CONTEXT/BACKGROUND: This project began as an association of 4 centers involved in the application of Successful Educational Actions, but various circumstances caused two of the participating countries to abandon it. Spain as coordinator and Bulgaria, Italy and France made up the list of countries that were going to develop a project based on educational innovation, social inclusion and language work. Each center would also contribute its own innovative elements to be exposed to the others. The work of the coordinating center also included that of being a nurturing center and trainer of the rest in Successful Educational Actions: interactive groups and dialogic gatherings. At the start of the recently approved project, Bulgaria abandoned the project due to problems with the center's management, so the responsibilities of each country had to be redistributed without altering the objectives and themes of the project. After the pandemic, Italy was forced to modify its involvement in the association due to the impossibility of being able to plan mobilities and reach its objectives, so once again responsibilities and mobilities had to be restructured. It was a project with high expectations, not in vain it contemplated about 15 long-term mobilities, 5 short-term mobilities for students and 1 training session for teachers. The structure and schedule of the project were drawn up for 24 months, although given the pandemic, it was necessary to request an extension to 36 to try to meet the greatest possible number of objectives contemplated in the request. ACTIVITIES CARRIED OUT: the schedule of activities was seriously reduced by the abandonment of 2 partners and by the COVID pandemic. The restructuring of the same consisted in some cases in reconverting mobilities and in others they had to be abandoned. Bulgaria did not carry out any mobility and Italy could only carry out the mobility of teachers for the training days in Spain. Given the situation that arose, Spain (coordinator) and France jointly decided to combine the long and short-term mobilities that remained to be done after the pandemic, in two short-term mobilities, one in each educational center. For this reason, each mobility had 15 students and 3 teachers, so that the subsidies were used as much as possible and the project's objectives could at least be developed. These are the reasons why of the 10 mobility activities proposed in the project, only 4 of the planned ones could be carried out (C1, C2, C4 and C6) plus 1 that brought together everything that France and Spain still had to fulfill. (C19). RESULTS: the most material results are already included in the results platform. The most immaterial are the following: Training days: it was possible to offer quality training to visiting teachers, which directly resulted in their professional background and in their daily teaching work. Successful Educational Actions and routines and thinking skills began to be implemented immediately in France and especially in Italy. The sustainability of the project had in these days one of its greatmilestones. Long-term mobility: Spain was the only country that was able to carry out the MLD. The results were very rewarding and sustainable. Not in vain, one of the students obtained a degree in French language and, in addition, oriented her student life around French philology. Once again, a result that strengthens the sustainability of the project and its impact for the future. Short-term mobility: 3 could be carried out and only with students and teachers from France and Spain. Italy and Bulgaria were unable to hold any mobility involving students. The benefits of these mobilities, despite all the difficulties, were enormous, since working on topics such as hate speech and LGTBIQ through Successful Educational Actions, school radio and creative podcasts had a very important impact on the students. The fact of also visiting a concentration camp and the European Parliament gave a lot of character, impact and strength to the mobilities in France and the topic of hate speech. Mobility in Spain was a great bank of high-level educational experiences for students: interactive groups, literary dialogue gatherings, artistic dialogue gatherings, school radio work, film forum... and a whole series of high-impact activities for work LGTBIQ. OBJECTIVES All of them were able to fully develop despite the difficulties that covid offered. The mobilities were not completed, but were modified in order to achieve the proposed objectives. In the same way, the responsibilities of each country were restructured and the project could be developed with the fulfillment of its main objectives. LONG-TERM BENEFITS: The main expected long-term benefits are: Breaking prejudices between cultures, Improvement of working and native languages in students, Students who guide their student life after the impact of Erasmus, Teachers trained in Successful Educational Actions, Sustainability and Internationalization of students and educational centers
CONTEXT/BACKGROUND: This project began as an association of 4 centers involved in the application of Successful Educational Actions, but various circumstances caused two of the participating countries to abandon it. Spain as coordinator and Bulgaria, Italy and France made up the list of countries that were going to develop a project based on educational innovation, social inclusion and language work. Each center would also contribute its own innovative elements to be exposed to the others. The work of the coordinating center also included that of being a nurturing center and trainer of the rest in Successful Educational Actions: interactive groups and dialogic gatherings At the start of the recently approved project, Bulgaria abandoned the project due to problems with the center's management, so the responsibilities of each country had to be redistributed without altering the objectives and themes of the project. After the pandemic, Italy was forced to modify its involvement in the association due to the impossibility of being able to plan mobilities and reach its objectives, so once again responsibilities and mobilities had to be restructured. It was a project with high expectations, not in vain it contemplated about 15 long-term mobilities, 5 short-term mobilities for students and 1 training session for teachers. The structure and schedule of the project were drawn up for 24 months, although given the pandemic, it was necessary to request an extension to 36 to try to meet the greatest possible number of objectives contemplated in the request. ACTIVITIES CARRIED OUT: the schedule of activities was seriously reduced by the abandonment of 2 partners and by the COVID pandemic. The restructuring of the same consisted in some cases in reconverting mobilities and in others they had to be abandoned. Bulgaria did not carry out any mobility and Italy could only carry out the mobility of teachers for the training days in Spain. Given the situation that arose, Spain (coordinator) and France jointly decided to combine the long and short-term mobilities that remained to be done after the pandemic, in two short-term mobilities, one in each educational center. For this reason, each mobility had 15 students and 3 teachers, so that the subsidies were used as much as possible and the project's objectives could at least be developed. These are the reasons why of the 10 mobility activities proposed in the project, only 4 of the planned ones could be carried out (C1, C2, C4 and C6) plus 1 that brought together everything that France and Spain still had to fulfill. (C19). RESULTS: the most material results are already included in the results platform. The most immaterial are the following: Training days: it was possible to offer quality training to visiting teachers, which directly resulted in their professional background and in their daily teaching work. Successful Educational Actions and routines and thinking skills began to be implemented immediately in France and especially in Italy. The sustainability of the project had in these days one of its great milestones. Long-term mobility: Spain was the only country that was able to carry out the MLD. The results were very rewarding and sustainable. Not in vain, one of the students obtained a degree in French language and, in addition, oriented her student life around French philology. Once again, a result that strengthens the sustainability of the project and its impact for the future. Short-term mobility: 3 could be carried out and only with students and teachers from France and Spain. Italy and Bulgaria were unable to hold any mobility involving students. The benefits of these mobilities, despite all the difficulties, were enormous, since working on topics such as hate speech and LGTBIQ through Successful Educational Actions, school radio and creative podcasts had a very important impact on the students. The fact of also visiting a concentration camp and the European Parliament gave a lot of character, impact and strength to the mobilities in France and the topic of hate speech. Mobility in Spain was a great bank of high-level educational experiences for students: interactive groups, literary dialogue gatherings, artistic dialogue gatherings, school radio work, film forum... and a whole series of high-impact activities for work LGTBIQ. LONG-TERM BENEFITS: The main expected long-term benefits are: Breaking prejudices between cultures, Improvement of working and native languages in students, Students who guide their student life after the impact of Erasmus, Teachers trained in Successful Educational Actions, Sustainability and Internationalization of students and educational centers