"""The core concern of the Guiding Principles is to promote respect and mutual respect and appreciation of diversity (...) By engaging with, empathizing with and engaging with other identities, students sharpen their awareness of their own identity"". (Ministry of Culture, Youth and Sport Baden-Württemberg, 2016 a). This quotation from the Baden-Württemberg education plans from 2016 stands for the guiding principles which are intended to enable pupils to deal with themselves and the environment in a competence-oriented manner beyond the classical subject matter. Against the background of a pluralistic society, this results, among other things, in the guiding perspective of education for tolerance and acceptance of diversity, to which the term inclusion also belongs. At the latest with the amendments to school legislation in Baden-Württemberg in 2015, which implement the resolutions of the United Nations that came into force in 2008, the topic of inclusion has moved to the centre of all school forms. Since the abolition of compulsory special education (School Act BW, § 82), inclusion has been regarded as a task for all schools (School Act BW, § 15). Sport offers the opportunity to directly experience the topic of inclusion not only in theory but also in practice. We want to use our project to answer the question of how the multifaceted topics of inclusion and sport can be brought closer to the pupils.One of the aims of our project is to promote mutual understanding of the challenges and different realities of life of pupils with special needs and young sportspeople. Another goal is to help students understand that diversity in school is an opportunity from which all students benefit by teaching them the basics of inclusion, diversity and common European values. Our project also aims to contribute to the transfer of knowledge and the strengthening of teachers' skills so that they can promote and support diversity and inclusion in the participating schools. Our project will last two years and will be carried out with a total of 21 students and 9 teachers from IGMH (Mannheim/DE), SPOGI (Zagreb/CR) and Liceul Tehnologic de Vest (Timisoara/RU). The students are between the 9th and 11th grade (15 to 18 years). In terms of content, we develop a holistic concept consisting of several building blocks, which are interlinked in terms of content and are built up over two years. In the first year of the project, we work with the students to develop a basis for understanding the topics ""inclusion"" and ""competitive sports"". Based on this understanding, we collect data in the participating schools in order to develop offers for pupils with special needs and athletes. Based on the needs analysis, we develop creative teaching modules that sensitize students to the topics of inclusion and sport while strengthening their sense of belonging and solidarity. The modules can be used in different class levels. At the end of the first year of the project, the results are bundled and implemented in the form of a guideline. We want to use the second project year to make the two topics of inclusion and sport directly tangible for the pupils. Using the example of Goalball, a sport for the blind, the pupils gain their own experiences. In the further course of the project, the pupils will develop and initiate a sports innovation day for pupils with and without handicaps. The so-called ""Change-Maker-Day"" is a mixture of sports and games, where the pupils can try out their motor skills at different stations. Based on an evaluation, the students then create a strategic concept for the ""Sports meet Inclusion"" module, which is incorporated into the new inclusion concept. The desired results are achieved through group work, independent student activities under the guidance of experts, practical experimental learning, knowledge transfer at extracurricular learning locations, and the preparation and follow-up of multimedia presentations. Through the numerous presentations and continuous cooperation with the partner schools, foreign language skills are improved and intensified.All project results will be available on the e-twinning platform. Our guide to the teaching modules and the concept will also be published on the school websites. Displays, posters, flyers, etc. will find a permanent place in the schools after the final exhibition. The project material will be processed and can be used in the schools as copy and illustrative material. The sustainability of the project will be shown in a strengthened European sense of belonging and the awareness that the bridge between inclusion and sport strengthens diversity."

As stated by the Europe 2020 Strategy, highly skilled individuals with critical mind-sets are needed to create the businesses of the future and more generally, to help business and the public sector to innovate their processes and systems to accomplish with the high standard set by European and National Governments. In order to facilitate students’ transition from full-time education to the labour market, contents and learning approach have to accompany individuals in challenging their thinking, practices and routines, so to evoke mindful thoughts about new sustainable ways of improving organizations / networks / society from within.For example, ICT professionals have to develop skills in marketing or management; services workers have to develop customer-oriented skills and digital literacy or tourism services professionals have to look for new ways to attract interest by potential clients. In many knowledge-intensive sectors, skills as managerial and scientific knowledge are in fact more and more frequently needed. The aim is offering participants a solid knowledge on how organizations operate and what employers expect from employees. The thematic workshops, based on collaborative learning methods, accompany students in acquiring skills requested by the 21st century workplace while learning the most common (and implicit) rules within a working organization, to meet employers’ expectations. The SUSTAIN program will accompany participants in analysing different aspects and situations related to sustainable and socially responsible organization, ethical behaviours, social equity and sustainable management of resources thus building up the necessary skills and competences to be a suitable and reasonable employee. The process is aimed at offering students a better prospective on how sustainable and ethical organizations operate, to learn how to behave in a work environment and be better prepared for their internship or work insertion.One aspect concerning innovation is the provision of easy to understand information on organizational awareness (allowing students to understanding different aspects of the organisation including workings, structure, and culture of the organization) and organization competences (basics attitudes and competences necessary to be an active part of an organization) contained in the eLearning of the project. All those contents are usually absent in technical vocational carriers, but information as social responsibility and quality management or environment management (ISO 9001 and ISO 14000) are utterly relevant for companies of all type and shape – especially the small ones, that require staff to cover different position within the organization. Class activities structured in workshops, structured around company’s departments, will help them experimenting and practicing what real life situation, to get a better prospective on how organizations operate and have a hands-on experience. The inclusive education implies a vision different from the common education based on the heterogeneity and not on the homogeneity. Any inclusive training methodology is a fundamental element in students and trainers' curriculum. The use of diverse strategies will allow trainers to generate tasks and activities in which all learners have possibilities of participation, simultaneously which will encourage the cohesion of the group as well as foster collaborative learning paths.The content is developed jointly by 6 partners from different countries which ensure transferability of the learning content. Blended solutions are more likely to achieve success with ‘millennials’ or ‘digital natives’, for this reason some learning and evaluation activities will be conducted online. This will also facilitate data collection and reporting, sparing time to the educators while monitoring the learning outcomes level along the process.