As stated in the application, the project is contextualized in some evidence, reflected in figures, of school dropout and failure on the part of the school-age population from the different countries of the consortium. Although the causes of school dropout and failure are varied, the approach from educational centers requires effective strategies in an unavoidable way. The figures reflect the difficulty that the centers manifest in giving an inclusive response to the diversity of all students. The 3 countries of the 4 partner centers share and reflect causes and consequences of different crises such as socioeconomic and migration, which influence these figures to be high. The partner teams do not have the capacity to intervene directly in solving these crises, but they do have the capacity to promote and manage organizational structures and concrete proposals that help ensure that the consequences in the school population do not lead directly to failure and early school leaving.The main objective, in line with the request, has been to create 2 intellectual products that help teachers and schools to develop global, creative and effective educational transformations to organize resources, student groups, methodology, evaluation and participation of families and community. The decrease in the figures would be a sign that social inclusion is improving and that teaching competence is strengthened and advances towards educational equity.The diversity of students is inherent in the learning process and the concept of diversity is very broad. Therefore, it is necessary to modify the current responses that are not giving the desired results and promote those that favor the efficient development of the students' skills so that they can participate as citizens of the 21st century. Scientific evidence and experience establish and guide successful actions. Likewise, different transnational reports converge in their conclusions on what factors favor or hinder educational success, which is why, since this proposal, progress has been made integrating the different knowledge at a transnational level to converge in a more inclusive education, understood as enabling equity of access and educational success of students, especially those in disadvantaged situations.The project proposes two lines of action.1- Creation of 2 intellectual products that serve as support to the centers to initiate and develop global educational transformations, facilitating the work of teachers and promoting family and community participation. 2- Training action between partners, linked to observation visits taking advantage of the opportunities of transnational meetings. The 4 partner teams belong to 3 different countries: Spain, Italy and Portugal. The profile of the partners reflects the intention of this project; It gathers the conditions of variety of age, geographical area, ownership, large-volume groupings of centers as well as official organizations dedicated to training and educational advice.Unfunded but necessary training activities have been carried out: cooperative work, process documentation, inclusive experiences and shared leadership as well as qualitative and quantitative evaluation of the realities of the centers in the sample. Also unfunded permanent training, throughout the project based on the training competence provided by each partner and visits to educational centers in different countries. In addition, action research derived from a common project that has been implemented in the different educational centers. Throughout the project, 4 transnational meetings have been held, the last one in Brussels together with an international multiplier event.