report to be submitted to local and national organizations*30 printed and digital event content developed with P4C and Drama*Digital campaigns and their content developed by teachers and students*Digital awareness publication created with digital letters that is written by bully wictim, educator and parents*Projects logo, posters, brochures, boards, signs and promotional items *Action plan for safe school. *Teacher, parent and student guides (print and digital) to struggle with bullying and exclusion*Digital awareness publication to be created with pictures and posters *7 P4C and Drama workshops that are opened within all partner institutions. Activities which are implemented in these workshops*Surveys and results *Project website and youtube channel *Social media accounts and posts. INTANGIBLE GENERAL RESULTSEducators*Anti-bullying skills will increase*The ability to create learning environments that ensure equal and safe Access and active participation of each individual will incred *The ability to adapt and apply drama and P4C tecniques to educational process will increase*Critical- creative- collaborative and caring thinking skills will increase*We expect that 70-80 % of the school staff will become more interested in the European partner ship and about 25% will increase their willingness to take part or to initiate other international partnership*Most of the school staff about 75% will became 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 cases85%Students:*Awareness and sensitivity on bullying, exclusion, and respect for differences will increase*Will be able to realize their potential*Critical-creative- collaborative and caring thinking ability will increase*The sense of belonging will increase and their ties with school will be strong*Psycho-social problems will decrease*Their academic success will increase*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 the differences and will change the children’s perception on the equality of chances, emphasizing the similarities, about 90% will improve their attitudeParents;*Awareness and sensitivity on bullying, exclusion, and respect for differences will increase*Awareness of their children's psycho-social, cultural and educational problems will increaseAt the institutional level:*The problem of bullying will be reduced by 50% *Disciplinary problems will be reduced by 50% *School dropout rate will decrease by 50% *Absenteeism rate will decrease by 50% *Motivation will increase *Foreign language proficiency of educators and students will increase*The equal chances of participation for the staff (where available) will change the old stereotypical attitudes with the new ones based on emphasizing the similarities instead of focusing on differences*The schools policy can benefit from the new and improved teaching, evaluating and managing strategies implemented by the European collaboration.*By adopting and applying specific measures and planning specific activities for the disabled, disadvantaged students and staff, persons from the ethnic minorities, male and female schools will ensure equal chances for all people and will share this experience with other schools in their are