In the globalizing world, people from many different societies come together as part of social life. This union provides diversity and wealth. But it can also cause conflict and compliance problems. The European 2020 Strategy has addressed this problem on the "inclusive growth" agenda particularly so the goal of a high employment economy that provides economic, social and borderline integration is to ensure that people exposed to social exclusion are actively involved in society. Economic and political participation in the social structure usually requires a certain level of education. For this reason, each individual who does not participate in the education process leads to significant social and economic problems. Cultural diversity is evident in our schools and individuals who can not reach sense of belonging are at higher levels of risk of early school leaving. These individuals can cause social adjustment problems. The schools from five different countries (Turkey, Greece, Bulgaria, Italy, Romania), enabled the development of a common project idea to cope with similar problems mentioned above. The core point of the project is that students leave their schools for demographic reasons. The project aims to increase participation of all stakeholders in a holistic approach to the school and aims to contribute to the resolution of problems that may lead to early school abandonment. It is expected that the activities to be realized by reflecting the cultural elements constituting the theme of the project into the school environment will have various effects in terms of students, parents, teachers, education managers and curricula: Students will be able to develop self-esteem and sense of belonging, recognize different cultures and promote their own cultures, experience emotional richness of new learners, improve communication skills and language skills. Parents are expected to take an active role in relation to school, to improve their interest and attitude towards the school, and to move away from the indifference of students to school leaving. Teachers and school administrators will be innovative, multi interactive and student centered rather than traditional teaching methods and classroom management. They will also be more sensitive to early school leaving and will be able to do preventive work instead of crisis intervention. A flexible and inclusive approach can be demonstrated in the development of the curriculum. A close cooperation has been established between the project partners so that the planned activities can reach the specified effects. Each partner will be able to offer rich content with responsibility. Activities include food, dance, music, games and sports, drama, language training, special occasions, clothing design, rhythm and short film workshops. Besides these, it is planned to visit museums and historical sites, organize seminars and organize mass meetings. The project activities are planned to involve students, teachers, parents, local people, education managers and policy makers. When the project is in progress and after it is completed, all possibilities will be used to bring results and experiences to more people. School web pages, social media accounts, media introductions, posters and brochures, project magazines, professional seminars, student and parent seminars, meetings with NGOs, congresses and symposia will be used to disseminate the results of the project. In addition, eTwinning, School Education Gateway, Erasmus + Project Results Platform will be evaluated appropriately at all stages of the project (preparation, implementation, dissemination).
In the globalizing world, people from many different societies come together as part of social life. This union provides diversity and wealth. But it can also cause conflict and compliance problems. The European 2020 Strategy has addressed this problem on the "inclusive growth" agenda particularly so the goal of a high employment economy that provides economic, social and borderline integration is to ensure that people exposed to social exclusion are actively involved in society. Economic and political participation in the social structure usually requires a certain level of education. For this reason, each individual who does not participate in the education process leads to significant social and economic problems. Cultural diversity is evident in our schools and individuals who can not reach sense of belonging are at higher levels of risk of early school leaving. These individuals can cause social adjustment problems. The fact that one school from four different countries (Turkey, Bulgaria, Italy, Romania) tried to deal with the above-mentioned similar problems led to the development of this joint project idea. Our project, which was produced by determining the reasons for dropout of students and based on the data that these reasons are also related to their demographic variables, aimed to increase the interest of all stakeholders in the school with a holistic approach. And also purposed to contribute to the solution of interventionable aspects in the problem of early school leaving. It was aimed that the activities carried out by reflecting the cultural elements that make up the theme of the project to the school environment have various effects on students, parents, teachers, education administrators and curricula: Students will be able to develop self-esteem and sense of belonging, recognize different cultures and promote their own cultures, experience emotional richness of new learners, improve communication skills and language skills. Parents are expected to take an active role in relation to school, to improve their interest and attitude towards the school, and to move away from the indifference of students to school leaving. Teachers and school administrators will be innovative, multi interactive and student centered rather than traditional teaching methods and classroom management. They will also be more sensitive to early school leaving and will be able to do preventive work instead of crisis intervention. A flexible and inclusive approach can be demonstrated in the development of the curriculum. In order for the planned activities to achieve the stated effects, a close cooperation has been established between the project partners. Each partner has presented rich content with its responsibility. Food, dance, music, games and sports, drama, language training, special occasions, clothing design, rhythm and short film workshops were held within the scope of the activities. In addition to these, we held visiting museums and historical places, organizing seminars and mass meetings were organized. Students, teachers, parents, local people, education administrators and policy makers participated in the project activities, depending on the type of activities and studies to be carried out. While the project was in progress and after it was completed, all possibilities were used to convey the results and experiences to more people. School web pages, social media accounts, media promotions, posters and brochures, project magazine, professional seminars, student and parent seminars, meeting with non-governmental organizations were used as dissemination tools. In addition, eTwinning, School Education Gateway, Erasmus+ Project Result Platform were used in all phases of the project (preparation, implementation, dissemination), and plans were made for the aftermath of the project official period.