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.

While students with disorder in math are purposely included under the definition of Learning Disabilities, rarely do math learning difficulties cause student to be referred for assessment as dyscalculia. Dyscalculia is a specific learning disability in math. Students with dyscalculia may have difficulty to understanding number-related concepts or using symbols or functions needed for achievement in math. They have difficulty with the mechanics of doing math, such as being able to recall math facts. They may realize the logic behind math, but not how or when to apply what they know to solve math problems. Types of dyscalculia: A verbal manifestation of difficulties in verbally denoting mathematical concepts; Practically Gnostic, in which the systems of counting (calculating) specific and apparent objects or their symbols are disturbed, Dyslexic, which is based on mathematical sign reading disorders, Graphic, which manifests itself as a malfunction of mathematical notation and correct representation of geometric figures, Operational, associated with inability to perform mathematical operations.Students with math anxiety are so worried about the prospect of doing mathematics that their fear and nervousness can lead to poor performance on math tests. Dyscalculia and math anxiety are different, but the signs and struggles can overlap. Some students may have both math anxiety and dyscalculia. Achievements in mathematics are determined by both math teaching and so-called student factors, including language, cognitive, metacognitive, feminine, social and emotional factors, learning habits and prior experiences.It is a common learning issue that impact students’ capacity to do mathematics. It doesn’t just affect them at school, however. The challenges can also create difficulties in daily life. It also affects the achievements of math in the country as a whole. Although there are a variety of supports and strategies that can help students grow the math skills they need, it is regrettable that the project partners do not have sufficient experience in this field and are not familiar with the strategies that determine the need for this project. Therefore, to promote math achievements in math in the project partner countries, general objectives of the project: to increase the level of achievements in math for students with dyscalculia and mathematics anxiety and strengthen the profile of the math teachers, by sharing knowledge, exchange experience and developing new educational products to contribute to the issue.Step by step planned carefully implementation of the project activities will lead to the achieve of project objectives and delivery of the planned results. In the framework of project are planned the following activities:1) Research on math learning difficulties with aim to expand teachers' knowledge on the skills required for the math learning as well as on dyscalculia and mathematics anxiety and to identify ways of overcoming math learning difficulties as well as identify also support needed for both teachers and parents;2) Collect good practices already used by the partners to increase the achievements and interest in math;3) Based on the research results and needs identified, to develop teaching strategies / methods / tools to overcome math learning difficulties and/ or to develop the skills required for the math learning;4) Prepare a Manual for Math Teachers to enhance math learning outcomes for students with dyscalculia and mathematics anxiety so supporting math teachers;5) To carry out an experimental work with students with dyscalculia and mathematics anxiety with aim to pilot the teaching strategies/ methods/ tools collected in Manual;6) Organize Multiflier Events in all project partner countries, thus raising the issue of increasing mathematics achievement by contributing to the reduction of math learning difficulties, looking for teaching strategies/ methods/ tools used in all partner countries that activate, motivate, inspire and excite students and help them to overcome math learning difficulties as well as providing space and opportunity to share knowledge, exchange experience and create new practices to help owercome math learning difficulties for students with dyscalculia and mathematics anxiety as well as support math teachers.The project value and idea of strategic partnership based on transnational cooperation and involvement different countries to get bigger impact in local, national and European level. The partners strongly believe that by creating a successful and innovative strategic partnership organization, will be more able to raise the quality of partners' activities and the profile of partners' achievements nationally and internationally.

The genesis of the INAR project was in a previous project ERAW, where ICI and other partners identified the high incidence of Everyday Racism in the workplace and concluded that there was a need for tools, training and awareness of the issue. Hence INAR sought to provide the tools and training support with the underlying ability to raise awareness of Everyday Racism (ER). Taking ER as a core issue and direction of training permitted the production of materials and concrete activities that avoided many of the problems of traditional forms of this training by using no blame, co operative methodologies which aimed to capture and interpellate to those individuals who previously were either hostile or apathetic in their relationship with these issues. Further, there was a desire to minimise insecurities felt by trainers in such training and suggest and support how to aviod or handle conflicts in a clear and supportive training suite of materials that provided an all round package consisting of a 4 and an 8 hour module, a handbook for trainers that not only outlined the activities and rationales for the modules but also support for developing specific courses dependent on the demographics the trainer might encounter in terms of age, workplace situation, specific issues etc. Thus trainers can tailor an outline into something that specifically meets their needs and advises them what to consider in doing so. This is further enhanced by a video of both the training being given and scenarios of situations that could arise during such training. The videos are linked in the handbook via QR codes to enable easy navigation for the user. Additionally there is a game that can be played on a users facebook page which shows myths and facts surrounding issues of migration and refugees which was informed by research into media in partner countries with facts from reputable sources. With the exception of the game all materials are in all partner languages and are accessible from each partner website, EU platforms, INAR website, INAR Facebook page, Gutenberg and Youtube.The objective was to provide materials for workplace or organisations to provide training which seeks to address individuals who are hostile or apathetic to such training but as part of a mixed cohort in a safe atmosphere with activities that seek to make clear cognitive shifts rather than a tick and train methodology which does not capture such participants nor does it neccesarily provide sufficient input for participants to shift towards being advocates themselves in tackling ER and other forms of racism within and without the workplace. In doing so the objective to reduce ER in the workplace will be met.The INAR training course utilises engagement through structured Cooperative learning tasks, empowerment, amplification and the development of positive attitudes. It took into account the main principles of liberal constructivist education being addressed toward unmotivated adults often from vulnerable social groups. Furthermore the project has considered social integration and access to liberal education. INAR contributes to the decisions taken by the EU Council on the role of education and training in the implementation of the Europe 2020 strategy, especially in response to the aims of the EU Platform against Poverty initiative that wants to provide support and open up opportunities for non-traditional and disadvantaged learners and in response to the Agenda for New Skills and Jobs which aims to develop a strategy for improving access to Life Long Learning.The project intends to enhance the social competencies in adults reinforcing the social and personal skills trough a pathway addressed to reconvert the approach of adults to education. The personalized learning can contribute to guarantee an easier access of adults to the multicultural, pluralistic labor market. The lead partner for the project was InterCultural Iceland specialists in education and training with a focus on anti racism. Chancengleich in Europe from Germany an NGO specialists in equality and migration, Coalition for Racial Equality and Rights from Scotland, specialists in promoting racial justice and Centrul Judetean de Resurse si Asistenta Educationala Vrancea in Romania, specialists in psychological pedagogical issues.

The project focused on social and educational reintegration and inclusion of remigrant pupils (children coming back to their native country after a period spent abroad with the intention of migration), as international researches (Valtolina, 2013) shows that the school performance of remigrant pupils is decreasing after returning in their native country compared with the performance in the country of migration and remigrant children experience psychological and educational difficulties after returning “home”. The partnership developed through this project a general strategy for the educational system to implement in order to facilitate the re-adaptation after returning home, including research data and theoretical background, training methodology and optional courses, handbooks. Those tools address all the educational actors (school management, teachers, parents, pupils, teachers trainers) and allow schools to organize coherent activities based on a general intervention strategy. The project focused on supporting schools to tackle early school leaving by providing schools the necessary tools to be integrated in their general strategy of preventing dropout in the remigrant population. During the project, the partners developed 6 intellectual outputs (research regarding methodological information for teachers working with remigrants, theoretical materials on the effects of remigration, training methodology for teachers trainers, optional course for facilitating the reintegration of remigrants, handbook for teachers and handbook for pupils), tested and validated through two joint staff training events, one focusing on formal education, one focusing on non-formal education, integrating both methodologies in the outputs of the project; 23 trainers and teachers from the partner organization participated to at least one of those trainings, developing their skills in using the resources developed through the project and in integrating them into their current activities. The primary target groups of the project were: remigrant children; teachers, especially class masters, irrespective of their specialization; school counsellors and other experts in school education; school management and policy makers in school education; educational researchers; teachers trainers; parents of the remigrant pupils. The secondary target groups of the project were: native children (children that never migrated) and parents of the native children; as the educational activities proposed through this project were designed to be implemented with the hole class group, native pupils (and their parents) could benefit from this project even if they are not necessary targeted. In the follow-up period, the partners organized training for teachers and school counsellors, trainings for trainers and informative activities for pupils in order to promote the utility and efficiency of the intellectual outputs of the project and to develop the professional skills needed for active usage of those resources. Through this project, the partnership provided: increased access to specific educational methodology and tools to facilitate the reintegration of remigrants and tackle early school leaving in the remigrant population; increased access to education and social inclusion for remigrant children; increased access to training for teachers and other specialists working with remigrant children; good practice examples that schools could adapt to tackle other educational needs of other specific target groups; encouraging initiative to develop and implement innovation in education. Staff involved in the project improved their competences linked to professional profiles as teachers and teachers trainers, especially regarding the integration of remigrant children in education and preventing early school leaving in the remigrant population. Organizations involved in the project developed innovative approaches for addressing their target groups, by providing new practices to cater for the needs of disadvantaged groups, assisting the remigrants in their reintegration efforts. Through this project, teachers and school counsellors gained increased capacity to facilitate the re-adaptation of remigrant children and prevent early school leaving, by using the strategy developed during the project; teachers trainers increased their capacity to design and implement quality trainings and to develop teachers abilities to integrate the remigrants and remigrant children increased their capacity to involve themselves in their reintegration process; better knowledge and understanding of their specific needs.

The Strategic Framework for Education and Training (ET 2020) for Europe has at its core the important target of reducing the number of young people leaving school early that become Not in Education, Employment or Training (NEET). According the EU statistics about young people and NEETs the countries involved in this project are all facing similar problems related to the youth’s disengagement from education, labour market and, in worst cases, from society. In 2011, 14 million young people 18-29 years in Europe were NEET - this problem is still an issue. In all four countries the situation of young people being excluded from education many through social disadvantage is an on-going problem. A radical new approach is required to create longer-term solutions. The project is based on a combined approach of early intervention, parental education coupled with active participation by young people falling into the risk category of becoming NEET to tackle this issue head-on developing a unique, innovative and inspiring project. This 3-year project aims to look at the causes, influences and barriers to education that result in so many young people becoming NEET. The many strands to this project aim strategically to explore what viable alternatives there are nationally and internationally to traditional learning models that contribute to the challenge faced by many young people in both the primary and secondary sector but also to the parenting behind these young people. The project will focus on engagement with schools, pupils, their families and local organisations working at grass roots to support pupils and their families to explore how collaboratively we can support pupils to remain in school/educational setting. We will also work with local businesses to scope how we can support young people in the world of work through better work experience models. To support these aims, objectives, and training activities we will develop seven Intellectual Outputs: • Baseline assessment • Early Identification Tool • Phase 1 of the World of Work Toolkit • Phase 2 of the World of Work Toolkit • Good Practice guidelines • Research & Analysis report • Good practice guidance There will be one multiplier event in Cardiff to promote the aims of the project and widen participation in the using resources and methodology developed. Pupils and staff from Wales and from partner regions will deliver workshops. Delegates will learn of the good practice and will be encouraged to become involved in this project through in order to widen the participation across Europe. There will be FOUR short exchange programmes for pupils – with opportunities for them to share experiences, develop pupil voice and develop as global citizens through inter-cultural dialogue. There will be THREE short-term joint staff training events for staff to share experience and develop approaches to working with pupils at risk of becoming NEETS. There will also be opportunities to work shadow while on the short-term study visits. The participants in this project include: 9 Schools 4 Local Authorities/Regional Authorities 1 social enterprise/non formal education – Non Governmental Organisation We will also involve local organisations who work at grass roots level with young people who are potential NEETS and local businesses, but not listed as partner organisations. As a direct result of this project, we expect to see increased engagement by pupils and their parents in education. The result from which will be raising in standards and a reduction in the number of pupils becoming NEET.