This partnership consists of three partners from three countries in order to explore and find the best practice in early identification and support of able, gifted and talented children. As each partner represents different sector of education, we are a multi-player partnership which is able to cover more aspects of our topic. All partners involved a number of “silent partners” who contributed to enriching and widening the knowledge of participants. The partnership address to Strategic objective 2: Improving the quality and efficiency of education and training in ‘ET 2020’. There is a need to ensure high quality teaching, to provide continuous professional development for teachers and trainers teachers and other educational specialists. Our project upskilled teachers in early identification of able, gifted and talented children and learn them to create an individual and special educational plans for those children. Strategic objective 3: Promoting equity, social cohesion, and active citizenship says that education and training systems should aim to ensure that all learners - including those from disadvantaged backgrounds, those with special needs and migrants - complete their education. We want our schools to be ready to create an atmosphere of acceptance and recognition of gifted and talented children from any background in any country. This includes knowledge and skills in early identification of the able, gifted or talented child, supporting that child and involving parents and the family in the process of his/her education. To reach these objectives our partnership realized study visits in partner countries in order to learn what works well through observation, discussion, and other methods. The information and skills were confirmed and widen on seminars which were organized during the study visits. Leading professionals were invited to provide participants with updated scientific findings. Each study visit and seminar focused on specific aspect of able, gifted and talented children. We learnt about tools of early identification of those who are talented or gifted in the Czech Republic, we explored and compared tools and possibilities to support and teach talents in the United Kingdom and we also observed teachers´ education and training in teaching able, gifted and talented children in Turkey. The information and knowledge gained in the project were collected in Methodology for Teachers which was distributed to teachers in pre-primary, primary, secondary and upper education, to school management, psychologists, school counsellors and careers counsellors, members of academic staff at universities and other professionals in identification, education, and support of talented children. Effective and equal educational system is considered essential for smart, sustainable and inclusive growth. That is why we will appeal strategists and decision makers in order to support talents. We created the Recommendation Paper which contains recommendations of participants in the field of education of able, gifted and talented. Our project upskilled more than 60 related staff. Participants are expected to cascade the information to the others. This will ensure the sustainability of the project activities.The project concluded with the Final conference in the United Kingdom aimed at disseminating practice as wide as possible and attended by delegates from all partners as well as a wide range of invited delegates.

"Context/background of projectThe"" Your Story is my Value, United in Diversity"" project is a KA2 Strategic Partnership for School Education Exchange of Good Practices activity. The project is led in the Czech Rep with partners from Romania, the UK and Portugal. Eurobarometer surveys highlight a remarkably low level of knowledge of the Union. According to a 2011 survey, a relative majority feel they are not well informed about the European Union. The Erasmus+ programme shows that both the mobilities and partnerships are an efficient way to experience European identity. Education in all of its types and at all levels and from an early age plays a pivotal role in promoting European common values, active citizenship and ethics. The European and national authorities in education gave schools the topics and steer, but teachers lack knowledge in teaching method and tools related to the European themes. We aim to address this.Objectives Our 1st objective is to upskill teachers in teaching methods and tools which are:-creative and effective; -interactive and involving;-enriching and experience based.Our 2nd objective is to enable young people to experience:-what it is like to be European citizen (rights and responsibilities);-a foreign country (its language, culture);-learning with peers from other countries.Our 3rd objective is to develop an inspirational resource database using best practice across our partner countries.Our 4th objective is to create student films reflecting on their experiences.Finally we will produce a project website.Number and Profile of participantsOur target groups include: teachers, school leaders and other school staff; pupils and students. Our indirect beneficiaries include: Local, Regional and National Authorities with involvement in Education, parents and the wider community. We propose to train up to 60 school related staff by upskilling them in promoting European values and diversity in their courses in a more attractive and effective way. We propose to provide student exchanges for 48 students to provide experiences in diverse European environments. Description of activities4 Learning Teacher Training activities will be delivered. 4 student activities will take place. In addition there will be 6 Transnational Project Meetings.MethodologyOur methodology will involve each objective being developed through a staged process: 1.Research: Each partner identifies good practice in their delivery2.Development: establishing the content for training and exchanges3.Testing and delivery: testing and then roll out training, student exchanges and resources4.Validation: measuring participant responses, partner feedback and impact 5.Sustainability: A partner commitment to embedding/rolling out of activities6.Dissemination: Communicating results to stakeholders and networks through training, events and through partner websites. Results and ImpactThe results we are aiming for are:-4 Teacher Training Activities one in each partner country with up to 60 school related staff upskilled in promoting European values and diversity in their courses in a more attractive and effective way. -4 Short-term exchanges of group of pupils with one exchange hosted in each partner country with up to 48 students experienced in European diverse environments.-An Inspirational resource database which is a collection of lesson plans (great ideas, lessons that go well and unusual ideas and approaches). A library of best practice resources will be available on the project website.- 4 Short films created by students. These films are to be used to promote and provide insight into the project for use by teachers and students- A website developed and maintained as a tool of promotion and information resource.The impact will be:Teachers/other professionals will be upskilled through the project. They will have access to greatly improved resources. They will have improved confidence levels. They will be better teachers. Superb teaching resources will empower teachers to improve and use techniques which are successful elsewhere. Those who undertake training will be catalysts in their region of superb practice. Teachers will be equipped further to deal with and promote pedagogy of citizenship and European values.Pupils will understand European values to a greater extent. They will improve language competences. They will improve softer skills including confidence and personal effectiveness. They will improve their communication skills. Potential longer term benefitsThe project will:• provide resources and methodology which will be available on line and in hard copies which will be delivered across Europe• train staff who will be expected to cascade the training and methodologies to others• enable young people to promote their experience• establish a network which will have the ability to grow and to realize new projects which can develop the topic of European values."

This is a crucial moment in history for Europe. The unexpected arrival of hundreds of thousands of children in the European shores during the 2015-16 migration crisis wracked education systems, which found themselves ill-equipped to enroll and support large number of new students arriving throughout the school year. European schools unused to large-scale diversity were forced to adapt quickly to the complex needs of children with different linguistic backgrounds and, often, very limited schooling. Even localities accustomed to diversity faced severe capacity challenges, finding it necessary to rapidly accommodate large numbers of migrant students without the necessary available infrastructure.Migrant Children in the Schools of EuropeMigrant children face multiple challenges in European education systems. These challenges are complex and intersectional. They may include a lack of proficiency in the host country language, limited or interrupted prior formal education, patchy institutional knowledge about how schools and systems work in the host country. As a result, children of migrant background show significant gaps in academic performance. They tend to have lower levels of academic performance, higher early-school leaving rates, over/underrepresentation in certain school types and difficulties in gaining a foothold in labour markets. This legacy of poor educational outcomes has, also, ripple effects into the next generation and is linked to stagnant social mobility. Ultimately, these effects can feed into a vicious cycle of intergenerational poverty and social exclusion. In other words, cracking the immigrant education puzzle is at the heart of Europe’s integration challenge.Although this challenge is not new, it has taken on greater urgency in recent years. Improving education for migrant children has long been a priority in many European countries [and at the EU level]. But while policymakers at all levels have signed up, at least on paper, to the principle of “mainstreaming” migrant integration the implementation of this approach remains a work in progress. Few countries have made the structural reforms necessary at district, school and classroom levels to ensure that all learners have a chance to thrive.The Role of Schools in the Education of Migrant ChildrenEducation, particularly inclusive education, is the most powerful tool to integration (Fundamental Rights Agency, 2018). Inclusive education may help improve social cohesion, improve language skills, prevent child poverty and foster participation in the host society. (UNESCO, 2018). Mainstream schools in Europe have the potential to become the main drivers of migrant integration (Migration Policy Institute, 2018).To this end, the “Schools 4 Inclusion” project proposes the elaboration of an effective strategy for the evolvement of the school into an inclusive environment, conductive to the successful integration of children of migrant background. This methodology draws upon two (2) broad areas of educational discourse:[a]. the principles of inclusive education - as the process of responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion from education.[b]. the whole-school approach - as the approach of improving the quality of the education that migrant children enjoy by involving all those dimensions of school life which may have an impact on educational achievement.The project proposes the development and the implementation of the “Inclusive Education Whole-School Approach” which is comprised of the following two (2) distinct components:- the Inclusive Schools Methodology and Guidelines- the Inclusive Education Toolbox and Languages Learning Tool which are incorporated into a Mobile App.A total of twenty (20) schools throughout Europe will pilot the Inclusive Education Methodology;

Context/background of the project The Eureka Project aimed to contribute to addressing the EU 2020 targets of Reducing the rates of early school leaving below 10% by supporting students at the highest end of the spectrum. In particular it also aimed to address two of the 2009 ET 2020 EU objectives to address challenges in education and training systems by 2020: 1. Improving the quality and efficiency of education and training; and 2. Promoting equity, social cohesion, and active citizenship. To achieve this the project essentially set out to upskill teachers and other professionals in the early identification of the most able students through training and the production of resources. The need for the project had been identified from The Talented Child project. The Eureka Project formed a partnership across 4 countries to build on the work of the Talented Children Project (www.talentedchildrenproject.eu) which exchanged best practice in this field. As a consequence It produced significant resources and training as a result of collaboration as well as the facilitation of the exchange of practice.What was remarkable was the energy and thirst for learning that was generated in the project by the inclusion of new partners in addition to a number of partners who participated in The Talented Child project. More in depth work by all partners resulted in activity, resources and strategic thinking far beyond what was envisaged in the bid application. Objectives;The project created a detailed manual for the identification of most able students which can be used across national boundaries. It was created through the exchange of practice from all partners and built on the work of the Talented Child project. In addition a resource directory detailing best interventions was developed.. The project delivered 2 courses for teachers and other associated professionals, based on the exchange of practice of partners, which provided training on the identification of the most able children in education and secondly provided successful intervention techniques and resources. The multidisciplinary training was certificated locally and involved a Higher Education Institution input. In addition a website encompassing all other work by the partnership was developed including case studies and resources for teachers and other professionals working in education www.theeurekaproject.euhttp://theeurekaproject.eu/project-resources/identification-manual/http://theeurekaproject.eu/project-resources/resource-directory/Number and profile of participating organisations5 organisations formed the Partnership. It is a consortium rich in diversity and expertise. It brought together organisations with great symbiosis. The lead organisation TITAN Partnership Ltd manages the most able initiatives for schools in North Birmingham. It leads a consortium of over 50 educational institutions. KPPP Zlín has long experience in the identification of most able children and has a high profile in the Zlin region. BCU the second UK partner brought a rigorous training dimension to the project through its teacher training department. Ellinogermaniki Agogi(EA)is a large school in Athens with a research and development department. Their research experience and methodological experience enhanced the project. Their experience of ICT was exploited . GRETB brought the Irish experience of most able learners particularly from the remoter parts of the country and Irish speaking areas. Two schools from GRETB participated. •Description of undertaken main activities;The Eureka Project developed 2 training courses, and delivered them to 34 international participants which were certificated by institutions. These courses are transferable to other organisations. They have been developed by a range of professionals including Higher Education Institutions and Educational Psychological Services who are at the forefront of delivery in their countries. They have a multi-disciplinary focus and have been developed through audit and analysis of best practice. The training included modules on identification and interventions to enable Most Able students to fully realise their potential. Two manuals also were developed by partners on these topics through the exchange of practice at transnational meetings. These are easy to use and include case studies in a variety of formats. They cover identification and best practice. The project also produced a website which has further resources and best practice. •Results and impact attained;45 national and international delegates undertook Eureka training. Directories are easily accessible,The identification manual has been developed as an ebook. Resources have been widely accessed by education professionals beyond our partnership.Longer-term benefitsWe have provided a model for improvement of teaching for more able students. We have provided resources which have longevity.Our work has pertinence beyond national boundaries.