"The project ""School INCLUDING democratic changes - promoting self-determination, attitude and responsibility in a societal context"" took a closer look at democratic processes in schools in four countries and provided space for an intensive and in-depth exchange of experiences. We jointly explored what challenges schools have to face to live and promote democratic behaviour actively.Democracy education is a transversal issue in many schools today. Active democracy means participating in social and political opinion-forming processes. The ability to represent and negotiate one's interests, accept other opinions, and find fair solutions to possible conflicts is a prerequisite. This topic also has an essential transnational dimension: at the European level, intercultural aspects also play a role or images of self and others in the respective countries.Educating young people in preparation for life in a democratic society that guarantees fundamental and human rights is an essential task of the school. Democracy is realised in the actions of the individual as well as in living together. The school is in close contact with the evolving society. Shaping, learning and practising in working and living together in everyday school life is an overriding mission at the school as a place of learning. Given the worldwide rise of populism, racism and exclusion, it is even more critical today that schools offer children and young people a protected environment in which all questions can be asked, opinions expressed, and discussions held openly. Only by participating in cultural, social and political life, a person can develop in a self-confident and healthy way. Therefore, the mandate for Democracy education is embedded in the process of democratic school development.The project aimed to develop, test, evaluate jointly, and record tools for communication, cooperation, and didactic implementation in a structured exchange of experience and practice. In the context of school development, the following challenges arise:-Facing change and developing school practice,-understanding democratic school development as a process of innovation,-Enabling experiences of self-efficacy,-initiating and organising age-appropriate situations and educational processes,-taking into account the heterogeneity of learners.We collected tools and processes to promote democratic interaction and searched for a common answer to the challenges of democratic school development. Since there are already numerous methods and tools for democracy education with defined focal points and target groups, we want to meet the mandate for democracy education by embedding it in democratic school development."

"In the project ""Schule INKLUSIVE Kulturelle Bildung"", teacher, cultural agents, artists and employees within the school and cultural administrations of Berlin, Vienna and Berne have observed, discussed and elaborated how projects of cultural education contribute to school culture and change school life. They experienced how pupils developed respect and openness for cultural diversity and the importance of artistic and cultural encounters through these special and very creative offers. The different forms of appreciation in the form of presentations, often in front of a larger group of spectators or listeners, had a special significance.A total of four project meetings were held with participants from the partner regions. Each project meeting had a thematic focus on the project objectives. All project meetings included practical input through school visits and participation in projects of cultural education as well as deepening joint work sessions. In Berlin and Vienna public multiplier events with about 100 participants each took place to incorporate a broad specialist publicity and to disseminate the project results and ideas.The jointly developed practical guide is the result of a negotiation process by many stakeholders involved in cultural education in the three countries. We understand it as an attempt to summarise many impressions made during the project. The guide is intended to encourage and support the initiation of projects of cultural education in schools or to enter into long-term cooperation with cultural institutions or artists. This is the way in which, from our point of view, a sustainable change in school reality is possible.Based on this guide, a modular qualification concept was developed for teachers, trainer and artists which serves the initiation, implementation and support of projects of cultural education in school. The concept includes six modules, which build on one another and can also be implemented separately.The participating school administrations support the schools in the implementation of cultural education as a cross-disciplinary task at the school. This conception of necessary school-wide changes and improvements is based on the strategic and pedagogical decision to integrate art, as a learning method with both artistic and cultural dimensions, in all subjects and areas. The pedagogical approaches, oriented towards collaboration and participation, enable changed perspectives in the school environment, open up creative access and help to overcome traditional expectations.We are convinced that cultural education and the participation in culture are a central response to the challenges of a constantly changing society.The partners in Berne took part as associated partners in this Strategic Regional Partnership between Berlin and Vienna and have thus enriched this project."