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 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.