The project aims to create a learning community based on training especially focusing on the fight against school failure and earlyschool dropouts using Art education as a powerful tool. This problem, although with different figures arises in the participatingregions. Art education is not only to be seen as a topic in ‘history, art and culture’ subjects but offers great potential forreaching the Erasmus+ transversal key competences as set out by the Reference Framework: learning to learn, social and civiccompetences, sense of initiative and entrepreneurship and cultural awareness and expression. Because innovation, creativity andentrepreneurship are increasingly important in the current job market, particularly in today‘s rapidly changing society with thedemand for more flexible workers, the project aims at providing the target group with the necessary tools to develop these aspectsamongst early-school leavers through Art education and to build teacher capacity for competence oriented education in anart context. For this target group we expect awareness of the potential of Art education for the acquisition of transversalkey competences and new skills to accomplish these aims in this new context.For Art providers we expect a greater attention for the key competence acquisition potential and better cooperation withschools and teacher training organisations.The consortium aimed at involving the target-groups of the project in the main activities of the project in order to address theirneeds more properly. Thus, a survey will be carried out in all partners‘ countries with the collaboration educators and early schoolleavers. Also, a collection of learning techniques considered as good practices will be promoted. The findings of both activities willcontribute to defining the contents of the Guidebook for Teachers, Trainers and Managers (TTM), two guides “A School for tomorrow’s Europe: Bridging the Gap developing inclusive practice with Early School Leavers” and “School failure and dropping out: innovative didactic and guidance methodologies”. These workshops are going to be one of the major activities to be completed in the 2nd year of the project. As such, the most important outcomes produced so far are two Guides containing, respectively, the conclusions about the current needs of the target groups and several techniques to promote creativity and an entrepreneurial spirit. After the realization of the workshops and the development of the final version of the Guides, an Event to present all the consortium's outcomes implemented in all partner‘s countries will be promoted to present the project‘s results, to experience some of the techniques used at the workshops and also to distribute the final products of the project. Through the project, we are proposing:* to improve school success and motivation,* to fight against school failure and absenteeism ,* to decrease anti-social behavior,* to create growth in extracurricular activities* to have result in fewer learning and behavior problems* to inform parents and community on the importance of education* to increase motivation of the students.

"Early school leaving and dropping out of school before completing the normal course of secondary education have implications not only for the lives and opportunities of those who experience it, but also has enormous economic and social implications for society at large. Early leaving from education is a serious issue in many EU countries and has attracted the attention of many researchers, policy-makers and educators. Although the situation varies across countries and the underlying reasons for students leaving early are highly individual, the process leading up to it includes a number of common elements: learning difficulties, socio-economic problems, or a lack of motivation, guidance or support. Early leaving is highly challenging, not only for young people, but also for societies. For many, early leaving will lead to reduced opportunities in the labour market and an increased likelihood of unemployment, poverty, health problems and reduced participation in political, social and cultural activities. Furthermore, these negative consequences have an impact on the next generation and may perpetuate the occurrence of early leaving. Education systems play a crucial role in addressing early leaving from education. They must attempt to cater for the diverse needs of young people today. Dealing with the underlying causes of early leaving has thus become a central issue across Europe. EU countries have committed to reducing the proportion of early leavers to less than 10 % by 2020. Three Schools, three Municipalities and three NGO'S met a create a partnership in order to exchange of good practices, underlining the pressing demanded to develop more effective school-community approaches and common strategies to face to ESL in multicultural and multilingual learning communities. Overall the project aimed to share and confront at transnational level innovative ideas, school community approaches, methods and tools among key actors in School Education in order to develop common strategies to prevent and tackle Early School Leaving in learning communities where cultural diversity is growing. The project aimed to create a learning community based on training especially focusing on the fight against school failure and early school dropouts using Fine Art as a powerful tool. It also aimed at providing the target group with the necessary tools to develop these aspects amongst early-school leavers through Fine Art to build teacher capacity for competence oriented education. Building effective relationships between schools and the community at large can have an important effect on the quality of learning. These relationships may also change the community and structural factors that promote educational inequality. We developed a partnership to reinforce the bonds between schools, families and learners. This is particularly helpful for parents and families from disadvantaged backgrounds or for those parents who have had negative experiences of school in the past.In two years of implemetation of project all initial aims have been achieved.The LTTA'S and the Transnational Projects Meetings took place according the schedule. Dissemination activities were made by all partners in order to spread information in school and to the local authorities.The deliverables of the project were: - the Guide ""Michelangelo: didactic and inclusive practice to fight school failure, early school leaving and dropping out through Fine Art” , in English language and each partner language, we believe that will serve as reference for other schools- the short documentary on ESL and Fine Arts.- the project website : www.michelangeloproject.euThe project has impact to schools, teachers, local authorities and students. To students ,because many students took part in the actions which made it popular, effective and sustainable. The students' active involvement in them gave meaning to the concept of involvement and activation. To teacher and local authorities, because they saw and know the education systems of each country change view about their teaching methods and the relashionship between Municipalitie and school with basic aim to reduce early school leaving.All the deliverables but especially the Guide ""Michelangelo: didactic and inclusive practice to fight school failure, early school leaving and dropping out through Fine Art” , we believe that it has longer-term benefit for the students and teachers."

TRANS-lighthouses aims to gather evidence on material and immaterial results of NBS in order to rethink and reframe the main elements that compose the complexity of creating social and ecologically just NBS. More than a driving process, the collaborative work on planning and making NBS functional might stimulate a more concerted response towards environmental and climate crises, increasing the commitment of different stakeholders and upscaling their own spheres of action. TRANS-lighthouses adopts a non-linear perspective and opens up space for the adoption of a fluid and organic position that is able to integrate the diversity of subjects, institutions, knowledge(s), practices and values. TRANS-lighthouses’ ambition is to become a European reference on socio-political challenges for supporting NBS projects and solutions. The socio-politics dimension will be part of the public agenda for NBS towards SYSTEMIC CHANGE. This ambition will be achieved by assessing the benefits and limitations of NBS co-creation that have already been implemented and designed, tested and disseminated economically and socially fairer guidelines for NBS implementation. For this purpose, the project will conduct a thorough assessment, grounded on a transdisciplinary approach and critical analysis. Constituting a well-oiled network of citizens, local governments, scientific institutions and civil society-based partners which acts across borders, disciplines and sectors, TRANS-lighthouses will lead research on activities aiming to implement socioeconomic and political changes capable of enabling pathways for a socially and ecologically just implementation of NBS. TRANS-lighthouses integrates a network of NBS lighthouses for urban, rural, coastal and forested areas in 10 EU countries and 6 non-EU.