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

"Our partnership was born during the Contact Seminar „FLIC – From local to international cooperation“ that took place in Ericeira, Portugal from the 18th to the 21st of November 2015 where the coordinators from the partner institution met.We established together the objectives of the project:– Increase the degree of motivation in students;– Implement the democratic pedagogy blended with the GRIT methodology in the partner institutions;- Train teachers in innovative methodologies and integrating ICT in the classroom;- Develop awareness of democratic values among students;- Develop students' basic skills like language skills, science skills, artistic skills and ICT skills; – Prevent the school dropouts from the partner schools. The partnership included 7 partner institution from 6 countries: one municipality – Almada, Portugal, and 1 school of lower secondary level in Romania, a Second chance school in Spain, a VET school in Cuba, Portugal, a language school in Bulgaria, secondary school also and two secondary schools in Germany and Iceland. The activities of the project were grouped in 2 years – „Let’s know each other better Year“ and „The Democracy and Success Year“. In the first year the activities were dedicated to learning and finding out information about each partner, it’s culture and traditions, the common cultural and democratic European heritage. Activities such as: Bulgaria Month, Germany Month, Iceland Month, etc, The culture diversity of Europe, Discovering the European Cultural Heritage, Discovering the European Democratic Heritage, The winter holidays traditions of Europe, etc. The activities were meant to develop in students the curiosity and the interest in the partners, to become aware of the fact that even if we are different, we have a lot in common. The result of these activities was the “Travel guide through Europe”.During the first year, two learning/training/ teaching activities for the teachers took place: “Changing practices” and “GRIT seminar for DESS teachers”, both followed by training sessions in each partner school for the teaching staff that the two new methodologies, the democratic pedagogy and the GRIT methodology blended with integrating ICT in class could be implemented. Another activity was the “DESS School Magazine”, a magazine made by each partner team, in native language, where impressions of the participants in the project, teacher and students were published. These magazines were conceived as dissemination materials but also as a tool of evaluating the success of the project. During the whole project two numbers in each language were made for each year.The second year of project was dedicated to the activities of democratic citizenship, to the organization of the Students’ Councils in all the partner schools, to the activities meant to develop in students the self-image and self-esteem. Activities such: debates on topics related to the democracy (freedom of speech, gender equality, Students’ Council and their role in school life, etc), the European carnival, Principals of democracy, etc took place along with workshops (artistic, literary, scientific), meetings with local authorities, successful adults, visits to local Universities or other educational institutions. Two products were also made during this year: “The little dictionary of democratic citizenship” and “The conversational guide”.Two learning/training/teaching activities were organized during this year “Students’ Councils in the democratic schools” and ""The European Art Festival”. Most of the research on the innovative methodologies also was done and the intellectual output was finished: “A successful approach in DESS – Methodological guide” Six multiplier events took place at the end of the project.Some of the results of the project, apart from those already mentioned are:-Project website: http://www.dess-project.com;-Project logo;-Transnational sharing of experience and best practice;-Project presence in the media – in each country articles in the local press were published, the project is visible on the websites of the partners.The impact of the project:a.On the partner institutions:-Motivated students for a successful educational traject;-Trained teaching staff in innovative methodologies;-Better image of the partner institutions in the community-Creation of stimulating, interactive and innovative learning environment;-Students’ Councils democratically organized in each partner school.b.On the target groups:-Students involved in their education and in their career choice;-Students aware of the democracy values and who are able to practice them in the school and in society;-Teachers who changed their practice offering their students a better learning environment;-Students and teacher more aware of the cultural and democratic heritage of Europe.c.At partnership level:-A better knowledge of the partner countries’ culture, people, traditions."

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

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

SPROUT provides a new city-led innovative and data driven policy response to address the impacts of the emerging mobility patterns, digitally-enabled operating & business models, and transport users’ needs. Previously tested and implemented policy responses employing access restrictions, congestion charging or infrastructure provision, seem today, unable to adequately address the changes underway in the urban mobility scene. Furthermore, any policy responses should take into all stages of the policy lifecycle and should have an eye not only to the present but also to the future. Therefore, starting from an understanding of the transition taking place in urban mobility, SPROUT will define the resultant impacts at the sustainability and policy level, will harness these through a city-led innovative policy response, will build cities’ data-driven capacity to identify, track and deploy innovative urban mobility solutions, and will navigate future policy by channelling project results at local, regional, national and EU level. To achieve its goals, SPROUT will employ 6 city pilots (including China) with real-life policy challenges faced as a result of urban mobility transition in both passenger & freight, covering urban and peri-urban areas, different emerging mobility solutions, and context requirements. The project pays special attention to the needs of vulnerable groups and users with different cultural backgrounds, taking also into account gender issues. SPROUT ensures an active participation of numerous representatives from authorities of small & medium-sized cities through a 3-layer structure of cities’ engagement approach, and through the creation of an Open Innovation Community on Urban Mobility Policy.