"Europe lives in a context of increasing migration and is experiencing the presence of different cultures and beliefs from the most varied backgrounds. In the current social framework meeting other people which are ""different"" is no longer limited to occasional episodes but falls within the situations of everyday life. The ""N. Tommaseo"" Institute in collaboration together with its partners - Zakladna škola Domaniza SK and the Italian school ""E. De Amicis"" in Buie HR - intends to play a fundamental role as a mediator of social inclusion aimed at avoiding separation on ethnic, linguistic, religious and cultural grounds. For many years the Institute has been twinned with a Hungarian school to promote mutual knowledge between students and teachers. The aim is also to exchange good educational practices. Through the project ""GETTING TO KNOW EACH OTHER BETTER AT THE TABLE."" we intend to create a permanent sharing process to promote cultural exchanges among European schools. The project has the essential objective of educating about cultural diversity through the values ​​of respect and knowledge, promoting legality and solidarity. 2 classes of each partner school with students aged 11-12 and their teachers will participate in the project activities. Small groups of 5 students and 3 teachers for each school will travel, with a support teacher for a disabled pupil of the Italian school. The project focuses on the search for one's identity through food. Food with all its nutritional, cultural, symbolic and ritual meanings offers the possibility to understand the food-nutrition combination in a conscious way. It will also allow the students to get more deeply familiar with their own cultural identity. This awareness should convey, on the one hand, security of one's roots and on the other, to lead to greater openness and understanding of peers of other realities through their habits, traditions and customs. The fundamental topics of the project are: food and identity (identity foods, common sense, distant roots, combinations) and food and celebration (an ancient bond). The activities include readings, creation of argumentative or informative texts using English and the languages ​​of the countries involved, interviews with parents, grandparents, restaurateurs, film-making, cooking workshops, creation of an interactive electronic document with texts, photos and videos. The methodology used is mainly based on the development of real life tasks. At the end of the project the following results are expected: a. overcoming the local and national perspective to include the European and global ones; b. raising awareness of interculturality and of the value ​​of respect for diversity; c. fostering an effective exchange of educational, cultural and good practice experiences; d. developing knowledge, skills and competences with different experiences compared to the normal school practices, enhancing individual skills and performing real life task materials of the project to facilitate information transfer and effective exchange of experiences; e. cultivating the conscious and responsible use of new technologies and social media; f. sharing on eTwinning the experiences and what learnt during the project through the exchange of materials in order to promote new projects in the future."

[en]The project RUSH was co-shared and implemented by 8 institutional partners (schools and local authorities at provincial, regional and transnational level) and mainly involving 3 European countries: Italy, Spain and Croatia.The project was designed to respond to one of the main keys at a European level: the application of multilingualism within training courses.The purpose of the RUSH project manifested itself through the creation of 2 fundamental Intellectual Ouputs:the creation of an online database relating to multilingual experiences in the training field;the creation of a shared framework relating to the model for the certification of the skills of the multilingual teacher. In this case, the final outcome is represented by a multilingual publication - digital and paper - which in addition to retracing the basic assumptions of the action research, defines the aspects characterizing the multilingual teacher in Europe 2020. The training proposal has been completed with a rich repertoire of didactic practices carried out in the schools involved.were involved in the project:- about 500 primary and lower secondary school pupils;- 50 teachers or educators- 20 Directors or staff managersLanguages ​​used (both in the exchange phase with the students and in cooperative activities between teachers): Italian, Gallego, Castellano, Croato, Friulano, Istroveneto.For documentation and correspondence, Italian and English were used as well.The action research activity allowed an in-depth comparison between the different territorial practices on topics related to the context of the subject matter:- jurisprudence and language policies (national and regional) in force in Friuli Venezia Giulia, Gallizia and Istria;- the qualifications (cultural, professional and scientific) required of the multilingual teacher in the three territorial realities under study;- the teaching-learning methodology and strategies adopted in the plurilingual context in first cycle schools (age of learners 6-14 years).The experience has made it possible to create training modules transversal to key competences through integrated language and content learning (CLIL) with the use of information and communication technologies in the first cycle schools also because, in the last part of the path, of the restrictions due to the Covid-19 emergency.Another goal of the project achieved with a positive outcome is linked to the growth and professional development of the teachers involved (growth of the skills needed in a multicultural society in general, growth of teaching and language skills in particular). Actually, an international professional practice community has been established for self-training and training.The 2 expected Outputs were created: - the creation of an online documentation resource center https://rush.education/; - the creation of the guidelines for the multilingual teacher.The activity started with the RUSH project is continuing even after the end of the project deadline with the involvement of other groups of students, other teachers and other topics of interest.Institutional stakeholders are involved in the activity by periodically promoting updates on the development of training experiences.

ADTRANS-MEDES Project aims at capitalizing and expanding the applicability range of the intelectual outputs developed by 6 of the project partners within the innovation Project MEDES 2015-1.ES01-KA201-015954, through their adaptation to the social, educational, cultural and administrative specificities of the new partners’ contexts.Project MEDES has as an objetive the development of innovative products to help educational communities to foster mediation as a tool for conflicto resolution, contributing to the improvement of the educational clima and, as a consequence, to the reduction of educational dropo ut. Products developed were: 1) Multi-MEDES Toolbox, educational multimedia materials for mediation in schools, 2) School mediation programme “Where do we start from?” and 3) Methodological Guide for the evaluation of educational programmes base don mediation.In ADTRANS-MEDES partners will increase the range of applicability of the above mentioned products through the Exchange of experiences and points of view and the development of common activities between those entities that took part in the Project in which those products were developed (Municipality of Vila-real, El Porc Espí association and Secundary High School Miralcamp from Spain and Municipality of Sacile, Sacile High School and Cooperativa Itaca, from Italy) and the entities that have decided to implement these products whihn the school mediation strategy (Municipality of La Réole, Asociation SoldAvenir and College Paul Esquinance, in France and Municipality of Novigrad – Cittanova, Italian School of Novigrad – Cittanova and Rivarela School in Croatia).With this aim, partners have prepared and Exchange of experiences, adaptation and transfer strategy that is splited in the following activities:-Analysis of the implementation viability and the adaptations needed in the products (Multi-MEDES Toolbox, School Mediation Programme and Methodological Evaluation Guide) for its implementation in Croatia and France.-Analysis of the implementation viability and the adaptations needed in the products (Multi-MEDES Toolbox, School Mediation Programme and Methodological Evaluation Guide) for its implementation in Primary Schools.-Carrying out of the adaptations in terms of structure and contents in the above mentioned products. Traslation to Croatian and French.-Training of teachers and mediation professional staff from all the participating countries in the Humanistic Mediation methodology implementation, which is the methodological base for the products. Exchange of experiences on implementation between territories in which this implementation already took place and territories of future implementation.-Workshop for the Exchange of experiences and training in the use of the Multi-MEDES Toolbox for teachers and professionals from all the participating countries.-2 mediation students Exchange (short stage training events)-Dissemination of the adpated versions of the products in their national languages through eTwinning platform, web pages, newsletters and social media.