The project is contextualized in evidences, reflected in figures, of early school leaving and failure of school population of the different countries forming the consortium. Early school leaving figures have been reduced but are still well above the 10% arised by the EU by 2020. The causes of early school leaving and failure are varied. The approach from schools requires effective strategies in an unavoidable way. The numbers reflect the difficulty of these centres to provide an inclusive response to the diversity of students. The reality of these centres is increasingly complex because partner countries share and reflect the causes and consequences of different crises such as socioeconomic and migratory. The diversity of students is inherent in the learning process, the concept of diversity is very broad. Therefore it is necessary to modify the current answers that are not giving the desired results and to encourage those who favour the efficient development of competencies to participate as a social citizenship of the 21st century. Scientific evidence and experience establish and offer guidance on successful actions. In addition, different transnational reports converge on their conclusions, so that this proposal seeks to advance, integrating the different knowledges at the transnational level to converge in a more inclusive education understood as a facilitator of the equity of access and educational success of all students, reducing the negative social and personal impact of school failure and early school leaving. The project arises several objectives that can be summarized in: to give an inclusive response to Attention to Diversity, promoting quality and equity, facilitating teachers’ work and encouraging family and community participation. The partners belong to 6 different countries. The profile of the partners reflects the intention that is pursued with this project; The consortium has been constituted based on different conditions: the age group of the students, the geographic dispersion, public centres and charter schools, clusters which bring together a large number of centres ,as well as two official centres dedicated to educational training and counseling. The curriculum of the partners, centres that have evolved, and the people who lead the project form a wide range of initiatives and experiences with a transnational, inclusive view and trained to respond to the proposed challenges. Those formulated objectives require a participatory methodology based on collaborative work with the distribution of roles, tasks and responsibilities with a common horizon throughout the process and at the end of it that will be specified in intellectual products. There will be training activities in different aspects: qualitative and quantitative evaluation of the different realities of the educational centres that are part of the sample, ongoing training throughout the project which will be articulated based on the training competency provided by each partner, and visits to education centres in the partner countries; Specialized training for all partners of the research process. This action will be derived from a common project to be implemented in different educational centres. Throughout the project, several transnational meetings will be held in which each partner will assume the expert role, alternating theory and practice, and providing innovative inclusive perspectives to respond to the diversity of the students from the equity and gender perspective. Tangible and strategic results: two tangible intellectual products (Methodological guide and MOOC course). During the process, it will combine, modify and integrate culture and thinking on diversity and inclusive education, proving and contributing experiences that serve as feedback for this change of perspective and motivating a real change in practices of centre and classroom management; This change of look is a strategic result in those who form the centres: teachers, students and families. The project will have a direct impact on all the partners of this consortium and their professional contacts, with a wide scope of work influence. It can be said that the impact will be an exponential growth. Intellectual products seek to mobilize educational and social agents and promote transcendental changes throughout the educational community and society. The project is valuable to the extent that the benefits lengthen beyond its realization; Although it is the most critical and difficult dimension of any project it is the dimension that really gives sense to it. The dissemination and impact that will be directed to sectors that can determine, influence and support the decisions made by educational centres will be helpful for the process, as this process aims to establish a real change in the teaching culture that remains in time.
As stated in the application, the project is contextualized in some evidence, reflected in figures, of school dropout and failure on the part of the school-age population from the different countries of the consortium. Although the causes of school dropout and failure are varied, the approach from educational centers requires effective strategies in an unavoidable way. The figures reflect the difficulty that the centers manifest in giving an inclusive response to the diversity of all students. The 3 countries of the 4 partner centers share and reflect causes and consequences of different crises such as socioeconomic and migration, which influence these figures to be high. The partner teams do not have the capacity to intervene directly in solving these crises, but they do have the capacity to promote and manage organizational structures and concrete proposals that help ensure that the consequences in the school population do not lead directly to failure and early school leaving. The main objective, in line with the request, has been to create 2 intellectual products that help teachers and schools to develop global, creative and effective educational transformations to organize resources, student groups, methodology, evaluation and participation of families and community. The decrease in the figures would be a sign that social inclusion is improving and that teaching competence is strengthened and advances towards educational equity. The diversity of students is inherent in the learning process and the concept of diversity is very broad. Therefore, it is necessary to modify the current responses that are not giving the desired results and promote those that favor the efficient development of the students' skills so that they can participate as citizens of the 21st century. Scientific evidence and experience establish and guide successful actions. Likewise, different transnational reports converge in their conclusions on what factors favor or hinder educational success, which is why, since this proposal, progress has been made integrating the different knowledge at a transnational level to converge in a more inclusive education, understood as enabling equity of access and educational success of students, especially those in disadvantaged situations. The project proposes two lines of action. 1- Creation of 2 intellectual products that serve as support to the centers to initiate and develop global educational transformations, facilitating the work of teachers and promoting family and community participation. 2- Training action between partners, linked to observation visits taking advantage of the opportunities of transnational meetings. The 4 partner teams belong to 3 different countries: Spain, Italy and Portugal. The profile of the partners reflects the intention of this project; It gathers the conditions of variety of age, geographical area, ownership, large-volume groupings of centers as well as official organizations dedicated to training and educational advice. Unfunded but necessary training activities have been carried out: cooperative work, process documentation, inclusive experiences and shared leadership as well as qualitative and quantitative evaluation of the realities of the centers in the sample. Also unfunded permanent training, throughout the project based on the training competence provided by each partner and visits to educational centers in different countries. In addition, action research derived from a common project that has been implemented in the different educational centers. Throughout the project, 4 transnational meetings have been held, the last one in Brussels together with an international multiplier event.