Over recent years, the situation regarding the participation of Roma children in the education system in Greece, Romania and Bulgaria remains challenging. Despite the differences as to the structure of the system and how Roma are situated within the societies, Roma children continue to face difficulties regarding their access to it, as well as to their advancement to higher education levels as a result of cultural differences, discrimination, absenteeism, underdeveloped skills and competences, as well as the limited in-service training of the teaching staff regarding intercultural education. The Project aimed at exchanging experience and best practices in tools and methods increasing school attendance and tackling ESL and disadvantage of Roma pupils, through the adoption of new tools and methods, the upgrading of the existing ones, the pilot testing of methods from one country to the others, the identification of factors allowing their replicability across national borders and socio-economic differences and the ultimate increase of capacity of the relevant actors to decrease ESL and disadvantage. The project was implemented by a Partnership consisting of 6 organisations and in particular: a) Bolt International Consulting (GR), a private company with extensive experience in the management of large transnational projects and the implementation of social inclusion projects targeting Roma; b) two schools, Bacho Kiro school (BG) and the 2nd high school of Aghia Varvara (GR), with high percentage of Roma pupils and large experience in the implementation of activities which promote the inclusion of Roma children in education; c) Ialomita County School Inspectorate, which supervises 95 schools with high percentages of Roma pupils and implements various interventions for promoting Roma inclusion in the educational system; and d) two NGOs, the “European Association for a Better Life (AEVB)” (RO) and the “Amalipe Center for Interethnic Dialogue and Tolerance” (BG), with significant experience in the implementation of social inclusion projects targeting Roma, and particularly in the area of education. The project activities included the organization of virtual and physical transnational project meetings as well as one study visit in each country, which facilitated the exchange of experiences and good practices between the partners regarding the developments in each country in relation to the inclusion of Roma in education, as well as tools, methods and activities applied or implemented by the partners and achieved positive results. In addition, experiences were exchanged through the implementation of a small scale pilot which tested, at local level, selected good practices, based on specific criteria, implemented by the partners in all 3 countries. Prior to the pilot activity, an online seminar was organized for exchanging information regarding the methodology used for the implementation of these practices which promote Roma inclusion in education. Following the end of the pilot, an online workshop was organised with the aim to discuss the outcomes of the pilot activity and the methodology for documenting these outcomes in the “Transnational experiences and lessons learnt from the local implementation of activities for the promotion of Roma inclusive education” Report. The project disseminated its results through the production and distribution of the project e-brochure, 7 e-newsletters, as well as through the abovementioned Report. In addition to this a final dissemination event was organized in Athens, aiming at promoting the project’s results to local, regional and national authorities, agencies and organisations. All project material have been uploaded at the partners’ websites and social media pages and in the Erasmus+ project results platform. The project resulted in the enhancement of each partner’s experience and capacity in cooperating with other national and transnational organisations, as well as with partners engaged in other socioeconomic sectors. As a result, discussions for new partnerships, among partners and other organisations, for the submission of new project proposals are currently under way. Further to this, partners’ knowledge regarding the structure of the education system in the three countries, the policies implemented for promoting inclusive education, in particular with regard to Roma, as well as the methods and tools used for promoting Roma inclusion in education at local level were increased. Finally, the dissemination of the project’s results, including those of the pilot activity, with relevant stakeholders provided them with information as to the transferability of these tools/methods/practices, which can be taken into consideration for the design and implementation of new approaches for addressing the educational needs of Roma as well as for more efficient and targeted policies, delivering thus educational services of higher quality.

"In the ""European School"" world a difficult and social phenomenon has been developed, identifiable through observable ""symptoms"", which could be defined as indicators of school failure. Repetitions, absences, poor quality of the results, up to the early school leaving (according to Eurostat data in 2019, more than 10.6% of young Europeans between 16 and 24 years old left the school).This phenomenon, indicated with the term of school drops out, is accentuated for those who come from complex culturaland economic contexts (see European Commission / EACEA 2014 ""Tackling Early Leaving From Education and Training in Europe"").Based on these considerations, the project “P.AR.T.E.R.R.E. - Performing ARts as a Tool for knowlEdge of the EuRopean aRtistic and cultural hEritage""intends, through the realization of a strategic partnership between the State High School"" Walter Gropius ""(Italy), the Sredno Uchilitche"" Bacho Kiro ""(Bulgaria), the Institute of Educacion Secundaria ""Fuente Nueva"" (Spain) and the “Fatih Anadolu Lisesi” (Turkey) to create virtuous exchange processes to support the enhancement of the performing arts as useful tools for understanding and transmitting the European artistic and cultural heritage in order to fight against early school leaving.The priority is, in fact, the objective of projecting students into a European dimension, where it is fully recognized that artistic and cultural heritage plays an important role in all societies, creating a feeling of active participation within and beyond national borders.Specifically, the objectives of the project are:- to combat early school leaving and strengthen the inclusion;- to promote a creative approach to learning, through the performing arts, based on the idea that the European artistic and cultural heritage offers students the opportunity to engage in training experiences able to contribute to the improvement of society and ways to live;- to developskills in the field of active and democratic citizenship through the enhancement of European identity, respect for differences, dialogue among cultures;-to enhance the development of foreign and digital skills;- to improve the School as an active community, open to the local and international community.In this regard, the project will be based on the realization of:- 4 virtual mobility activities, planned through eTwinning, addressed to 24 students aged between 16 and 18 from the High School partners, and 4 transnational mobility in Spain, Turkey, Bulgaria and Italy, lasting 1 week , including travel days, which will be addressed, on shift, to groups of 6 students for each partner school, accompanied by 2 teachers;- 1 session of meetings via eTwinning (4 each of 4 hours) and a next one Joint Staff Training Event in Italy, lasting 3 days plus 2 travel days, in favour of 2 teachers for each partner School (one of the study fields and the other basic) in order to acquire notions and techniques useful for the correct use of the Visual Thinking Strategies (VTS) methodology in their own teaching didactic.The mentioned activities will end with the realization of the following project results: - a 3D video musical ""Europe is Art of brotherhood"" summarizing the Erasmus + experience, created by the learners themselves; - an electronic kit on the TwinSpace relating to the correct use of the VTS methodology created by the participating teachers.From the realization of the project, the following impacts are expected:a) adoption of an approach to non-formal learning able to innovate the educational system of the participating Schools, through the integration in their training plans of the teaching methodologies used during the project (project-based through eTwinning, VTS and cooperative learning). This will convert after 9 months from the conclusion of the project:- in the reduction of the percentage of early school leaving by at least 0.3%; -in the improvement of students' assessments regarding the acquisition of cultural, intercultural, linguistic and digital skills (markers: results of the final votes and the Self-Assessment Report 2022-2023);b) structuring of each participating School in terms of active community, open to the local and international community, detectable by the increase in:- number of national collaborations (at local level, within 9 months from the conclusion of the project, each School will promote a local project, in cooperation with local Bodies and Associations, based on this project experience); -number of international collaborations (it is expected that, after 9 months from the conclusion of the project, each partner school has at least participated in other two Erasmus + experiences, possibly in the framework of KA1 projects)."

This project includes five schools in IT,TR, PL RO, BG with students aged 7-10 years. The project is focusing on the social esclusion issue (as regards the absence of primary competences). To obtain this objective of Inclusion we practice new strategies and methods of teaching in cooperation and including at schools and during leisure activities.This application shall relate to the specific needs of the students in each school partner, on the basis of the four common aspects which have a major impact on the school success. (1– absence of social inclusion, 2– absence of primary competences, 3 – absence of parental help; 4 – absence of socioeconomic needs). The analysis of needs has been applied in five schools, taking in consideration the teachers’s view and during the application of a study on the basis of assessing these four obstacles. A period of pre-activity has beend done, before creating this project reguarding new strategies and finally, we've defined 5 new ones in our project. One of these methods will pe applied by each partner in the school environment, will be observed and will assess the results. These results will be discussed by all partners during the meetings and will be transferred one to the other. 5 strategies would have been applied and evaluated at the end of the period of 2 years. In accordance with the observation and the results of success, partners will continue to apply these strategies and methods in their schools.New strategies are intended to be developed for these schools to increase their ability to prevent school abandonment through a partnership based on different international best practices in each school. The project is trying to find ways to encourage the inclusion of pupils at risk in the activities of the Community and on the labor market.We practice new connections between the formal and informal education and non-formal, in order to offer students solutions to these four problems and real opportunities for their behavior.Purposes- promoting the inclusion of pupils excluded, of those who do not have the primary competences, the risk of school abandonment, special needs, helping to promote their integration into society education and habitual.- applying new strategies to overcome the social exclusion, absence of primary competences and the abandonment of school- carrying out the new method in the field of social and emotional development of children, as part of the curriculum for students with special educational needs practice.- providing teachers with different methods of education and to share good practice number and the profile of the ParticipantsStudents / adolescents: The project will lead students excluded from the center, in such a way that total 180 will participate actively in the project activities. Approximately 1200students / teenagers will be affected indirectly.Teachers/adult: there will be groups of 5 teachers from each partner organization, in such a way that total 25 will participate actively in the project. There will be a professor of English, professor of mathematics, a Councilman, a professor of ICT and a teacher / trainer of physical education. About 150 teachers / adults will be affected indirectly.Administrative personel: will participate in the project director / chairman and vice-chairman, approximately 36 administrative agents will be affected indirectly.The families: the number of members of the family will be of 300 persons in total and will contribute to the introduction of the host country tradition culture and traditional food preparation for aninternational evening.The local community: local community, including local press, the municipality, the direction of the national education and the PTA, will contribute to the dissemination of the project to a community more widely.Results and impactsDuring our project, the five partners intend to create both tangible and intangible results in the short term and the long-term viability and to obtain the greatest possible impact on the future projects and processes of politics, such as driving students to overcome the absence of confidence, in order to ensure continuous access to the general information on the activities of the project, the progress and results of the newspapers, writing reports and the creation of panels or leaflets on-the-spot checks in order to inform other people about the context and the main results of the project, the organization of an event multiplier effect, communication, and cognitive abilities of pupils at risk, nurturing effective partnerships between trainers, educators and organizations in the Community