Over the past several years,tens of thousands of refugees and asylum seekers-including an unprecendented number of children-have braved rough seas and barbed-wire barricades to find safety and beter life in Europe.Are our schools prepared to help refugee students integrate into their new communities? And will they succeed in preparing all students for a world in which people are willing and able to collaborate with others of diverse cultural origins;appreciate diffrent ideas,perspectives and values;and join others in life,work and citizenship?Even before this latest influx,the population of refugee students had been growing and refugees are concentrated in schools-classrooms and community-ampliyfing the challenge of diversity for teachers, school leaders and policy makers.The successful integration of refugees involves a whole range of policy domains and therefore requires a hole-of-government,and indeed a whole-of-society,response.But education plays a crucial part in this.The policies and practices that countries use to integrate refugee students into schools have a major influence on whether integration is successful or not;and countries that are unsuccessful in integrating the first generation will pay an even larger price in future generations.So what should we do?Our project’s aims to provide language instruction ,offer high quality of early childhood education, encourage all teachers,prepare themselves for diverse classrooms,reach out the refugee parents,provide them social/counselling support.There will be 4 projects meetings will be planned during the project.Two meetings in the first year,two in the second year for planing,managing the process,improving the activities,distrubiting the tasks and responsibilities,correct social dialogues.M1:(2 participants) This meeting will allow adjusting the project organisation, considering the complexity linked to the number of countries, the introduction of the school/organisations and its systems ,adjusting the project organisation,introduction of the nearest environment in December 2016 in Turkey. M2:(2participants)Partner school/organisation progress project planning,evaluating, meeting researchers,distrubition of the tasks related to planned activity,revising and checking the questionaire's results,discussing about the researches which is done to the purpose of the ways of integration by all partners. March 2017 in Germany. M3:(2participants)Evaluation of the first year of the project about what has been developed so far,the fulfilment of the objectives,to plan activities and products that will be developed until the end of the Project in October 2017 in Italy. M4:(2 participants)Taking the responsibility for dispatching, collecting and integrating written contributions,dispatching preparation work and organize the inputs/contributions to feed the meetings of second year of the Project in February 2018 in Spain.There will be one a multiplier event activity in Turkey in April 2018 with the participant of all particants.All teachers who use APR and guide at their schools will come together for general evaluation.All menus of APR and guide will be discussed and evaluated.We do not want to find solutions in short term or just provide the target groups an awareness we exactly want to give the refugee students,their families responses to strenghten integration in the long term..That is why we want to form this monitoring-evaluation system by this way we will support their improvement processes by innovative techniques,demonstrate the values of cultural diversity.This system will bring innovation not only for the students and their families but also the teachers and the school leaders who are responsible to integrate them into the education..It will direct them to find practical tools or methods to comprehend the linguistic and cognitive capacities of the refugee students.It will provide educators integrating elements and symbols of the cultures of origin into school life, in the curriculum, textbooks, and in other school material. Educational authorities will scrutinise the procedures for assigning refugee children to schools for children with special needs.It will improve the general quality of the school via measures that include good management of the school, good cooperation among teaching staff, high expectations of teachers with readiness to give support, good quality of teaching, good discipline, good equipment of the school and strong parent involvement.The students will gain positive attitudes and behaviours and make the society change positively in the long term. Active involvement in the learning process.This project will help students to eradicate some barriers and phobias which prevent them actively involved in the activities and to encourage them to gain self-confidence.

Traditional ways of teaching can no longer live up to the expectations of society and to the demands of quality education for the 21st Century. Changes in curricula and measures for continuous professional development attempt to close the knowledge gap and change the role of teachers profoundly but fail to provide a solution for the growing disempowerment of teachers all over Europe. Teachers are faced with inescapable challenges concerning the wellbeing and the future of our children. Pupil populations are becoming increasingly diverse, and accordingly the demand for flexible education is growing steadily. Addressing these issues demands for new forms of teaching and adequate tools, in line with the needs of a broad range of children, including children with diverse needs and migrant refugee children. It also demands for the professional development of teachers, in line with individual needs and school objectives. In addition to enhancing knowledge, teachers need to upskill to meet growing competence requirements. To meet these needs, Windekind set up the Utopia project in collaboration with eight partners, active in the field of education. Utopia aims to increase both pupil engagement and teacher efficacy in and outside the classroom by developing and implementing strategies for whole school improvement in primary education and by monitoring the impact on all partner schools. The project ‘Utopia’ aims to improve the quality of learning experiences and enrich the learning environment to better meet the needs of children. We aim to do this by professionalising teachers in cross-curricular teaching and by providing them insights on outdoor education and community-based teaching. We will enhance their knowledge and skills to collect and use data for whole school improvement and make them experience the benefits of connecting research to practice. We believe that we can strengthen teachers and let them regain control and confidence in their profession. The main objective of this project is the professional development of primary school teachers. We want to support them in developing high-quality and innovative teaching methods, upgrade their existing skills and thereby helping them to step out of their comfort zone to embrace the challenges of the future. We aim to achieve change through self- and whole school improvement and exchanging good practices. Our main target group are teachers and other primary school staff members. In a partnership of seven primary schools from Belgium, London, Wales, Slovenia, Spain, Greece and Bulgaria, complemented by specialists from the university of applied science, Thomas More and specialists from the Department for Education and Children of Wales, we will organise learning and training activities, both physically in training events and project meetings and online through eTwinning, and facilitate the exchange of good practices to enhance the motivation, knowledge and skills of teachers, to make teaching more effective and to foster a culture of lifelong learning in the schools. Additionally we aim to develop an innovative toolkit with digital tools next to tutorials and publications to support educators in their endeavours to provide high quality learning experiences in meaningful and realistic learning environments. The toolkit will support teachers to move from traditional instructional approaches to the development of innovative pedagogical practices and to extend these innovations in a structural manner. We believe that innovation derives from exchange and collaboration. Approximately 250 participants from seven European countries are eager to join forces to impact the learning and wellbeing of themselves and the children of their schools. Like Desiderius Erasmus, Windekind embraces the humanistic belief in an individual’s capacity for self-improvement. We also believe that it is the duty of teachers to ensure that children fulfil their full potential and of adults to live up to it.