Ka210 SCH 85113F3D 5

Call 2024 Round 1 KA2
KA210-SCH - Small-scale partnerships in school education (KA210-SCH)

Form ID KA210-SCH-85113F3D Deadline (Brussels Time) 05 Mar 2024 12:00:00
Application
Programme Erasmus+
KA210-SCH - Small-scale partnerships in school education

Action Type
(KA210-SCH)
Call 2024
Round Round 1
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Table of contents
Context 3
Priorities and Topics 4
Project description 5
Description 5
Participating Organisations 8
Applicant - CEIP Portal Nou (E10123014 - ES) 8
Applicant details 8
Profile 8
Background and experience 8
Partner Organisations 11
Liceo Español Cervantes de Roma (E10287177 - ES) 11
Miinan koulu (E10195459 - FI) 14
Suleyman Yazici Imam Hatip Ortaokulu (E10336576 - TR) 16
Cooperation arrangements 18
Activities 21
Activity Details (Adopting values of tolerance, diversity and participatory education in classrooms) 22
Activity Details (Intercultural Dialogues: Towards Awareness and Togetherness) 25
Activity Details (Social barriers) 28
Activity Details (Inclusive Futures: Shaping Education for Disabilities and Special Needs) 31
Budget Summary 33
Impact and Follow-up 34
Project Summary 36
EU Values 37
Annexes 38
Checklist 39
Submission History 40
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Context
Field School Education
Echoes of Unity: Shaping a Diverse Future Through

Project Title
Educational Synergy
Project Acronym ECHOES
Project Start Date Project Project End Date National Agency of the Applicant Language used to
(dd/mm/yyyy) Duration (dd/mm/yyyy) Organisation fill in the form
ES01 - Servicio Español para la
01/09/2024 18 months 28/02/2026 Internacionalización de la Educación English
(SEPIE)
Project lump sum 60 000,00 €
For further details about the available Erasmus+ National Agencies, please consult the following page: List of National
Agencies.
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Priorities and Topics

All project proposals under the Erasmus+ Programme should contribute to one or more of the programme’s policy priorities.
Please select the most relevant priority according to the objectives of your project.
HORIZONTAL: Inclusion and diversity in all fields of education, training, youth and sport
If relevant, please select up to two additional priorities according to the objectives of your project.
SCHOOL EDUCATION: Tackling learning disadvantage, early school leaving and low proficiency in basic skills
SCHOOL EDUCATION: Development of key competences
Please select up to three topics addressed by your project.

European identity, citizenship and values
Bridging intercultural, intergenerational and social divide
Inclusion, promoting equality and non-discrimination
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Project description
Description
What are the concrete objectives you would like to achieve and 'outcomes or results you would like to realise'? How are
these objectives linked to the priorities you have selected?
The priorities of our project and the concrete objectives set to achieve them are founded on enhancing teachers' and
students' internalization and integration of European values, particularly tolerance, diversity, and participation in education,
into their daily educational practices. These objectives are tightly linked to the project's priorities and aim to achieve the
following concrete outcomes:
Enhancing Teachers' Capacity: This objective aims to provide teachers with modern educational methods and tools to
promote values such as tolerance, diversity, and participation in their classrooms. Through seminars, workshops, and
training, teachers will become more aware and equipped to handle these subjects. This is directly related to the project's
priority of "teacher training."
Encouraging Student Participation: Students will be given the opportunity to actively participate in various project activities,
experiencing and learning European values firsthand. This participation will provide students with a deep understanding of
values such as tolerance, diversity, and participatory democracy. This objective is linked to the priority of "participatory
democracy and participation in education."
Promoting Cultural Diversity and Inclusivity: The project will bring together students and teachers from different cultural
backgrounds to foster cultural diversity and inclusivity. This will be achieved through mobility programs and on-site
activities, offering participants the opportunity to understand and respect other cultures. This objective aligns with the
"cultural diversity" priority.
Strengthening International Collaboration: International collaboration will be encouraged among schools in Spain, Finland,
Turkey, and Italy (Spanish school). This will enable participants to gain knowledge about different educational systems and
practices and share best practices. This objective is related to the "international collaboration and integration of educational
systems" priority.
Enhancing Foreign Language Learning and Digital Literacy: International collaboration will aim to improve foreign language
skills and digital literacy. This will be supported by the effective use of digital educational materials and tools, directly related
to the "digital literacy" and "foreign language education" priorities.
Developing Core Competencies: The project activities will aim to develop students' core competencies, such as critical
thinking, problem-solving, collaboration, and communication. These skills are essential for students' success in their future
education and careers. This objective is connected to the "development of core competencies in education" priority.
The project aims to instill European values of tolerance, diversity, and educational participation into everyday teaching,
shaping future generations. These objectives align closely with our key priorities, crucial for the project's success.
Please outline the target groups of your project

Expanding on the initial description, the project is designed to foster collaboration, cultural exchange, and the development
of educational practices among primary school teachers and students aged 7-14. This is achieved through structured
mobilities and interactive activities that allow for a significant exchange of pedagogical strategies and firsthand cultural
experiences. The broader aim is to enrich the educational ecosystem by integrating European values and innovative
teaching methods into everyday school life, thus impacting not only the direct participants but also the wider school
communities and families connected to the partner schools.
Detailed Project Implementation:

Teacher Mobilities: These are planned exchanges where teachers visit partner schools in other countries to observe, learn,
and share educational practices. The focus is on workshops, classroom observations, and participation in local educational
activities, enabling teachers to gain insights into different teaching methodologies, curriculum integration strategies, and
cultural contexts. This direct exchange aims to broaden teachers' perspectives and equip them with new tools and ideas to
enhance their teaching practices.
Student Engagement: Students will participate in interactive activities that could include collaborative projects, cultural
exchange programs, virtual meetings, and shared educational tasks using digital platforms like eTwinning. These activities
are designed to promote intercultural understanding, language skills, digital literacy, and a sense of European identity
among young learners.
In-house Communication Seminars: Teachers who have participated in mobilities will conduct seminars and workshops for
their colleagues and the wider school community upon their return. These sessions will disseminate the knowledge gained
during the exchanges, covering best practices, innovative teaching methods, and insights into cultural diversity. The
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objective is to create a ripple effect, extending the benefits of the mobility experiences to the entire school ecosystem.
Project Team Roles:
eTwinning Project Manager: Coordinates the project's digital collaboration aspects, ensuring effective communication and
sharing of resources among partner schools.
Classroom Teachers for Workshops: Develop and deliver subject-specific workshops based on the insights and
methodologies learned during mobilities.
Visual Arts and Music Teacher: Enhance the project's cultural and artistic dimensions by integrating arts education into the
exchange programs.
Assistant Principal: Provides administrative support and ensures the smooth implementation of project activities within the
school setting.
English Teachers: Play a crucial role in facilitating language development and intercultural communication skills among
students, crucial for successful international exchanges.
Project targets 170+ teachers, 1,700+ students; aims for educational improvement & collaboration.
Please describe the motivation for your project and explain why it should be funded
The project specifically targets the promotion of European values among primary school students, understanding that early
education is pivotal in the effective establishment of these principles. The role of schools and educators is fundamental in
nurturing a generation that values tolerance, diversity, and inclusiveness. Despite their critical role, teachers often find
themselves ill-equipped with the necessary methods and tools to impart these values compellingly and engagingly.
To address this gap, our project proposes a multifaceted approach to embedding European values into the fabric of
everyday school life. This includes integrating these principles seamlessly into the curriculum and fostering an environment
where tolerance, diversity, and an informed stance on differences are not just taught but lived experiences. Partners in the
project have carefully chosen focus areas that either leverage their strengths or target areas they wish to enhance, ensuring
a comprehensive coverage of values education.
The project will leverage collaborative learning techniques, notably the Jigsaw Strategy, to foster a sense of European
Citizenship among the young participants. This strategy divides the learning material into segments, with each member of a
group responsible for learning a segment and then teaching it to their peers. This approach not only facilitates effective
learning of the material but also enhances listening, interaction, and empathy among students, as success is dependent on
each member's contribution.
Highlighting the European Union's (EU) ambition, the project aligns with one of its foundational aims: to harmonize living
together by mutual cultural recognition and respect. Elevating educational quality and addressing educational challenges
through a unified policy are paramount for the EU's sustainability. Our initiative seeks to bolster institutional capacity and
quality through the lens of transnational collaboration, engaging educational institutions and stakeholders in a shared
mission.
A pivotal element of our project is the empowerment of teachers to establish vibrant cultural connections across partner
countries, encouraging the exchange of educational best practices and the application of innovative teaching
methodologies. This endeavor will facilitate collaborative and project-based learning experiences, where teachers not only
share knowledge and strategies but also cultivate a spirit of teamwork and mutual respect.
Utilizing digital platforms like eTwinning and ICT tools will modernize educators' teaching methods. Conducting project
activities in English will enhance participants' language skills, aligning with the EU's goal of connecting cultures through
education. This approach aims to educate and unite, embodying the EU's vision of unity in diversity.
How does the project address the needs and goals of the participating organisations and the identified needs of their target
groups?
The project addresses the needs and objectives of participating organizations and their target groups by focusing on key
areas identified as requiring significant attention. These areas align with the core values of the partner schools, the
objectives of their curricula, and the general competencies outlined in national curricula. The partners have recognized the
necessity to concentrate on these topics to enhance their educational offerings and have acknowledged the importance of
gaining international experience. This experience is crucial for understanding diverse approaches to social issues in
educational settings.
By participating in the project, schools aim to modernize their strategies for promoting tolerance and understanding among
students. This involves not only integrating these themes into the curriculum but also adopting innovative teaching methods
and leveraging digital tools to make learning more engaging and effective. The project facilitates this modernization by
providing a platform for exchange and collaboration among schools from different cultural backgrounds. This allows them to
share best practices, challenges, and solutions in addressing social issues, thereby enriching the educational experience for
both teachers and students.
Furthermore, the project's emphasis on collaborative learning techniques, such as the Jigsaw Strategy, supports the
development of key competencies in students, including empathy, teamwork, and communication skills. These
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competencies are essential for fostering an inclusive and tolerant school environment and are directly linked to the broader
goals of the EU regarding education and cultural understanding.
In summary, the project aligns with the participating schools' need to update their educational approaches to social issues,
promoting an inclusive, tolerant, and understanding school culture. It achieves this by facilitating international collaboration,
sharing of best practices, and the adoption of innovative teaching methods, all of which contribute to the overarching
objective of uniting diverse cultures through education.
What will be the benefits of cooperating with transnational partners to achieve the project objectives ?
Collaborating with transnational partners to achieve project goals will bring several benefits, enhancing the project's
effectiveness and impact. Here’s a detailed look at these advantages:
Broader Perspective on Social Values: International collaboration provides a clearer, more comprehensive picture of the
value landscape across societies. By engaging with partners from different parts of Europe—deliberately chosen from
North, South, and East to highlight cultural contrasts and similarities—participants gain insights into diverse social norms
and values. This diversity enriches the project, offering a multifaceted understanding of European values.
Innovative Solutions and Approaches: Collaboration with schools across Europe will foster the exchange of innovative ideas
and tools for addressing and integrating social issues into educational settings. Each partner brings unique experiences in
tackling social challenges, contributing to a pool of best practices that can be adapted and implemented across different
contexts. This collaborative environment encourages creativity and the development of novel educational strategies.
Exposure to Diverse Problem-Solving Techniques: Partners from varying geographical and cultural backgrounds have
distinct ways of dealing with social issues, providing a rich tapestry of problem-solving approaches. Sharing these
experiences allows all participants to consider alternative methods for addressing similar challenges, thereby enhancing
their own practices. This exchange is particularly valuable in areas where some partners may lack experience, such as
dealing with racial or religious matters, where insights from more experienced partners can be enlightening.
Specialized Knowledge Sharing: Certain partners may excel in specific areas, such as supporting students with special
educational needs—a strength of Finnish schools, for example. Sharing this specialized knowledge can help other partners
improve their support structures, ensuring a more inclusive educational environment for all students.
Mapping Universal Values Across Europe: Understanding and mapping the universal values that are recognized across the
European Union is critical. The project aims to construct a foundation based on common value areas, facilitating a shared
understanding among partners. This endeavor is essential for identifying core values that transcend cultural and national
differences, promoting a sense of unity and cohesion.
International cooperation is crucial for broadening perspectives and uniting diverse cultures. Transnational collaboration in
this project enhances understanding of Europe's social values and introduces innovative educational methods. It promotes a
collective European identity based on inclusivity and respect, contributing significantly to a more united and empathetic
European community.
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Participating Organisations
To complete this section you will need your organisation’s identification number (OID).
If you have an OID number please introduce it in this section.
If you are not sure if you have OID number, you can check here: Organisation Registration System
If you do not have OID number, you can create one here: Register New Organisation
According to the Programme Guide, each organisation (OID) can apply only once as applicant organisation and can be
included in a total of 10 Small-scale partnerships in the fields of vocational education and training, school education, adult
education and youth per application round. The maximum number includes all applications in the listed fields, regardless of
whether the organisation is a coordinator or a partner. Once this limit is reached, it will not be possible to submit further
applications with the same organisation (OID).
Applicant - CEIP Portal Nou (E10123014 - ES)
Organisation ID Legal name Country

E10123014 CEIP Portal Nou Spain
Applicant details
Legal name CEIP Portal Nou

Country Spain
Region Illes Balears
City Ibiza
Website http://ceipportalnou.blogspot.com.es/
Profile
Is the organisation a public body? Is the organisation a non-profit?

Yes Yes
School/Institute/Educational centre – General education

Type of organisation
(primary level)
Background and experience
Please briefly present your organisation.
What are the organisation's main activities?

Located in Ibiza town's center, our public school caters to 230-240 students aged 3-12, supported by 24 teachers, 4
assistants, and an educational psychologist. Specializing in special needs education, we offer alternative and augmentative
communication systems to aid our diverse student body, including children from Romania, South America, and Morocco,
reflecting our inclusive and multicultural approach. Serving a community rooted in the tourism and services sector, we
provide English language and arts education through the CLIL method, promoting bilingual learning and cultural
appreciation. Emphasizing cooperative learning and emotional education, we aim to enhance social skills and emotional
well-being. Our commitment to a safe learning environment includes collaborating with organizations to combat school
bullying. As an ecological school, we also instill environmental awareness and sustainability, preparing students to be
responsible global citizens.
What are the organisation's activities in the field of this application?

Our organization is deeply committed to inclusion, ensuring all students are fully engaged in center activities, fostering
community and diversity. We tailor activities to meet individual needs, developing inclusive teaching programs that cater to
diverse learning styles and backgrounds. Through cooperative learning, students share experiences, fostering teamwork
and respect for diverse perspectives. Our core values emphasize respecting differences across abilities, backgrounds, and
cultures. We implement plans for responsible coexistence, promoting positive relationships and constructive conflict
resolution. Additionally, our co-education plan advocates for gender equality and stereotype elimination, while our emotion
management program enhances students' well-being. These efforts underscore our dedication to an inclusive education
system, valuing student diversity and ensuring equal opportunities for all.
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What profiles and age groups of learners are concerned by the organisation’s work?
Our organization focuses on students aged 3 to 12 years, covering a crucial developmental stage from early childhood to the
end of primary school. We provide special education classes for students with significant developmental issues up to the
age of 14, demonstrating our commitment to inclusive education. A large portion of our students come from families facing
economic hardships, which can lead to various challenges, including limited access to educational materials. Some of our
students are required to work during the summer months, indicating the prevalence of seasonal jobs in their communities.
Our school collaborates with other organizations to support families, prevent educational failure through early intervention,
and provide specialized support. Our goal is to create equal educational opportunities for every child, regardless of their
economic or developmental challenges, ensuring that all can succeed.
How many years of experience does the organisation have working in the field of this application?
20
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As Applicant As Partner or Consortium Member

Action Type Number of project applications Number of granted projects Number of project applications Number of granted projects
Small-scale partnerships in school education (KA210-SCH) 0 0 2 1
Newcomer organisation No
Less experienced organisation Yes
First time applicant Yes
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Partner Organisations
Organisation ID Legal name Country

E10287177 Liceo Español Cervantes de Roma Spain
E10195459 Miinan koulu Finland
E10336576 Suleyman Yazici Imam Hatip Ortaokulu Türkiye
Liceo Español Cervantes de Roma (E10287177 - ES)
Partner organisation details
Legal name Liceo Español Cervantes de Roma

Country Spain
City Roma
Website http://liceoespanolcervantes.educalab.es/home
Profile

Yes Yes

(primary level)

Located in Rome's Trastevere, our Spanish Public School serves 330 students aged 3-18 with 35 teachers. Registered in
Spain but based in Italy, we focus on promoting Spanish language and culture, offering bilingual education aimed at
excellence. Our website is https://liceoespanolcervantes.educacion.es/centro/localizacion. Families of our students are
typically middle-class with a high academic involvement. Our student body is international, mainly comprising Spanish and
Italian nationals, alongside other nationalities. We teach Spanish, Italian, and English using innovative methodologies and
cooperative learning. Our programs include educational exchanges for secondary students to enhance motivation and
global awareness. Our goal is to equip students with linguistic skills and cultural appreciation, preparing them for a
globalized future.

In the field of this application, our organization is dedicated to fostering inclusion through comprehensive school plans,
including a tutoring plan and a diversity plan. These plans encompass a range of activities aimed at both students and
families, with the goals of preventing bullying and promoting inclusiveness within our school community. Key to our efforts is
the appointment of a coordinator of well-being, who is tasked with promoting various activities that contribute to a positive
and inclusive school environment. Additionally, we are engaged in a volunteer project in collaboration with “Amal for
Education ONG,” through which we extend our commitment to inclusion beyond the confines of our school, supporting
broader educational initiatives and contributing to the well-being of the wider community. These activities reflect our
organization's deep commitment to creating an educational atmosphere that is welcoming, safe, and supportive for all
students and their families.
The organization's work concerns a broad and unique age range of learners, spanning from 3 to 18 years old. This wide age
range is particularly distinctive in the context of a Spanish school and offers a diverse array of developmental stages and
educational needs. To address this diversity, our school is committed to full inclusion, ensuring that all students, regardless
of their age, participate in the school's activities.
To cater to the varied needs and interests of these different age groups, we design a variety of activities that are tailored to
each group of students. These activities take into account the particularities of all students, aiming to provide an inclusive,
engaging, and enriching educational experience. By doing so, we not only accommodate the broad spectrum of learners in
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our school but also foster an environment where every student has the opportunity to thrive and benefit from our educational
programs.
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Newcomer organisation Yes

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Miinan koulu (E10195459 - FI)
Legal name Miinan koulu

Country Finland
Region Kanta-Häme
City Jokioinen
Website www.jokioinen.fi
Profile

Yes Yes

(primary level)

Located in Jokioinen, Miinan koulu is an elementary institution catering to 250 pupils. It hosts 13 general teaching groups, 2
specialized groups for students with special needs, and a preparatory class for immigrants, alongside a preschool within its
premises. The school employs a dedicated team of 16 teachers and 10 assistant teachers. Drawing students from central
Jokioinen and nearby villages, Miinan koulu extends morning and evening programs aimed at minimizing solitary time for
children outside school hours. Committed to enhancing children's well-being and physical fitness, the school is an active
participant in the Liikkuva koulu initiative, transforming its yard into a community exercise area and leveraging support from
a local sports center to foster a healthy, active lifestyle among students and residents alike.

At Miinan koulu, our educational and teaching mission is to create optimal learning conditions for diverse learners through
varied teaching methods, collaboration in general and special education, educational practices, and engagement with
parents and local stakeholders. We aim to tailor our teaching to fit the abilities and needs of each student effectively. A key
focus of our upbringing objectives includes fostering tolerance, good manners, and cooperative skills among our students.
We are actively involved in the KiVa-koulu program, a testament to our commitment to combating bullying and ensuring a
supportive, open atmosphere conducive to learning and collaboration.Miinan koulu fosters a positive, safe learning
environment that supports individual needs, created through the collective efforts of children and adults. We are committed
to nurturing a love for learning and physical activity, promoting educational and personal development in a valued
atmosphere.
Miinan koulu focuses on providing general education to students aged 5 to 14 years, covering primary to early secondary
education levels.
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Suleyman Yazici Imam Hatip Ortaokulu (E10336576 - TR)
Legal name Suleyman Yazici Imam Hatip Ortaokulu

Country Türkiye
City İstanbul
Profile

Yes Yes

(primary level)

As Süleyman Yazıcı Imam Hatip Secondary School, we are a state school that provides education to students in the 11-14
age group. There is a high interest in science, social sciences and art courses in our school. Our school has 16 teachers, 1
vice principal, 1 school principal, 1 data entry control operator and 1 auxiliary services staff. There are 150 students in total.
Our school serves in the center of Pendik district of Istanbul province

Süleyman Yazıcı Imam Hatip Secondary School in Pendik, Istanbul, aims at integrating liberal democratic values like
tolerance, diversity, and active participation into its curriculum for students aged 11-14. With a dedicated team of 16
teachers and support staff, we plan to strengthen teaching skills and foster student engagement through interactive
activities, workshops, and cultural exchanges. Our objectives include promoting cultural diversity, building international
collaboration, and developing 21st-century skills using modern educational methods and digital tools. Activities planned will
be published on our school website. This initiative will integrate these values into science, social science, and arts courses,
empowering 150 students to not only learn about but also actively practice these values.
Our organization focuses on educating students aged 11 to 14, covering early adolescence and middle school years. This
age group is crucial for developing foundational skills, values, and attitudes towards learning and social interaction.
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Cooperation arrangements
How was the partnership formed? What are the strengths that each partner will bring to the project?
The partnership was formed through a meticulous selection process based on shared goals and interests, utilizing Erasmus
and eTwinning partner search forums to connect with schools and institutions interested in working on the same topic. The
formation was solidified through Zoom meetings followed by WhatsApp conversations, allowing for a more personal and
direct coordination among partners. Each partner brings unique strengths to the project:
Spain (CEIP Portal Nou): This coordinating school relies on its teachers' inherent desire to provide students with the best
possible experiences. The teaching staff is committed to maximizing students' intellectual, physical, and social capacities
and has experience with Erasmus+ and eTwinning projects. The desire for continuous improvement and learning from
peers, coupled with administrative support, makes this school a strong coordinator.
Italy (Liceo Español Cervantes de Roma) : Italian partners emphasize the motivation of teachers to respond educationally to
students. They have a strong aspect in developing peer relationships and conducting international projects among different
European countries.
Finland (Miinan koulu) : The Finnish school collaborates closely with local actors and neighboring municipalities. This
collaboration enables the execution of activities that promote tolerance. The school is motivated to participate in and
develop international cooperation and specializes in the use of ICT tools, providing them with an advantage in preparing and
sharing digital materials and outputs.
Turkey (Suleyman Yazici Imam Hatip Ortaokulu ) : The Turkish school is notable for its active participation in various
national education networks, possessing thematic study groups and the capacity to create significant impact among the
local community, teachers, and schools. Key teachers organize and attend national and international meetings. The school
has the necessary ICT tools for participating in online meetings and preparing visual materials and has experience with
eTwinning. The staff is eager and motivated to participate in international cooperation.
These unique contributions from each partner enhance the overall success of the project and assist participants in
improving their knowledge and skills in the field of disabilities and special needs. This multifaceted partnership expands the
project's inclusivity, innovation, and impact.
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How will you ensure sound management of the project and good cooperation and communication between partners during
project implementation?
To ensure the sound management of the project and good cooperation and communication between partners during project
implementation, the following strategies will be employed:
Time Management:
Partners will follow a checklist prepared by the coordinator in Google Drive to ensure all activities are completed on time.
Activities not completed timely will be monitored by the coordinator, who will provide support to the relevant partner.
Budget Management:
Upon project approval, a contract outlining each partner's duties and responsibilities will be signed between the coordinating
institution and the national agency. The coordinator will sign the prepared contract with the partners and a project activity
plan will be written. The contract will also include the legal bank accounts of the partners, and grants for the partners will be
deposited into these accounts. While the coordinator will be responsible for the budget, a budget management commission
will be established in each institution to be in charge of local budget management. This commission will also include a legal
representative and will submit a budget report to the coordinating institution every six months.
Risk Management:
If a partner withdraws after project approval, their tasks will be voluntarily distributed among the remaining partners. In case
of a dispute between partners, the coordinator will intervene, organizing an online meeting via Zoom and, if necessary,
mediating. If mobility is not possible due to any force majeure, the activity will be carried out virtually. A Google Drive will be
created by the coordinator for the storage of project documents. Online project management meetings will be held every
three months to analyze the current situation and evaluate future plans.
Communication and Cooperation:

A WhatsApp group has been established during the project writing phase for constant communication and will continue to
facilitate quick interactions throughout the project. A project G-Drive will be created for the storage of project documents
and files. Online management meetings for project management and risk assessments will be conducted every three
months by the project coordinator. Contact persons and legal representatives from each partner institution will attend these
meetings. The agenda for these meetings will be determined by the coordinator through an online Google Document with the
participation of the partners. After signing the contract with the national agency, the coordinator will also sign individual
contracts with each partner, detailing bank account information, budget details, rights, and responsibilities. Additionally, a
Zoom meeting will be held one month in advance with the teachers and students participating in the mobility for language
preparation, cultural preparation, and to decide on accommodation arrangements that contribute to a green Erasmus by
ensuring participants stay in a centrally located hotel within walking distance to the school.
Have you used or do you plan to use Erasmus+ platforms for preparation, implementation or follow-up of your project? If
yes, please describe how.
During the writing, implementation, and completion stages of our project, we have effectively utilized Erasmus+ platforms. In
the preparation and writing phases, we conducted detailed research on projects focusing on tolerance, inclusivity, culture,
and embracing our educational diversities through the Erasmus+ Project Results Platform (EPRP). This research served as
a source of inspiration, allowing us to examine success stories and best practices to craft our own success narrative.
Once approved, our project summary will be uploaded to the EPRP by the European Commission, serving as a model for
those in Europe interested in developing projects on diversity, inclusivity, and cultural exchange.
Our school and the teachers from our partner schools have eTwinning memberships, and upon project approval, we will
initiate a parallel eTwinning project with other schools in Europe. This will provide us with the opportunity to work with
different partners from various European countries, expanding our impact and sharing our project results with European
schools.
Before mobility, during the implementation, and in the dissemination phase of our project results, we plan to share photos,
videos, and information packets detailing our project's main objectives, goals, and outcomes in both English and Spanish on
the eTwinning platform. This will not only broadcast our project's successes to a broader audience but also enhance the
quality of our presence on the eTwinning platform, providing our project with greater visibility and impact.
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Please describe the tasks and responsibilities of each partner organisation in the project.
The roles and responsibilities of each partner organization within the project are meticulously outlined to ensure effective
collaboration and project success:
CEIP Portal Nou (Spain): This institution acts as the project coordinator, overseeing the entire project lifecycle, including
budget management. It is tasked with the implementation and monitoring of contractual obligations, setting up project calls,
and organizing necessary documentation. The coordinator strives for collaborative work with all partners, fostering a spirit of
mutual support and cooperation. The Erasmus+ core team is actively involved in every project phase, with their
contributions being essential. The coordinating school is prepared to lead by example, especially in situations where a
partner may not fulfill its responsibilities, ensuring the project's continuity and success.
Country-specific Responsibilities: The project is segmented into several mobilities, each centered around a distinct theme
related to inclusivity, culture, and education. Each participating country is tasked with developing the content and preparing
the logistics for their assigned theme. This includes detailed planning of activities, discussions, and adjustments required to
align with the project's goals. A pivotal meeting is scheduled one month prior to each mobility to finalize the theme's
presentation and ensure readiness for the upcoming activities.
General Responsibilities of All Schools: Each school involved in the project is responsible for disseminating the project's
outcomes through their digital platforms. This broadens the reach of the project's impact and shares its successes and
learnings with a wider audience.
Detailed Overview of Mobilities and Their Focus Areas:
Mobility to Turkey: Dedicated to exploring 'Tolerance in the Classroom,' this segment aims to develop strategies and
activities that promote understanding and acceptance among students of diverse backgrounds.
Mobility to Italy: Focused on 'Interpreting Values in Different Cultural Domains,' this mobility seeks to delve into how cultural
values influence educational practices and student interactions, enhancing cross-cultural understanding.
Mobility to Spain: Concentrates on 'Overcoming Social Barriers,' addressing the challenges that hinder inclusivity and
proposing solutions to create a more equitable educational environment.
Mobility to Finland: Targets 'Support for Individuals with Disabilities and Special Needs,' sharing innovative approaches and
best practices to cater to the unique needs of these students, ensuring their full participation and achievement in the
educational process.
The hosting school for each mobility is crucial, overseeing the event's organization, from suggesting activities and
organizing online prep meetings to managing logistics like accommodations and transport. They ensure activities meet
project goals and are key to the mobility's success and its positive impact on the project.
EN 20 / 40
Activities
All the activities of a Small-scale Partnership must take place in the countries of the organisations participating in the project.
In addition, if duly justified in relation to the objectives or implementation of the project, activities can also take place at the
seat of an Institution of the European Union, even if in the project there are no participating organisations from the country
that hosts the Institution.
In the following sections, you are asked to provide details about each project activity.
You are asked to provide information about each planned activity as a whole (e.g. its venue, duration, etc.), to define the
activity's lead organisation, and optionally to list the other participating organisations. The lead organisation is typically the
one organising the activity. The other participating organisations are all other project partners who will also take part in the
particular activity. The estimated activity start and end dates can be changed during implementation.
Please include in the section below all planned activities and indicate the grant amount allocated to each one. Keep in mind
that the total amount should be equal to the Project lump sum requested.
Estimated start Estimated end Activity duration Grant amount allocated

Activity Title
date date (in days) to the activity (EUR)
Adopting values of tolerance, diversity and
17/11/2024 21/11/2025 370 13 276,00
participatory education in classrooms
Intercultural Dialogues: Towards Awareness
02/02/2025 06/02/2025 5 12 932,00
and Togetherness
Social barriers 01/06/2025 05/06/2025 5 14 967,00
Inclusive Futures: Shaping Education for
21/10/2025 25/10/2025 5 18 825,00
Disabilities and Special Needs
385 60 000,00
EN 21 / 40
Activity Details (Adopting values of tolerance, diversity and participatory education in classrooms)
Please complete the following table
Adopting values of tolerance, diversity and participatory education in

Activity Title
classrooms
Venue Türkiye
Estimated start date 17/11/2024
Estimated end date 21/11/2025
Leading Organisation Suleyman Yazici Imam Hatip Ortaokulu (Türkiye)
CEIP Portal Nou (Spain)
Participating Organisations Miinan koulu (Finland)
Liceo Español Cervantes de Roma (Spain)
Grant amount allocated to the activity 13 276,00 €
Describe the content of the proposed activity.

This activity is inspired by the UN's 1995 Declaration of Principles on Tolerance, aiming to promote the adoption of
tolerance, diversity, and participatory education values in classrooms. It emphasizes the importance of recognizing universal
human rights and embracing diversity, highlighting the need for respect for differences and peaceful coexistence. It supports
overcoming rigidity and egocentrism by fostering open-mindedness and flexibility in thinking.
Day 1: Introduction
Participants are introduced to the host school and the Turkish education system. Project goals are shared, and an
introductory presentation titled "Learning the value of tolerance" is made. Partners present their approaches to tolerance and
their cultural and educational perspectives, identifying key issues through focused discussions.
Day 2: Problem-Solving Workshop

Using the World Café method, participants collaboratively develop solutions to predefined problems. Cultural presentations
and concept maps are used to enhance intercultural awareness. Activities such as "Setting up a tolerance corner" and
"Learning a tolerance poem" are organized.
Day 3: Practical Activities Workshop

Activities designed to teach tolerance, including games and role-playing, are compiled, leading to the creation of an
educational booklet. Teachers display photos reflecting the value of "Tolerance" in a corner of the classroom.
Day 4: Interaction with Minority Groups

Participants visit a local organization, such as the Sephardic Culture Research Center, to gain deeper insights into diversity
and participation. This visit contributes to teaching children how to be tolerant.
Day 5: Collaboration and Feedback

A joint information board on tolerance is created to raise awareness within the school community. The program concludes
with a feedback session for sharing experiences and planning for the future. Certificates are distributed, and a farewell
dinner is organized.
Describe the target group for this activity. Who is going to take part and who is going to benefit from the results?
This event primarily targets a total of twelve guest teachers from three partner schools. These teachers will contribute to the
event by preparing and presenting cultural objects from their own countries. The event will also include all teachers and
students from the host school. In addition, students from five different classes during the mobility period and at least three
classes from each partner school, and at least five classes from larger schools between the two mobilities, will actively
participate in the activities.
The beneficiaries of the event include not only the directly participating students and teachers but also parents and the local
community, who are encouraged to participate. These participants will have the opportunity to learn about and experience
cultural diversity through the presented cultural objects, as well as the chance to dismantle cultural prejudices.
This event aims to provide information about Erasmus projects, especially this project. Following the event, materials such
as a tolerance book will be uploaded to the European Commission's project results platform along with the project's final
report, making these resources accessible via a link. These online resources will also be shared through eTwinning and the
EN 22 / 40
project's website. In this way, teachers and students from around the world will have the chance to benefit indirectly from the
event.
In conclusion, this event is designed not only for the participating students and teachers but also aims to target a broader
audience including parents, the local community, and educators and students worldwide, with the goal of enhancing
awareness of cultural exchange, tolerance, and cultural richness.
Explain how is this activity going to help to reach the project objectives.
This activity aims to deepen participants' understanding of tolerance and diversity, fostering acceptance and positive
impacts at classroom and societal levels, aligning directly with the project's goal of promoting these values. Sharing
experiences and expertise allows for the dissemination of successful educational models and practices across the EU,
encouraging the development of new methods, technologies, and strategies in education. This initiative serves as a platform
for exploring and implementing innovative approaches in education, enhancing the learning and teaching processes by
encouraging the use of the latest tools and methodologies. By developing solutions to challenges faced by partner
institutions, the activity contributes to strengthening education systems, addressing the project's objective of improving
educational quality. Enhancing participants' tolerance and awareness supports the improvement of sustainable living
conditions, equipping students with the attitudes, behaviors, values, knowledge, and skills needed for life. Promoting values
like cooperation, communication, respect, love, and tolerance aids in fostering EU citizenship awareness, enhancing
participants' ability to work and live together harmoniously. Utilizing technology and Web 2.0 tools aims to integrate
technology into education and develop digital competencies, making learning processes more interactive and accessible,
thereby achieving the project's technological integration and digital literacy goals.
Describe the expected results of the activity.

The implementation of this activity is expected to encourage a spirit of teamwork among teachers and students, collectively
contributing to the creation of a "Tolerance Book" in graphic e-book format. Upon completion of the activity, a
comprehensive overview of common topics related to tolerance among partners will be developed, and problems that need
resolution at the school or classroom level will be identified. Teachers will share best practices, and an information board on
tolerance will be completed. At least eight practical activities or exercises on how to address tolerance with students will be
collected and published on the project's eTwinning page.
Students will become acquainted with the cultures of partner countries and agreements will be made within the classroom to
ensure a psychological safety environment. Driven by the same spirit of teamwork and desire to explore, they will design the
project's slogan and joint logo. Participating in the same project will help overcome distances between participants, fostering
a group spirit. They will discover and learn from the experiences of teachers in other European countries, becoming more
open-minded and tolerant. Students will develop skills in conducting scientific experiments. A project activity report
documenting the collaborative effort's outcomes and learnings will be prepared.
This collaborative approach will not only enhance participants' understanding and acceptance of diversity but also equip
them with practical skills and knowledge to promote tolerance within their communities. The project aims to create a lasting
impact by fostering an inclusive, respectful, and tolerant atmosphere in classrooms across Europe, thereby reinforcing a
sense of European citizenship and unity among students and teachers.
Please describe how you determined the grant amount attributed to this activity.
CEIP PORTAL NOU SPAIN: 5 teachers.
Travel: Travel distance:(2000-2999 km)
4x395 = 1580 euros
Individual support:
1 person 1 day: 148 euros
4x5x148= 2960 euros
Total: 4540 EURO
Liceo Español Cervantes de Roma. ITALY:5 teachers.

Travel: Travel distance: ( 500-1999 km)
4x309 = 1236 euros
4x5x148= 2960 euros
Total: 4196 euros
Miinan koulu FINLAND: 5 teachers.

4x395 = 1580 euros
Individual support:
EN 23 / 40
4x5x148= 2960 euros

Total: 4540 EURO
Activities total amount: 13276 EUR.
EN 24 / 40
Activity Details (Intercultural Dialogues: Towards Awareness and Togetherness)
Activity Title Intercultural Dialogues: Towards Awareness and Togetherness

Venue Other
Leading Organisation Liceo Español Cervantes de Roma (Spain)
Participating Organisations Miinan koulu (Finland)
Suleyman Yazici Imam Hatip Ortaokulu (Türkiye)

This school is located in Italy, but since the organization is registered in Spain, the activities are conducted at the school in
Italy. The program aims to enhance cultural awareness and intelligence among students and educators. It highlights the
importance of increasing intercultural interaction and the value of understanding cultural differences, emphasizing that
culture is knowledge that can be passed down through generations, shared, and adapted.
Day 1: Starts with a comparison of the Spanish and Italian education systems, exploring how cultural diversity shapes
education. The day ends with folk dance performances and a cultural fashion show.
Day 2: Features a World Café Workshop where students share and learn about different cultural backgrounds. The
information gathered forms the basis for concept maps that encourage a deep understanding of cultural diversity. The day is
filled with activities such as a cultural diversity exhibition, World Music Day, cultural karaoke, and a cultural treasure hunt.
Day 3: Continues with workshops and activities that enhance tolerance and empathy. In a drama workshop, participants
create scenarios interpreting cultural values differently and make art from waste. The materials produced are displayed at
the school, and the scenarios are presented to the entire school.
Day 4: Includes visits to local folk culture institutions, enriching students' understanding of cultural heritage. Inspired by
these visits, students design and present cultural projects in class. Additional activities include a World Languages Corner
and a Cultural Storytelling Festival.
Day 5: Concludes with the preparation of information boards on cultural topics learned throughout the week. The program
ends with the sharing of feedback and discussions on future plans to promote cultural awareness and tolerance.
This program enhances intercultural communication skills and cultural intelligence, celebrating diversity and connecting
various cultures.
The target group for this activity includes twelve guest teachers from three partner schools and all the teachers from the host
school. During the activity, students from five different classes of the host school will also participate. The focus is on
enabling students to explore cultures of other countries, breaking down cultural barriers, eliminating prejudices, and
enhancing awareness of active citizenship in Europe. Additionally, parents and the local community will participate in value
days, gaining information about Erasmus projects and this project, thereby breaking down prejudices towards different
cultures.
Beneficiaries will include:
Teachers: Guest and host school teachers will guide student and teacher mobility, observe best practices firsthand, and
have the opportunity to integrate these practices into their educational environments. Teachers participating in the mobilities
will share their learnings with colleagues through seminars and courses upon their return, facilitating the spread of
knowledge across partner institutions.
Students: Selected students from the host school will have the opportunity to discover characters from different cultures,
expanding their cultural understanding. The dismantling of cultural barriers and the elimination of prejudices will enhance
EN 25 / 40
their consciousness of European citizenship and cultural diversity.
Parents and Local Community: By participating in value days, they will gain insights into the projects and challenge their
prejudices towards different cultures. This will contribute to increasing cultural understanding and tolerance within the
community.
In conclusion, this activity will not only benefit the participants but also positively impact the schools they belong to, parents,
the local community, and society at large. The activity aims to promote the understanding and acceptance of cultural
diversity, contributing to the development of a more inclusive and understanding society.
This activity is meticulously crafted to align with the project's aim of deepening cultural understanding and fostering a global
mindset. It targets enhancing cultural awareness by immersing participants in the rich tapestry of global cultures, thereby
uncovering the diverse interpretations of values. This not only broadens participants' perspectives but also instills a
profound respect for the complexity and depth of various cultural practices. By dissecting the origins and meanings behind
different cultural norms, participants gain a foundational appreciation for the diversity that shapes our world.
A key objective is to cultivate acceptance and tolerance. Through exposure to various customs and traditions, the activity
challenges and aims to dismantle the stereotypes and preconceived notions harbored by participants. This confrontation
with diversity is instrumental in breaking down psychological barriers, leading to a more accepting and inclusive view of the
global community. It's about enriching participants' understanding and encouraging them to embrace multiple worldviews.
Misunderstandings between cultures often stem from ignorance. This initiative bridges this gap by shedding light on the
specificities of different cultures, providing the tools necessary for effective cross-cultural communication. In today's
interconnected global landscape, such skills are invaluable. By equipping participants with this knowledge, the activity
prepares them to engage more thoughtfully and empathetically in multicultural settings.
Fostering pride in one’s cultural heritage is crucial. Participants are encouraged to reflect on and celebrate their own
cultures, boosting identity and self-esteem. This celebration, paired with an appreciation for other cultures, creates a
balanced perspective, making one's heritage a source of pride and joy.
The initiative encourages active engagement, fostering empathy and inclusivity to enhance global harmony.

This program, hosted in Italy by a Spain-registered entity, aims to significantly boost cultural awareness, intelligence, and
intercultural communication skills among participants. It emphasizes the value of understanding and appreciating cultural
diversity, focusing on creating a dynamic learning environment.
Key Outcomes Include:
Enhanced Cultural Awareness: Through analyzing different education systems and engaging in cultural events, participants
will deepen their understanding of how culture shapes societies, broadening their global perspectives.
Intercultural Communication Skills: Interactive sessions like the World Café Workshop will equip participants with essential
skills for effective cross-cultural dialogue, preparing them for global interactions.
Increased Tolerance and Empathy: Workshops encouraging creative cultural expressions and art from recycled materials
will foster respect for diverse perspectives, enhancing tolerance and empathy.
Deeper Cultural Heritage Understanding: Visits to local cultural institutions and project creation will enrich knowledge of
personal and global cultural heritage, fostering pride and appreciation.
Active Participation: The program’s hands-on approach promotes teamwork and collaborative learning, highlighting the
benefits of shared knowledge and problem-solving.
Educational Resources Creation: Compiling information boards and exchanging best practices will generate valuable
resources to further cultural awareness and tolerance.
Foundation for Future Initiatives: Discussions on future strategies for promoting cultural awareness will lay the groundwork
for ongoing cultural diversity celebration efforts.
This educational program promotes cultural respect and understanding, providing skills for multicultural navigation through
activities like mapping cultural differences and sharing best practices, thereby fostering cultural appreciation.
EN 26 / 40

4x309 = 1236 euros
4x5x148= 2960 euros
Total: 4196 euros
Süleyman Yazıcı İmam Hatip Secondary School: TÜRKİYE : 5 teachers.

4x309 = 1236 euros
4x5x148= 2960 euros
Total: 4196 euros

4x395 = 1580 euros
Individual support:
4x5x148= 2960 euros
Total: 4540 EURO
Activities total amount: 12932EUR.
EN 27 / 40
Activity Details (Social barriers)
Activity Title Social barriers

Venue Spain
Leading Organisation CEIP Portal Nou
Miinan koulu (Finland)
Participating Organisations Liceo Español Cervantes de Roma (Spain)

Overcoming Social Barriers: Education and Community Collaboration"
Day 1: Cultural Awareness and Education Systems
Short Film Screening and Discussion: All participants watch short films from various cultures addressing social barriers,
followed by group discussions on the reflections of social barriers in different societies.
Workshop on Social Barriers in Education Systems: A workshop is organized where strategies addressing social barriers
encountered within education systems are shared.
Day 2: Cultural Exchange and Problem Solving
Cultural Presentation Posters: Participants create posters detailing how social barriers are addressed within their own
cultures. These posters are displayed throughout the school.
World Café Workshop: The World Café method is used to find creative solutions to issues related to social barriers.
Participants engage in rotating small group discussions to exchange ideas.
Day 3: Empathy and Practical Activities
Empathy Building Workshop: Simulations and activities are designed to understand the daily challenges faced by individuals
with disabilities, fostering deep empathy and understanding among participants.
Collaboration Strategies with Families: A session involving families discusses strategies to overcome social barriers,
promoting collaboration between the school and families.
Day 4: Community Interaction and City Tour
City Tour and Awareness Activity: Participants conduct a city tour to distribute materials they prepared for raising
awareness about social barriers in the community.
Collaboration with Youth Organizations: Meeting representatives from local youth organizations to exchange information on
projects and activities aimed at overcoming social barriers.
Day 5: Conclusion
Info Boards & eTwinning: Highlights on tackling social barriers are showcased and shared online.
Reflection: Insights and future plans are discussed, promoting ongoing eTwinning engagement.
The target audience for the "Overcoming Social Barriers: Education and Community Collaboration" event includes students
of various ages, educators such as teachers, principals, and other education personnel, families and community members,
representatives of local youth organizations, individuals with disabilities, and cultural and social workers. Directly from this
event participants, schools and educational institutions, local communities, participants' families, future generations and the
broader education and social systems will benefit. Participants will gain increased cultural awareness, empathy and
practical skills to address and overcome social barriers, schools will become a more inclusive environment, communities will
They will become more aware of social barriers, families will learn strategies to support their members, future generations
will grow up in a more inclusive society, and the broader educational and social systems will be impacted by the results and
strategies derived from this event.
The "Overcoming Social Barriers: Education and Community Collaboration" activity addresses the issue of social barriers,
which are often the reason a student may feel uncomfortable at school or fail to make academic progress. These social
barriers can stem from economic, ethnic, age, language, or many other factors. It is crucial for both teachers and students to
recognize and understand the cause of these barriers in order to offer solutions. Understanding from a young age that not
everyone has the same opportunities can lead to individuals growing up to be more tolerant and helpful. This context is
EN 28 / 40
woven into various parts of the activity:
Enhancing Cultural Awareness: Through short film screenings and group discussions, participants will have the opportunity
to better understand the reasons behind a student's discomfort or lack of academic progress in school, as told through
stories of social barriers in different cultures. This process will enable both teachers and students to recognize and
understand the causes of social barriers, thereby making it possible to find solutions.
Addressing Social Barriers in Education Systems: A workshop focused on the social barriers encountered within education
systems will provide participants with practical strategies to identify, understand, and overcome these barriers. This will be
an important step towards realizing that not everyone has the same opportunities and growing to be more tolerant and
helpful as individuals mature.
Empathy-building workshops will enhance understanding of disabilities and social barriers, fostering sensitivity and
strategies for inclusivity. Participants will learn to address barriers rooted in economic, ethnic, age, and language
differences, contributing to a more equitable society.

The expected outcomes of this activity are detailed as follows:
Increased Cultural Awareness: Participants will deepen their understanding of social barriers across different cultures,
becoming more respectful and sensitive to diversity. This outcome aims to cultivate a global perspective, encouraging
participants to appreciate and value the richness of cultural differences and how they shape social interactions.
Empathy Development: Individuals will gain a better understanding of the daily challenges faced by people encountering
social barriers, such as those with disabilities. This will foster a more empathetic approach towards individuals facing such
challenges, promoting a culture of kindness and understanding within communities.
Enhanced Communication Skills: Participants will improve their ability to communicate effectively with people from diverse
backgrounds. This skill is crucial for overcoming social barriers, facilitating more meaningful and inclusive interactions in
both educational and community settings.
Strategies for Overcoming Social Barriers: Teachers and students will develop practical and actionable strategies to
overcome social barriers. These strategies will contribute to making school and community environments more inclusive,
ensuring that all individuals have equal access to opportunities and resources.
Increased Awareness in the Community: The activity will raise societal awareness about social barriers, leading to a more
informed and supportive community. By highlighting issues of inequality and exclusion, the initiative aims to mobilize
community members towards collective action and support for inclusivity.
The activity aims to build a foundation for a fairer, more inclusive society by promoting equality and addressing systemic
inequalities, ensuring everyone feels a sense of belonging.
The goal is to dismantle social barriers and foster inclusivity and empathy through collaborative education and community
actions.
Liceo Español Cervantes de Roma ITALY: 5 teachers.
Travel: Travel distance:( 500-1999 km)
4x309 = 1236 euros
Individual support:
4x5x170= 3400 euros
Total: 4636 EURO
Süleyman Yazıcı İmam Hatip Secondary School: Türkiye: 5 teachers.

4x395 = 1580 euros
Individual support:
1 person 1 day: 170euros
4x5x170= 3400 euros
Total: 4980 EURO

EN 29 / 40
4x395 = 1580 euros

Individual support:
4x5x170= 3400 euros
Total: 4980 EURO
Project Preparation, Implementation, Dissemination, Reporting and Other Expenditures for the institution for the Spanish
coordinator CEIP Portal Nou: 1607 euros.
Activities total amount: 14967 EUR0s
EN 30 / 40
Activity Details (Inclusive Futures: Shaping Education for Disabilities and Special Needs)
Inclusive Futures: Shaping Education for Disabilities and Special

Activity Title
Needs
Venue Finland
Leading Organisation Miinan koulu (Finland)
Participating Organisations Liceo Español Cervantes de Roma (Spain)

This event program offers a comprehensive approach aimed at raising awareness and developing solutions in the field of
disabilities and special needs. Each day of the program provides participants with opportunities to increase their knowledge
on the subject and gain practical skills.
Day 1: Introduction to the Host School and an Overview of the Finnish Education System
The day begins with the host school introducing itself and providing an overview of the Finnish education system.
Participants learn about the approach to disabilities and special needs adopted in Finland. Additionally, different partners
share information about their own schools and their experiences with disabilities and special needs.
Day 2: From Assessment to Solution Finding Workshop
On the second day, a workshop is conducted using the World Café method to find solutions based on the assessments
made. Cultural presentations are also given to teachers and host students to introduce them to different cultures, and these
presentations are shared on the eTwining platform.
Day 3: Collection of Practical Activities Workshop
This day focuses on working on practical activities and tasks to better understand the experience of disability. Drama games
are organized to simulate the use of wheelchairs or to explore the world from the perspective of individuals with visual
impairments.
Day 4: Visit to the Multi-Purpose School in Forssa and the Akvarelli Organization
Participants have the opportunity to get to know the area more closely with a tour of Forssa city center and surrounding
villages. This includes visits to educational institutions designed for individuals with special needs.
Day 5 focuses on creating a common information board on disabilities and special needs, wrapping up with feedback, a
farewell dinner, and certificate distribution.
The program aims to enhance knowledge and develop solutions for disabilities and special needs, with each activity playing
a key role in achieving these goals.
The event is organized with a total of twelve guests from three partner schools, with four participants from each school,
including teachers and school administration members. All teachers from the host school are also participating in the event.
During the mobility period, students from five different classes will be involved in the activity.
The target audience for the event is wide-ranging; it includes students from various age groups, teachers, principals, other
educational staff, families, community members, representatives from local youth organizations, individuals with disabilities,
and cultural and social service professionals who serve these individuals.
Those who will directly benefit from this event include the participants, schools and educational institutions, local
communities, and the families of the participants. The event is also expected to have positive long-term effects on future
generations and the broader education and social systems. Participants will gain increased cultural awareness, empathy,
and practical skills for addressing and overcoming barriers. Schools will become more inclusive environments, communities
will gain greater awareness of disabilities, and families will learn strategies to support their disabled members. Future
generations will have the opportunity to grow up in a more inclusive society, and the wider education and social systems will
benefit from the outcomes and strategies derived from this event. The process aims to acquire new knowledge on inclusive
education methods and strategies for adapting to learning needs.
EN 31 / 40
This activity aids in achieving the project's objectives by enhancing awareness about disabilities and special needs in the
educational sector. Through the sharing of experiences and best practices, participants from partner organizations will gain
insights into the various challenges faced by individuals with disabilities and special needs. The presentation of different
methods for supporting students with special needs at two schools in Finland serves as a practical demonstration of how
inclusive education can be implemented effectively.
By increasing knowledge and understanding of disabilities and special needs, the activity fosters a more inclusive
environment within educational settings. Understanding these issues not only improves the support provided to students but
also promotes tolerance among educators, students, and the wider community. This deeper comprehension helps in
devising innovative and effective strategies to address the unique challenges faced by students with special needs.
Moreover, the activity encourages collaboration among educational professionals from different backgrounds, facilitating a
cross-cultural exchange of ideas and practices. This exchange enhances the capacity of educators to adapt to and meet the
diverse needs of their students, thereby aligning with the project's goal of creating more inclusive educational environments.
In summary; This activity advances the goals of the project by raising awareness of disability and special needs recognition
in education, sharing effective practices among educators, demonstrating inclusive education with practical examples,
increasing understanding and tolerance towards people with disabilities, and encouraging collaboration between educators
from different backgrounds. It aims to make education more accessible and equitable, especially for students with
disabilities and special needs.

The expected outcomes of this activity include identifying common challenges related to disabilities and special needs,
formulating problems that require solutions at the school or classroom level, and sharing best practices among teachers. An
information board on disabilities and special needs will be completed, and practical activities or exercises on addressing
disabilities and special needs with students will be compiled. These will be shared on the project's eTwinning page.
Students will gain exposure to the cultures of partner countries, and agreements will be made within the classroom to ensure
psychological safety. Together, these outcomes aim to enhance the educational experience for students with disabilities and
special needs, promote inclusivity, foster a supportive school culture, and facilitate cross-cultural understanding and
collaboration among educators and students.
5x395 = 1975 euros
Individual support:
5x5x190= 4750 euros
Total: 6725 EURO
Süleyman Yazıcı İmam Hatip Secondary School: Türkiye: 5 teachers.

5x395 = 1975 euros
Individual support:
5x5x190= 4750 euros
Total: 6725 EURO
Liceo Español Cervantes de Roma :ITALY : 5 teachers.

5x395 = 1975 euros
Individual support:
5x5x190= 4750 euros
Total: 6725 EURO
Activities total amount: 18825 EURO
EN 32 / 40
Budget Summary
This section provides a summary of the estimated project budget. The table is automatically completed taking into account
the described project activities and their estimated cost.
Activities Estimated cost (EUR)

Adopting values of tolerance, diversity and participatory
13 276,00
education in classrooms
Intercultural Dialogues: Towards Awareness and
12 932,00
Togetherness
Social barriers 14 967,00
Inclusive Futures: Shaping Education for Disabilities and
18 825,00
Special Needs
Total 60 000,00
Project lump sum 60 000,00 €
EN 33 / 40
Impact and Follow-up
How will you know if the project has achieved its objectives? What tools or methods will you use?
To determine whether the "Echoes of Unity: Shaping a Diverse Future Through Educational Synergy" project has met its
objectives, you outlined a comprehensive evaluation strategy that utilizes feedback collection, a database of practical
exercises, and classroom participation metrics. Here is a detailed approach on how to implement and leverage these tools
and methods for a thorough assessment:
Collecting Feedback via Google Forms
Survey Design: Create your survey to ascertain whether participants find the project beneficial for their work and the
likelihood of them using the resources provided. Incorporate both quantitative (e.g., Likert scale questions) and qualitative
(open-ended questions) to capture a wide range of insights.
Anonymity and Honesty: Assure participants that their responses will be anonymous to encourage genuine feedback. This
can lead to more honest and constructive criticism or praise.
Continuous Feedback Loop: Distribute surveys at different stages of the project to monitor changes over time, allowing you
to identify trends, improvements, or areas needing attention.
Using the eTwinning Project Page for Practical Exercises and Tasks
Database Analysis: Regularly update and analyze the database of completed exercises and tasks. This analysis can help
identify which activities are most engaging or effective, enabling real-time adjustments to the project's approach.
Engagement Metrics: Monitor how participants engage with these exercises. High levels of engagement with certain tasks
can guide future content creation, highlighting topics or formats that resonate most with your audience.
Monitoring Classroom Participation Rates
Participation Rates: Ensuring at least half of a school's classroom sets are involved in project activities is a strong indicator
of institutional engagement and project reach. Tracking these rates can aid in assessing the project's scalability and
acceptance within educational settings.
Feedback from Teachers and Students: Direct feedback from educators and students can provide qualitative insights into
how the project impacts teaching and learning experiences. This feedback is invaluable for understanding the practical
application and effectiveness of project activities across different classroom settings.
To effectively measure the success of the "Echoes of Unity: Shaping a Diverse Future Through Educational Synergy"
project, begin by clearly defining your short-term and long-term goals to understand what success looks like. Utilize
feedback and data from your evaluations to make continuous improvements, adapting to new insights and evolving project
needs. Moreover, enhance your project's credibility and gain new perspectives by involving external evaluators for an
unbiased assessment. This concise strategy will aid in monitoring and enhancing the project's impact, fostering ongoing
development and broader success.
How will the participation in this project contribute to the development of the involved organisations in the long-term? Do
you have plans to continue using the results of the project or continue to implement some of the activities after the project's
end?
Participation in the project supports teachers in partner schools to address social issues in the classroom, enhancing
awareness among teachers and students about the focus topics discussed in the project. The collection of practical
activities and tasks related to these topics will continue beyond the end of the project activities, indicating a sustainable
approach to integrating these educational resources into ongoing teaching practices. Here's how this participation
contributes to the long-term development of the involved organizations and plans for sustaining the project's impact:
Enhanced Awareness and Skills: Teachers and students become more aware of social issues and gain practical tools for
addressing them, contributing to a more informed and socially responsible school community.
Sustainability of Resources: The completion of twenty-four guides for practical activities ensures that educators have a
lasting resource to draw upon, facilitating continued learning and engagement with the project's focus topics.
Established Networks: Contacts established among project partners foster ongoing collaboration and exchange of best
practices, enhancing the educational ecosystem's resilience and adaptability.
Leadership and Coordination Experience: The project coordinator's direct experience in coordinating international projects
provides valuable insights and models for effective project management, which can be leveraged by partners wishing to
take on coordinator roles in the future.
Plans for Continuation Post-Project:

Integration into Curricula: The practical activities and tasks developed during the project are planned to be integrated into
the regular curricula of partner schools, ensuring that the project's impacts are embedded in everyday teaching and learning
EN 34 / 40
processes.
Professional Development: The project aims to contribute to the professional development of teachers, equipping them with
innovative methods and tools to engage students in social issues, which can be applied in various educational contexts.
Continued Collaboration: The established networks and contacts among project partners are intended to facilitate ongoing
collaboration on future projects and initiatives, leveraging the strengths and experiences gained from this project.
Dissemination and Sharing: Partners plan to share the outcomes, best practices, and resources developed through the
project with a broader audience, including other schools, educational authorities, and stakeholders, to amplify the project's
impact.
By fostering a culture of continuous improvement, collaboration, and innovation, the project not only addresses immediate
educational needs but also lays the groundwork for long-term organizational development. The strategies for sustaining the
project's impact reflect a commitment to enduring change and the potential for scaling successful practices across wider
educational communities.
Please describe your plans for sharing and use of project results.
• How will you make the results of your project known within your partnership, in your local communities and in the
wider public? Who are the main target groups you would like to share your results with?
• Are there other groups or organisations that will benefit from your project? Please explain how.
To effectively share and utilize the results of the project, a comprehensive dissemination plan that leverages both digital and
physical platforms will be implemented. This plan aims to reach a broad audience, including the immediate school
community, local stakeholders, and the wider public. Here's a detailed description of the dissemination strategy:
Digital Platforms
eTwinning Page: The project's eTwinning page will serve as the central hub for sharing outcomes, resources, and updates.
This platform will allow for interactive engagement with the project's content, fostering a sense of community among
participants and visitors.
Social Media Channels: Partner schools will utilize their social media channels (e.g., Facebook, Instagram, Twitter) to post
updates, insights, and highlights from the project. This approach ensures that the project's impact resonates beyond the
school walls, reaching a broader audience.
School Websites: Official information and documentation about the project will be hosted on the participant schools'
websites. This will include press releases, project reports, and visual content showcasing project activities and
achievements.
Physical Dissemination
Local Media Publications: Efforts will be made to publish articles and reports about the project's activities and outcomes in
local newspapers, magazines, and community bulletins. This traditional media approach aims to reach community members
who may not be engaged online.
Thematic Information Boards: Schools will dedicate space on their premises for thematic information boards displaying
project information, updates, and success stories. This visual representation will keep the project visible and engaging for
students, staff, and visitors.
Souvenirs and Certificates: The production of souvenirs and certificates bearing the foundation logos will serve as tangible
reminders of the project and its objectives. These items will be distributed among participants, further promoting the
project's identity and achievements.
Target Groups
School Family: Teachers, students, and parents are the primary audience, as they are directly involved in or impacted by the
project's activities and outcomes. Engaging this group is crucial for fostering an educational culture that values innovation
and collaboration.
Local Community and School Administrators: Engaging local stakeholders, including school administrators and community
leaders, ensures that the project's benefits extend beyond the classroom, contributing to broader educational and social
objectives.
Local Educators and Schools: Sharing the project's results with other educators and schools within the local and wider
educational community can inspire similar initiatives, amplifying the project's impact.
The project targets schools, NGOs, and policymakers through various channels to promote innovation and influence
education policies for lasting impact.
EN 35 / 40
Project Summary
Project Summary
Please provide a short summary of your project. Please be aware that this section (or part of it) may be used by the
European Commission, Executive Agency or National Agencies in their publications. It will also feed the Erasmus+ Project
Results Platform.
In view of further publication on the Erasmus+ Project Results Platform, please also be aware that a comprehensive public
summary of project results will be requested at report stage(s). Final payment provisions in the contract will be linked to the
availability of such summary.
Objectives: What do you want to achieve by implementing the project?

Our project focuses on integrating European values into education by enhancing teacher skills, promoting student
participation, and fostering cultural diversity. Through teacher workshops, student projects, and international collaboration,
we aim to develop critical thinking, digital literacy, and language skills, aligning with European ideals of tolerance and
inclusivity. This initiative prepares students for a cohesive European community.
Implementation: What activities are you going to implement?

Our project integrates European values into education via teacher workshops, student activities promoting tolerance and
diversity, cultural exchanges, and digital learning enhancement. We'll employ eTwinning for cross-border collaboration,
focusing on building critical skills and fostering inclusive, participatory learning environments. This initiative aims to cultivate
an appreciation of European unity and diversity among students and educators.
Results: What results do you expect your project to have?

Our project targets embedding European values in education,enhancing teacher skills, and student engagement in diversity
and democracy.Expected outcomes include improved pedagogical methods,heightened awareness of European identity
among students, increased cultural inclusivity, stronger international partnerships, better language and digital skills, and
development of critical competencies.The impact will extend to wider school communities, fostering a comprehensive
embrace of European values.
EN 36 / 40
EU Values
The Erasmus+ programme’s implementation, and therefore, the programme beneficiaries and the activities implemented
under the programme, have to respect the EU values of respect for human dignity, freedom, democracy, equality, the rule of
law and respect for human rights, including the rights of persons belonging to minorities, in full compliance with the values
and rights enshrined in the EU Treaties and in the EU Charter of Fundamental Rights.
Article 2 of the TEU: The Union is founded on the values of respect for human dignity, freedom, democracy, equality, the rule
of law and respect for human rights, including the rights of persons belonging to minorities. These values are common to the
Member States in a society in which pluralism, non-discrimination, tolerance, justice, solidarity and equality between women
and men prevail.
Article 21 of the EU Charter of Fundamental Rights: 1. Any discrimination based on any ground such as sex, race, colour,
ethnic or social origin, genetic features, language, religion or belief, political or any other opinion, membership of a national
minority, property, birth, disability, age or sexual orientation shall be prohibited. 2. Within the scope of application of the
Treaties and without prejudice to any of their specific provisions, any discrimination on grounds of nationality shall be
prohibited.
Subscribing to EU Values
I confirm that I, my organisation and the co-beneficiaries (where applicable) adhere to the EU values mentioned in
Article 2 of the TEU and Article 21 of the EU Charter of Fundamental Rights
I understand and agree that EU Values will be used as part of the criteria for evaluation of the activities implemented
under this project
EN 37 / 40
Annexes
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Declaration on Honour
Please download the Declaration on Honour, print it, have it signed by the legal representative and attach.
File Name File Size (kB)

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Other Documents
If needed, please attach any other relevant documents (a maximum of 9 documents). Please use clear file names.
If you have any additional questions, please contact your National Agency. You can find their contact details here: List of
National Agencies.
File Name File Size (kB)

Total Size (kB) 0
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EN 38 / 40
Checklist
Before submitting your application form to the National Agency, please make sure that:
It fulfills the eligibility criteria listed in the Programme Guide.
All relevant fields in the application form have been completed.
You have chosen the correct National Agency of the country in which your organisation is established. Currently
selected NA is: ES01 - Servicio Español para la Internacionalización de la Educación (SEPIE)
Original content and authorship
I confirm that this application contains original content authored by the applicant and partner organisations.
I confirm that no other organisations or individuals external to the applicant and partner organisations have been paid or
otherwise compensated for drafting the application.
Protection of Personal Data

Please read our privacy statement to understand how we process and protect your personal data
EN 39 / 40
Submission History
Version Submission time (Brussels time) Submission ID Submission status
EN 40 / 40

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Call 2024 Round 1 KA2

KA210-SCH - Small-scale partnerships in school education (KA210-SCH)

KA210-SCH - Small-scale partnerships in school education

Field School Education

Echoes of Unity: Shaping a Diverse Future Through

Project Acronym ECHOES

Project lump sum 60 000,00 €

Priorities and Topics

Please select up to three topics addressed by your project.

Please outline the target groups of your project

Detailed Project Implementation:

If you have an OID number please introduce it in this section.

Applicant - CEIP Portal Nou (E10123014 - ES)

Organisation ID Legal name Country

Legal name CEIP Portal Nou

Is the organisation a public body? Is the organisation a non-profit?

School/Institute/Educational centre – General education

Background and experience

Please briefly present your organisation.

What are the organisation's main activities?

What are the organisation's activities in the field of this application?

As Applicant As Partner or Consortium Member

Organisation ID Legal name Country

Liceo Español Cervantes de Roma (E10287177 - ES)

Partner organisation details

Legal name Liceo Español Cervantes de Roma

Is the organisation a public body? Is the organisation a non-profit?

School/Institute/Educational centre – General education

Background and experience

Please briefly present your organisation.

What are the organisation's main activities?

What are the organisation's activities in the field of this application?

As Applicant As Partner or Consortium Member

Newcomer organisation Yes

Miinan koulu (E10195459 - FI)

Partner organisation details

Legal name Miinan koulu

Is the organisation a public body? Is the organisation a non-profit?

School/Institute/Educational centre – General education

Background and experience

Please briefly present your organisation.

What are the organisation's main activities?

What are the organisation's activities in the field of this application?

As Applicant As Partner or Consortium Member

Newcomer organisation Yes

Suleyman Yazici Imam Hatip Ortaokulu (E10336576 - TR)

Partner organisation details

Legal name Suleyman Yazici Imam Hatip Ortaokulu

Is the organisation a public body? Is the organisation a non-profit?

School/Institute/Educational centre – General education

Background and experience

Please briefly present your organisation.

What are the organisation's main activities?

What are the organisation's activities in the field of this application?

As Applicant As Partner or Consortium Member

Newcomer organisation Yes

Communication and Cooperation:

Detailed Overview of Mobilities and Their Focus Areas:

Estimated start Estimated end Activity duration Grant amount allocated