<< 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 greatest health crisis experienced by the world in this century has radically changed the way we relate to each other. Face-to-face interaction has been reduced to a minimum and it is increasingly common to communicate through a screen. The same has happened to millions of students, teachers and families, who have seen that from one day to the next they went from a face-to-face educational system to online classes.This change, unexpected and hardly planned, has caused numerous problems in education: 1) students who have lost their learning group and their mentors due to connection problems, lack of appropriate and sufficient devices or technological inability to keep up with the pace of online classes, 2) teachers who have had to abandon their face-to-face dynamics and adapt in a few days to huge videoconference rooms full of people who do not know the codes of conduct and communication of remote classes, 3) families overwhelmed by a situation that disrupts all their work and home planning, who find many difficulties to support and facilitate the online learning of young people, 4) school leaders are under pressure to make center-level decisions to address the pandemic and are often unaware of best educational practices in these cases and are going in blind.In this rough sea, we aim to provide clear guidelines for sailors to deploy or retract their sails when necessary. The aim of this project is to provide students, teachers, schools leaders and families with tools to make appropriate decisions facing the conflicts that COVID-19 has caused in the processes of learning, communication and socialization of the school community.The methodology proposed in this project aims to be radically different from previous attempts to raise awareness among students about good behaviour on the net, the management of their autonomy and appropriate and safe social relations. With this objective, we will develop a fictitious social network in which we will reliably represent the potentially dangerous scenarios that can occur in this context (IO1). This network will be used as a social sandbox where different automated profiles (social bots) will behave inappropriately and interact with the fictitious profiles created by the students. From the interaction with these social bots, students will be able to understand which behaviors are not appropriate or safe in a practical way.Although the fictional social network can also be used by teachers and families for their digital literacy, we believe that it is necessary to develop specific work materials for these groups. In the case of teachers, a guide to all the new methodological possibilities that online platforms offer can be very useful (IO3). In addition, we believe that it is necessary that they have sufficient keys to analyze and solve common problems that occur in online learning contexts (cyber-bullying, difficulties in maintaining respect in video conferences, abuse of anonymity on the network, plagiarism and problem solving apps, etc.).Families also need clear guidance in this new scenario. The lack of digital literacy, digital competence or even other soft skills turn competent family members in school support into people unable to help the students they live with or to communicate with their children's teachers properly. For these reasons, this project aims to provide families with practical guides (IO2) that explain in accessible language how to do most things that are needed in a virtual teaching context and what the use of each tool, social network or platform implies.Finally, schools as a whole need to adopt strategies to coordinate all this effort and lead education in Covid 19 era to a safe port. With this purpose in mind we will provide an adaptable and flexible roadmap for schools where the integration of safe and proper use of digital resources will be defined as a strategy engaging all actors (IO4).In short, the SAILS project intends to serve as a navigation chart in this immense ocean of possibilities that the Internet offers us in the educational context to avoid, above all, the storms that already existed and the new ones that COVID-19 has brought.The transnational consortium that has been created to carry out this project is the key to ensuring its success. The experience in the coordination of projects and the research that the team of UDEUSTO has been carrying out in the development of games and in the development of key competences is going to suppose a key piece to guarantee the success of SAILS. In addition, the experience of entities like EA and ESHA in their work with leaders in schools is going to allow that the changes and innovations are established at school level and that they transfer the barriers to the society. Besides, the experience of IPA and PPAA and their connection with several networks of families and other agents is going to allow to obtain an impact, not only in school environments, but at a higher

<< 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 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."