ELA starts from the idea of inclusive education and equity of access and equality of educational opportunity. Teacher training in countries in transition do not equip their students with knowledge about law. ELA’s underlining assumption is that enhancing equality in education requires a collaboration between educators and lawyers to promote rights based teaching, learning, school leadership and governance. Such a meaningful interdisciplinary collaboration requires lawyers to share legal knowledge and educators to show interest in legal matters. ELA's overarching goals are: - to support the partners to respond to the challenges to establish rights based education systems;- to prepare their teachers and school principals to act in accordance with the law and advice on legal matters pertaining to their and their students conditions while at school. ELA's activities will: - develop methodologies on how lawyers could communicate law and legal information to educators and on how to prepare teachers and school principals to act in accordance with the law;- enhance multi- and interdisciplinarity for effective collaboration between educators and lawyers; - redesign teacher training and educational sciences programs to include 14 modules that transfer a basic knowledge of (education) law and rights in education to the students in teacher education in English, Albanian, Belarussian and Russian;- develop online open learning (for students) and teaching (for staff) tools on education law and rights in education in English, Albanian, Belarussian and Russian; - develop online ICT-based testing of the 14 modules on law; - improve the professional level of staff in the partner countries;- disseminate information about the project through an e-newsletter;- disseminate the outputs to stakeholders in education in (inter-)national summer schools, workshops, conferences, forums.The consortium unites 4 units from 3 Member States and 9 units from 3 Mundus regions.

“Out of the Net '' is Strategic Partnership that aims at preventing the early school leaving through a new pedagogical methodology developed on strong and innovative socio-psycho-pedagogical bases to tackle a new facing problem in the society: Hikikomori syndrome. More and more of students leave the school not because of learning difficulties, but because of emotional, communicative and behavioural problems. The social withdrawal of the hikikomori is multifactorial and it is often connected with a perceived incapacity in dealing with direct social interaction. As identified by the researches, the withdrawal is gradual and is connected with the perceived social pressure toward assimilation to certain superficial values.“Out of the Net” aims at preventing the social withdrawal creating a model for a multidimensional educational intervention, involving all the social agencies: schools, out-of-the-school activities and families. The prevention has to start during the primary school period, in the years in which personality and social abilities are developing, to sustain the growth of the children. The project aims at training teachers in the use of teaching strategies that empower the social skills of their students aged 8 to 13.“Out of the Net” wants to prevent social withdrawal through a socio-psycho-pedagogical method promoting real-life group interactions, creating a relational environment in which everyone can express their personal potentialities and empower social skills. These processes will be supported by psychologists, teachers, experts, and the activities held with innovative tools, like art in every dimension, robotics and continuous stimulation in self-recognition. Through the project’s activities, the students will tackle the emotional, communicative and behaviour problems that could lead to early school leaving and will develop transversal competencies, knowledge and attitudes that will help them in achieving better academic results.Thus, the main objectives of “Out of the Net” are:a) Develop educational intervention for the aware use of internet and for the prevention of the Hikikomori syndrome and social withdrawal through creative and socializing artistic and robotic activitiesb) Train teachers and educators to identify the first signals of social withdrawal and to intervene to re-socialize the childrenc) Share good practices for the empowering of social skills and interests as a way to prevent the Hikikomori syndromed) Create a educational community through the alliance of school, families and associationse) Develop an international Network of educational institutions committed to prevent social withdrawal through creative recreational activities and educational community engagementThe project foreseen two training moments. The introductory training will give the participants an overview of the socio-emotional factors that lead to the social withdrawal and will provide information about the first signals and the possible answers. This first training will be addressed mainly to parents and representative persons from out-of-the-schools educational associations. Teachers will be more specifically trained in a second course on implementing educational activities of different types applying the socio-psycho-pedagogical approach of Out of the Net.A multiplier event in Bulgaria will disseminate the projects’ results to an international audience of policy-makers, decision-makers, university professors, school directors, teachers, parents, representatives of associations, etc.The outputs produced during the project will be:- Social, Psychological and Pedagogical approach to Hikikomori Syndrome Prevention in the educational environment- Out of the Net training modules- Out of the Net Community- Good Practices on Hikikomori Syndrome Prevention in the educational environment- Policy recommendation for the Hikikomori Syndrome Prevention in the educational environment- Parents’ guideline to hikikomori and social withdrawal preventionThe partnership of Out of the Net is composed by: Zespół Szkół I Placówek Specjalnych (Poland) CoordinatorAssociation ARID (Poland)Istituto Comprensivo di Bosco Chiesanuova - Polo Europeo della Conoscenza (Italy)University of Padua (Italy)Junta de Educacion Castilla y Leon (Spain)Panezys Provincial Educational Centre (Lithuania)Moscow City University (Russian Federation)KITE (Bulgaria)

The context of this project entitled Supporting Culturally Responsive Leadership and Evaluation in Schools (CReLES) relates to the increased immigration into countries of Europe with the consequent range of diversity of cultures among students in schools. In line with the current influx of migrants and refugees to Europe and the international Sustainable Development Goal of inclusive and equitable education for all, this project aims to prioritise the inclusive education of migrant students and the school leadership that facilitates that inclusive education. This project focuses on the support and strategies needed in all levels of school leadership in order to facilitate the needs of a diverse multicultural classroom and a diverse multicultural school. The main objective of the project is the enhanced school inclusion of students with a migration background through the identification and dissemination of innovative practice in culturally responsive school leadership, the development of frameworks for the evaluation of culturally responsive leadership as well as the provision of high-quality training resources in the form of leader training and the development of a MOOC for school leaders and those interested stakeholder groups outside of the project.Improving the educational achievement of migrant students can involve a serious, demanding challenge for classroom teachers. In this staff challenge, the exercise of school leadership at all levels of the school is crucial in addressing the needs of staff for professional learning and in providing direction and support for staff. For students with a migration background, the school can be the first place of belonging within a new country and culture. The participants in the project are academic staff from Dublin City University, Ireland; Johannes Kepler University in Linz, Austria; University of Salamanca, Spain; and Moscow City University in the Federation of Russia. Each partner brings interest, knowledge, experience and infrastructure to the project. Each partner has students with a migration background in their school system and therefore they are interested in school leadership that addresses the inclusion of the migrant students in order to promote academic achievement, language development, and personal development of the migrant students. Each partner has been involved previously in a Strategic Partnership so each knows what the commitment involves. The participant staff from each of the four universities has considerable experience in education, in working with school personnel, and in a range of skills in research methodologies. The four staffs are experienced in quantitative and qualitative data collection and analysis and have published both nationally and internationally on core issues relevant to the project in the areas of migration studies, leadership, professional learning and school evaluation.Activities will include: -Dissemination of the project through the Project Website -A Comparative Analysis and publication on National and Transnational Policies and supports for Culturally Responsive Leadership and culturally responsive evaluation practices in Schools.-A questionnaire and publication of CReLEs challenges, supports and practice in partner countries-A series of Case Studies on CReLEs in partner countries-A Conceptual Map and publication on CReLEs -An Interim Report summarising: the Comparative Analysis of National and Transnational Policies and supports; Questionnaire, Case Studies and Conceptual Map.-Development and Evaluation of The CReLEs Framework-Development and Evaluation of the CReLEs Learning Environment-Development and Evaluation of the CReLEs Training Programme and Evaluation MOOC -Evaluation of all CReLEs activities and the impact of the project-The Final Report-Multiplier events to highlight, present, evaluate and develop awareness of the outcomes of the project.Evaluation of the project outcomes will be through the collection of quantitative and qualitative data, as the four partner countries will investigate the extent of use and the effectiveness of all outputs. This investigation will seek evidence in terms of frequency of use and evaluative comments on effectiveness in implementing culturally responsive leadership. Evidence of the inclusion of students with a migration background will also be sought in terms of benefits in academic achievement, attendance and participation in schooling. The potential long-term benefits of the project are invested in the sustained availability of the outputs which will provide on-going free access and the availability of publications that provide insight into the theory and practice of culturally responsive leadership. The envisaged outcome is that this project can have a beneficial impact on the school experience of students with a refugee and/or migration background for years to come.