This Erasmus+ KA2 project on cooperation for innovation and the exchange of good practices is a strategic partnership for schools only. It involves 7 schools from Greece, Cyprus, Spain, Wales (UK), Bulgaria, Romania and Czech Republic. The main priority of the partnership was to support schools to address all students from the lowest to the highest end of academic spectrum, to maximize the learning and teaching potential in each of our schools and to deal with issues of underachievement in basic skills. The teachers, in close collaboration with the educational community (researchers, parents, students and other members)have learnt and developed new teaching methods: Visual Literacy (VL) and/in Differentiated instruction (DI). In the media age, children face reading literacy and VL challenges even at their early primary school age. The children began developing broad literacy skills, which go far beyond a purely text-based approach (e.g. critical and competent use of visual material, coding and decoding of pictures), This project primarily addressed our needs as teachers to adopt and share innovative methods. As a consequence this enhanced and developed our teaching work in societies where cultural changes (multiculturalism, financial crises, immigrants) happen so fast that formal traditional educational systems fails to follow. This project was developed to encourage diverse teaching contexts and environments so we were able to discover some positive lines of investigation and new ways of adapting education. Our innovative project was guided by the general principles of differentiation, which included tasks, differentiated lessons, flexible grouping and ongoing assessment. The methodology that we applied to work incorporated a lot of the characteristics inherent in language teaching and looked at the potential of the Visual Literacy approach as a viable practice. Our aims were: - To utilise the pedagogical teaching methods behind the theories of DI and VL in order to customise learning experiences, to adapt and differentiate teaching procedures and tasks according to the unique needs and learning styles of the students - Raise awareness among children and adults of the cultural elements around them and how these relate to their daily lives - Sensitise children to collective processes necessary for decision-making and to foster the spirit of collective work and trust in the product of group work - Use tasks as “research tools” for cultural comparisons on a longitudinal basis and between communities of a different cultural, economic, social profile - to address our students’ individual needs in terms of better understanding the learning process, the curriculum topics and contribute to the improvement of their school attainment and inclusion Our intention was to include VL and DI in the project and to integrate them school subject and combined the outcomes of educational activities which incorporated other areas of knowledge (e.g languages, art, music, drama, ICT, social studies etc) As a result of the project the final productions of activities along with the digital book on our twinspace showing all Project activities in different languages, the resources received from teachers.The project had an impact on the whole school as it was embedded in students, teachers, parents, local community by supporting the overall improvement and the quality of the school. We disseminated the project practices and results (using various tools) to target multiple groups (local, regional, national, transnational level).Finally, the sustainability in this project was ensured as all partners were committed to building a network of stable relationships that will lead to future expansion and development of the project.

According to the study of the EU (2012) 2. Teachers Entrepreneurial Assessment tool (certified with ISO17024)3. Assessment tool for the assessment of the entrepreneurial mindset of pupils in the school4. A set of activities (toolkit) to be used by teachers in schools for the development of the entrepreneurial mindsets of pupils5. A board game for the entrepreneurial competences to be used by parents. The desired impact of the project is the following:At the local/regional level, the schools participating in the project to continue to use the intellectual outputs developed by the project and to multiply their use. At the national level, policy makers to realise the importance of the entrepreneurial competences in elementary education and to promote the intellectual outputs of the project. At the European level to promote the qualification of entrepreneurial mindset for teachers as well as the assessment tools and activity toolkit for pupils.

Early school leaving (ESL) of Roma students is one of the biggest challenges in educational process in many European countries. Many strategies, policies, measures and recommendations against ESL, on the highest EU level, were prepared, but they didn't made expected impact, especially on the basic level of practical implementation e.g. primary schools.In accordance with performed Surveys among primary schools staff, the same conclusion can be made: Usually institutions and other relevant authorities react afterwards when the process of leaving schools is active and it is almost non-stoppable. Therefore instead of precaution actions which are far more effective, there are always post-caution actions with temporally and/or very low quality effects.Project will be realised by 6 (six) project partners - one NGO and one primary school - from 3 countries /N. Macedonia, Bulgaria and Greece/.Main project goal is implementation of a new strategic approach by development of Early School Leavers Monitoring System (ESLMS), which will be used as a respond system for possible ESL cases. ESLMS with included software application, adaptable for any situation and education institution, will be used as early warning system for possible ESL cases. Software based part of ESLMS will allow teachers /after recognising a very first signs of possible case of ESL/ in relatively short time period, by using of software application, to get a set of proposed actions how to react (or instructions what they have to pay attention to).With aim to achieve best possible results from project realisation, PPs determined as necessary to have a combination of following activities: 4 transnational project partners meetings, 3 short-term joint staff training events, development of 3 Intellectual outputs and organisation of the 3 National dissemination (multiplier) events.During the realization of the project activities following results are expected:- 3 Intellectual Outputs developed1. ESLMS /with developed software application/ for primary schools2. Manual for establishing of ESLMS in primary schools3. Strategic Document for long-term strategic transnational partnership among NGOs and Educational institutions in addressing of challenges of social inclusion and ESL of Roma students in regions of of Kochani, Sliven and Larissa.- 9 representatives of school management and administrative staff (principals/deputy principals, school pedagogues, sociologists and/or school psychologist) (3 per each project partner primary school) with increased skills and competences for implementing of process of establishing of Early School Leavers Monitoring System in their primary schools, as well as with increased skills and competences for promotion and implementation of an active inclusion of the parents of Roma students in the school activities (trained within the third short-term joint staff training event). Also will be trained in using of the eTwinning networking module for transnational cooperation with their colleagues from other European countries.- 9 teachers (3 per each project partner primary school) that are teaching students from 7- 10 years old will be trained in implementation of Roma culture and traditions in primary schools’ non–formal activities (within the 1st short term joint staff training event as well as in recognition of discrimination, racism, bulling and hate speech (within the 2nd short term joint staff training event). On the first short term joint staff training events will be also trained for using of eTwinning module for teachers networking- min 36 students (min 12 junior students per school on the age from 9 - 10 years old /6 Roma students and 6 students from other majority nationality/) with increased awareness of facing of challenges of discrimination, racism and hate speech as well as with increased team-work and presentation skills – participants in the long-term teaching assignment transnational competitive event for students teams- min 120 students (min 40 junior students per school /on the age from 7 - 8 years old/ ) with increased awareness of multicultural differences and specific of Roma's culture and traditions – participants in the main learning event e.g. long-term teaching assignment- min 120 local, regional and national stakeholders (min 40 participants on each of the National Dissemination events in N. Macedonia, Bulgaria, and Greece) will become familiar with advantages of newly developed ESLMS in mitigation of ESL cases among Roma's students in primary schools.The main impacts which project have aim to made is to promote a successful implementation of a new ESLMS based approach in tackling of ESL challenge, as well as the importance of transnational partnership among different organisations and teachers networking as a proven approach for more efficient education.

Children with behavioral problems are found all over the world. It is interesting to discover that everyone struggles with this problem in their own way. During previously consultations with different partners we discoverd that this is being approached at different levels and ways. Does the problem lie with the child or the environment? What is especially important is how you get all those involved to the child at the table. Another very important item is: how do you communicate with each other. Where do complex issues come together; this will be necessary to achieve effective action.Common problems at schools are bullying, exclusion, socially inappropriate behavior, rigid brain, problem of authority, problems with cooperation, etc, but also mutual misunderstanding from parents to teachers and vice versa. We want to create insights based on these themes. How did children end up in this situation? Where are similarities, where are differences, how do we look at the situation and how do we interpret behavior. Which methodologies are used to bring up underlying problems? How do we communicate this to each other and what do you expect from each other.We discuss teacher skills both didactic and pedagogical, what and how do we offer the material, which structures do you use and how do you deal with the differences between the students? Particularly where multi-problems arise that cause children to drop out of school prematurely, cooperation between all involved child, parents, and school external care providers is of great importance.In addition, we believe it is important to explain behavior on the basis of concrete examples with concrete material, such as cubes, puppets, diagrams, observations of game forms, different kind of conversation, class visits, etc. Theoretical substantiation can provide insights. Experiencing situations yourself gives a very high learning efficiency. By working with each other on the methodologies and practicing the forms of games, for example setting boundaries, daring to say no to each other, appointing each other on appointments, presenting yourself, etc. you realize what it demands for yourself and what you ask of someone else . By subsequently tackling this with a group of children and providing each other with feedback, you gain more and more confidence in the process and you become increasingly aware of the themes. This becomes a fixed part during the exchange. Ultimately you create insights that make us all stronger. More understanding about yourself and for each other, the teacher and the child. Parents are also included in this during the interim period. This allows you to work preventively and thereby prevent problems.We work all meetings with cases from the own school so we stay close to the practice. During the entire project a compilation folder with work forms and theoretical foundation is created, that everyone can complete. This is important because via this folder the information and working forms can be shared in a controlled way with colleagues and serve as a guideline for securing the contuniation.Our motivation is to work with a group of people who want to learn through collaboration and are open to share their own experiences. In other words: having an affinity with behavioral issues, wanting to share experiences, work thes out and performing it themselves with their work.The teachers must be open to a critical attitude and safeguarding skills during this process. Also maintaining interim contacts, being ICT proficient and mastering the English language.The project is all about the pedagogical climate at the regular school, for children with special needs.The aim of the project is to work preventively so that behavioural problems are quickly identified and tackled effectively by all involved. That is why we believe that it is important that the children become more aware of themselves and that they take responsibility.