<< Background >>Our project starts from the need of the Economic Administrative College to become an inclusive school, which would create a pedagogical climate of psycho-social development for all students. In the needs analysis we reported the exclusion risks to which some of the college students are subjected. We are talking about students from rural areas (60% of the school population), of which many commuters (1/3 of the students), school-oriented students after a lottery (50%), students with a vulnerable background (140 students with scholarships social) and for the school year 2022 we will have 18 rromani students for special places. Because of those thinks, the risk of dropping out of school is high (over 1500 absences / class / semester) and is manifested by transfer requests, unexplained absences, maladaptation, class delays, anxiety, frustrations, lack of cooperation. These behaviors are misinterpreted because conservative teachers lack current suitable pedagogical skills.<< Objectives >>Through this project we aimed to develop skills for 12 resource teachers in order to update the methods of managing the special situations of vulnerable students in ninth grade between 2021 and 2025, reducing by 10% the risk of dropping out until on January 1, 2023, updating an adequate number of methods and means of identifying and managing the special situations of vulnerable students to the leading teachers and the social scholarship commission as well as the acquisition by the teachers of the College of techniques for adapting the curriculum to discipline, counseling and orientation for inclusive classes with at least 5-6 hours per school year dedicated to inclusive activities.<< Implementation >>Three mobilities will take place in three different European countries, which will lead to a wider European opening of our school. The courses were selected from the School Education Gateway platform, in accordance with the project objectives. The theme of the courses ensures the diversity of competencies, but also their complementarity, ensuring a complex training experience on topics such as: Positive education, happy school Valencia 2021, Facing diversity: inclusive education strategies for students with fewer opportunities, (March 2022-3 mobilities) and Stop ! Qualitative classroom management and innovative strategies to fight against early school leaving (May 2022). Their methodology focuses on formal and non-formal learning, stimulating active participation, pro-activity and responsibility, so that our teachers will experience the creative techniques themselves, also reflecting on how to adapt them to the educational environment specific to our college.<< Results >>The result will be the creation of teachers with expertise who in turn will create resources and contribute to equipping leading teachers with techniques for managing individual situations and the class as a whole. Through dissemination, a college focus group will support the school counselor in addressing vulnerable situations, and another group will create, as an example of good practice, a guide for implementing psychopedagogical criteria of the social scholarship distribution program within the high school. The ninth grade leaders will develop welcoming activities among beginner students. The results will lead to the elaboration of a strategy that reduces by 5-10% the degree of school dropout, helps the students to go through a harmonious transition from gymnasium to high school and ensures long-term attitudinal results of the teaching staff towards students, transforming the Economic College into a friendly and attractive European school.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

This organisation has been awarded an Erasmus accreditation. The award of the accreditation confirms that the organisation has set up a plan to implement high quality mobility activities as part of a wider effort to internationalize its activities and to improve the quality of learning and teaching at the organisation. Accredited organisations are committed to a set of quality standards defined at the European level. By being accredited, the organisation gains continuous and easier access to funding for mobility activities of learners and staff under Key Action 1.

Upon starting the project, its objectives were carefully studied by the team of teachers from all partners. Therefore, our goal was to accomplish the project objectives. Through the activities which we carried out we contributed to the development of our institution and of our teachers’ expertise, as well as to the improvement of our students’ skills. According to the project, the objectives established by collaborating with our partners were: acknowledging and preserving the rich heritage belonging to a composite culture (museums, cultural directorates and institutions); protecting and improving the environment, including forests, lakes, rivers and the wild life; encouraging compassion for living creatures (environment centres, NGOs); developing an inclination towards science, humanities, research and reform initiatives. In order to achieve institutional developments of all partners, all partners collaborated with local and regional qualified institutions so as to highlight the particularities of the regional nature and culture through educational activities. We successfully collaborated with institutions such as museums and universities and NGOs..We closely observed the way in which our project partners collaborated with partners from their own regions and we successfully exchanged good practices when organising activities within mobilities. The teachers of projects who took part in the project managed to successfully attain its objectives, put effort in order to carry out the activities in an adequate manner, found ways to develop and apply innovative practices, accomplished their own activities focused on research and on the thorough study of topics related to culture, science or environment protection. Five teachers from partner schools who took part in the training session in Greece have applied the practical abilities acquired there upon their return to our school; in addition, they themselves organised a range of extracurricular activities where they put into practice the knowledge acquired during the transnational experience. The pupils of the schools were strongly motivated by the anticipation of taking part in extracurricular activities in an international context, as well as of accomplishing an educational journey abroad. They have enthusiastically participated in all activities, collaborated with their teachers and, at the end of their activities, they attained a wider perspective on the necessity of preserving their natural and cultural environment. Socialising with the pupils from the partner countries and the experience exchange have led to the improvement of the school life and to the formation of a wider perspective on the quality of education within all partner schools; furthermore, it led to the formation of opinions regarding European educational standards, which are essential for their future.