Six countries, six schools have joined in this ambitious project which concerns the glorification of tolerance for a better world. Place under the sun for all. It is true that we live a turning point in history, so from that point of view a profound change concerning the integration of our students is inevitable Each of us is concerned with finding solutions to the social problems that arise from it. It is enough to look at the future in common, in a positive spirit, to see that a successful integration of children into the education system will have a social, democratic and economic benefits for all. We will base our reflections on surveys built together and distributed in each country. We will attend conferences on various topics in transnational mobility. Meetings with educational teams, with inspections, with administrations, children and their parents will be planned in order to forge links between partner countries and bring out all the ideas and leads. Students, teachers, and whole school communities expect this project to have a positive effect on the daily working climate in schools and to make sense by linking the production of our products and the realization of project activities to the disciplinary programs. The project also aims to get students to start an international dialogue with francophone correspondents on themes related to tolerance and friendship. This will show how this cultural and linguistic diversity is expressed in music, poetry and sport. Among project activities are: creation of a website, recording of a CD containing dances and songs of the partners. The educational objectives of the project ''We all have a place under the sun'' are aimed towards strengthening children's self-esteem, raising awareness about fight against school violence, bullying, autonomy and positive self image. From an educational point of view, we are convinced that the discovery of diversity of other cultures opens the mind to tolerance and respect for others. Visits and trainings will enable teachers to improve methods, classroom management and their skills. This could help to establish the social and professional relations of teachers. We want to prepare our children to become responsible citizens, capable of contributing to the development of a democratic, pluralistic society which will emphasize open mind and breaking stereotypes and prejudices about other cultures. We wish to provide all students with opportunities for social emancipation We expect from this project a positive action on the daily working climate of the schools involved by giving more meaning to the learning, by linking the production of our products and the realization of project activities to the students' disciplinary programs and creating a space where our students will have the opportunity to establish positive relationships among peers. Our goal is to give them the space and time to work together to solve problems and carry out the project goals. We also count on this project to open a new space of dialogue among students, teachers, parents as well as members of the local communities who also aim to highlight the cultural heritage of their region and fight against any form of violence. The choice of activities was made in relation to the diversity of audiences and class levels integrated into this project. These activities will encourage multidisciplinary teamwork. The teachers will develop their knowledge and understanding of the school systems of the partners. They will exchange practices and build lasting personal connections and imagine future collaborations. The development of intercultural competences of students and teachers, stimulating curiosity and interest for other cultures, other countries, other lifestyles, education, training and work will enrich us from human, cultural, social and historical perspective. By appropriating tools offered in the European area, pupils and teachers become actors of European cohesion.S
Our project was born from the conviction that our students, as European citizens of the future, must play a fundamental role in building a better world. In this sense, tolerance and acceptance of others prove to be essential principles to achieve our goal. The integration of our students into the education system, knowledge of the world around them and a better understanding of other cultures are fundamental instruments for this objective. Our teams had to adapt, particularly during the first year, to the difficulties caused by COVID. The activities planned for this period were modified and adapted to the new circumstances and, thanks to the extension granted in the duration of the project, all mobilities and activities were carried out. Once over this first period, our work developed as planned . The working language was French as a common communication instrument between the participants. We also worked in the national languages of the six countries and this served us to study the linguistic aspects of our diversity. The work developed around the mobility carried out in each of the participating countries. With a duration of three days, they made it possible to share the results of the tasks worked by each team and to finish them together to obtain a final result. We discussed topics concerning culture, local customs, sport, music, visual arts, languages, history, etc. As a final result of the work, among other things, the editing and broadcast of two video clips addressing solidarity and integration as well as the recreation of a traditional wedding in North Macedonia as a metaphor for our diversity. In all participating schools there was the collaboration of teachers of different subjects for the preparation of activities as well as the collaboration and support of families and local and regional authorities. In addition, the mobilities allowed both students and teachers to learn about other educational systems and observe the functioning of the establishments visited. Each mobility also represented for the host country the possibility of involving the entire educational community, students, teachers, families and local authorities, in our project. The participating teams were formed by a number of between 3 and 6 six students. The ages and backgrounds were varied and we also sought to facilitate the participation of less advantaged students. The dissemination of the results obtained was ensured each time by publication on etwinning, in social networks, the websites of the participating schools, the written press and even reports on radio and television. In the surveys carried out and in the evaluations of the tasks addressed, the positive consequences achieved among the students are noted. The results were also shown in the participating schools through posters and panels which spread the spirit of our project. We are very satisfied with the results obtained and we are proud to see the contribution of our project “We all have a place in the Sun” to the training of our students as European citizens and their deepening in values such as solidarity, work in common and tolerance.