<< Objectives >>A technological updating of the managing function at three levels: software, teacher training and hardware.We want to fulfill a real digital transformation of our educational centres through the development of innovating procedures in this scope. As a result of these changes, we are certain that our schools will be more efficent, our students will get better results and we will make our schools much more sustainable.Due to the pandemic situation, we have had to rethink the educational models.<< Implementation >>School management tools: An analysis of the digital management tools to identify the needs of school heads and find out which tools allow them to manage all aspects of school management.Digital equipment at schools: The main objective of this activity is to exchange ideas about the most useful hardware that is being used in the field of education.Training for the digital transformation: The objective of the activity is to propose a training programme on digital skills adapted to school heads.<< Results >>School Digital Managing Tools: a European perspective: A report that will include different aspects of the analysis done by participantsTraining guidelines of the digital transformation of schools: A training proposal addressed to school heads in order to overcome their digital gapsEquipment in the educational centres to carry out a digital transformation: It will include and analysis of the existing one and the needs identified to achieve a successful digital transformation in European school

"<< Objectives >>- To compare the educational systems and the system of training, selection and evaluation of the secondary schools principals in the participating countries.- To analyze the functions of school leadership and the different models of school leadership around Europe.- To establish a European network of directors of secondary schools principals.- To romote a quality, inclusive education that answers the new educational challenges through the exercise of leadership.<< Implementation >>3 mobilities will be carried out, in which one of the participants will host the other members of the partnership, and will prepare a programme comprised of visits to secondary schools, expert conferences and practical workshops on one of the proposed topics: - ""School Leadership in Europe: Selection, Training and Evaluation "", ""School Management in Europe: Functions, Models, Leadership"", ""Inclusion and Quality in Education: School Management in Europe and the Challenges of the 21st Century"".<< Results >>Banco de recursos de herramientas digitales para los directores. Creación de redes de contactos de líderes escolares. Documentos de análisis y comparación sobre la función directiva, sobre los modelos de liderazgo y acceso, formación y evaluación de la dirección y/o que recogen buenas prácticas para garantizar la inclusión y la calidad a través del liderazgo (análisis DAFO, artículos de prensa, documental, videoconferencia, encuestas, presentaciones, espacios virtuales del proyecto, etc)"

"The UPPER project (UPscalling Peace Education pRactices) was carried out by 5 partners to promote peace education practices. Under the leadership of the Forum of European Regions for Research, Education and Training (FREREF), the International Institute of Humanitarian Law (IIHL), the University of Modena Reggio Emilia (Unimore), the Ministry of Education of Malta (MEDE) and the European School Heads Association (ESHA) responded to the appeal of the European Education Ministers in 2015, following the attacks perpetrated against the Charlie Hedbo newspaper calling for the promotion of livingtogether and peace values ​​of peace within European education systems.The objective of the project was to bring together the actors to get out of a silo logic and adopt a systemic approach, because the initiatives in the field of peace education are already numerous but little coordinated.UPPER therefore worked initially to identify existing practices, without aiming to be exhaustive, in order to analyze them and make a potential reuse by other actors. This database available online (http://eiplab.eu/database) is always likely to be enriched by a project or initiative holder who would like to be included.The practices are considered relevant if they aim to produce a positive impact on the school in the field of peace, intercultural dialogue and civic education and must have more than one of the following characteristics:-to be deliberately ""transformers"";-have already produced observable results;-be planned and evaluated;-be potentially reappropriable in other contexts;-be considered as a good practice by the beneficiariesOn the basis of this analysis, UPPER members worked together to develop a competences model in peace education for education stakeholders. This model consists of three core competences (intercultural competences, pedagogical competences and personal competences) which are themselves divided into 14 specific competences. In order to better understand them, the partners have developed a self-positioning tool for the use of education stakeholders to help them measure their level of knowledge and use of these skills.In addition, the partners have developed a benchmarking tool for schools, which is dedicated to the teaching team to assess their own practices, and to find ways of improvement by having a point of comparison with other schools accross Europe. This process has been described in a Handbook, making it possible to support stakeholders in the use of the various tools developed.All of these elements were tested during pilot actions, in order to test their consistency and relevance with the target audiences of teachers and education personnel. In the end, more than 15 schools were involved in this piloting process, which made it possible to make improvements to the various tools developed by the project.In order to also address policy makers, a separate benchmarking tool has been proposed so that local authorities can also advance their practice by having elements of comparison with other organizations in Europe.All of these tools are still available online (http://eiplab.eu/get-involved), accessible according to the profile of the participants.The sustainability of the project was worked on by all the members of the consortium, but also by associating new partners with the establishment of the Education Inspiring Peace Laboratory (EIP Lab) to continue the work, provide a meeting place for education stakeholders involved in the issue and promote the development of new tools, projects and initiatives in favor of peace in the world of education. The EIP Lab will be set up in association with around ten founding members when the COVID 19 situation will allow members to meet in a notary office. Based in Sanremo, and run by a local organisation group, this laboratory will continue to collect practices, promote the use of UPPER tools and propose the development of new tools that will complement the already existing results. The EIP Lab will also serve as a meeting point for education stakeholders who are willing to engage in the development of peace education practices with the proposal of new European projects on related themes (citizenship education, peacegames, work on interculturality through the arts ...), some of which have already been selected under the Erasmus program."

<< Background >>According to with international assessments such as the latest OCDE´s PISA survey, the underachievement rate in Europe, students that fail in complete basic mathematics, science, and reading task was 22.5% in reading, 22.9% in mathematics, and 22,3% in science. The students from disadvantaged backgrounds are overrepresented among the underachievers. Education is failing in reducing inequalities associated with socio-economic status. But scientific research with social impact in Education is showing the possibility of reversing this trend. There are educational actions, with a solid scientific basis, that have been shown to improve achievement and basic skills in many different contexts for all learners, especially for disadvantaged learners. This is the case of Dialogic Gatherings, a Successful Educational Action identified by INCLUD-ED research (FP6, 2006-2011) that have proven excellent results when applied in Science, Maths, Literature, Art and Music subjects.<< Objectives >>The objectives of the Dive-In-Dialogue project are:1. Involve European disadvantaged students in Dialogic Gatherings, improving their key competences and fostering their inclusion in school and in society. 2. Train and empower teachers to use and disseminate this evidence-based practise, working transnationally and reaching disadvantaged students, their families and communities. 3. Create a transnational network, with didactic resources and a platform, to enable the scale-up, sustainability, and political impact of the practise.<< Implementation >>The project will achieve these objectives through:-The implementation and massive dissemination of the Dialogic Gatherings in Science, Maths, Literature, Art, and Music, with disadvantaged students.-The development of transnational Dialogic Gatherings where students from all over Europe read, watch, listen and discuss together the best works of science, knowledge, and culture that humanity has created.-The formation of a team of trainers, who will base their practice on scientific evidence and who will be willing to share their knowledge and experience with other national and international schools.- The holding of national and international events where this practice can be shared, and where national and international entities and politicians can be engaged for its expansion.<< Results >>The expected results are:1. Improvement in the basic competences of the target population, which is a prerequisite to thrive in life, to find fulfilling jobs, and to become engaged citizens. 2. Improvement in inclusion and social cohesion. Families and community engaged in the school and contributing to the success of the target population. 3. Capacity build in each country to replicate and scale this evidence-based practise. In addition, a critical mass of people in each country already trained and implementing the dialogic gatherings as part of their educational programmes. 4. Open resources available to all teachers in Europe to ensure the quality implementation of the practise, such as an eBook (R1), onboarding mini-tutorial videos (R2), and a resources bank (R3). 5. Scale and collaborative transnational implementation. Local, national, and International scale based on a collaborative and supportive ethos of peer-to-peer knowledge sharing. 6. Social and political impact. Evidence of good results engages politicians who will promote the practices.7. An online sustainable Community of Practise (R4) at European level connecting schools across borders to discuss together the best quality knowledge and culture celebrating diversity, enhancing inclusion, and boosting the acquisition of basic skills.

The project “Breaking the silence together” is based on the educational priorities of the Europe 2020 strategy, the recommendations proposed by the Council of Europe Convention on child protection regarding exploitation and child sexual abuse, as well as the outcomes resulting from the main academic studies addressing the consequences of child abuse. Child sexual abuse is currently a significant problem in Europe affecting between 10% and 20% of children from any social and economic class in all European countries. The main research confirms the direct impact on academic performance. The project has successfully achieved the two main objectives: (1) To develop a Community programme on the prevention of child sexual abuse for European primary schools. 2) To provide a concrete tool for primary schools to become safe and child protection institutions, creating a climate that reduces early school leaving and increasing the rate of academic success.The loa project team has created five organizations. Three organisations from Spain, Austria and Poland with an extensive knowledge in the prevention and treatment of child sexual abuse. A research centre in Greece specialising in childhood and child abuse. The fifth organisation has been a Europe-wide organisation, based in the Netherlands, bringing together directors from all European countries. Teachers, families and pupils from six rural and urban primary schools (two in Spain, two in Austria and two in Poland) as well as local and national reference organisations have also participated very actively in the project. The project initially carried out a collection and analysis of previous experiences in the development of prevention programmes of child sexual abuse in the school context, analysing the keys to success as well as the remaining challenges. This analysis is included in the report Learning from the experience (O1), available only in English in the project website (www.preventingchildsexualabuse.eu). This report was one of the starting points of the project. The final products obtained have been the result of a participative and collaborative methodology in which the beneficiaries themselves have taken part in all phases of the project. In this way, an initial training was carried out in the six collaborating primary schools aimed to teachers, families and pupils (separately). Subsequently, discussion groups were held (a total of 18, three in each school) to collect their proposals and needs to be covered in the community prevention program. At the same time, five expert advisory councils were created in each country, which also defined at their first meeting the challenges and needs to be addressed by the prevention programme. All this, together with the experience and knowledge of the project team, led to the creation of a first version of the prevention programme and the related resources. This first version of the products was piloted and assessed in the six schools by teachers, families and students as well as by the five advisory councils. The final version of the prevention program was obtained with the contributions performed. The prevention programme consists of four articulated base products, complementary and mutually supportive and concretely: The Community prevention programme (O2) as a framework document for primary school management teams; Teachers Manual(O3) for school teachers; Material for families and students (O4) made up of a booklet and a set of cards aimed at families and their children; Awareness Kit (O5) aimed at the community and with the aim to make the program visible and made up of a brief document, a poster and brochures aimed at families and children with key messages. The prevention programme and related products are available free of charge on the project website in five languages (German, Catalan, Spanish, English and Polish). Within the project framework, four national seminars have been organised in Spain, Austria, Greece and Poland as well as a final European Conference to present the final products obtained. Overall, more than 500 people took part while the prevention programme was very favourably received and highly valued in terms of quality, usefulness and need. As a result of the impact and success of the project, we can state that once the project has been financed by the European Commission, the products obtained are being implemented at different levels in all the countries participating in the project. We can state that the project has contributed directly to make progress in tackling a problem that affects a significant part of the European child population.