The goal of the project was to increase the satisfaction of students, parents and teachers in the participation in non-formal extracurricular activities, adapted to their needs and passions. Proposed objectives: O1: Developing the competences of the teaching staff in the consortium to use modern teaching methods, in a non-formal context, leading to shifting the focus from the transmission of information to the development of life skills, appropriate to the personal development needs of students O2: Increasing the quality of the educational offer of the Palace and clubs, ensuring compliance with the principles of inclusion and equal opportunities The achievement of the objectives will be reflected in the increase of the number of students enrolled, respectively in the decrease in the number of students who do not constantly attend the classes or drop out during the school year (we have proposed, by the end of the project, a 10% improvement). The improvement and adaptation of the educational offer will lead to an increase in the number of students with SEN and those from social environments at risk of marginalization (by the end of the project, they will represent at least 10% of the enrolled students).
Children Palace and Clubs offer a free alternative of nonformal activities for children, but they faced some difficulties. An analysis of their activity showed that some of the parents and students were not satisfied that the methods used by the teachers did not differ much from the traditional ones. The access of children with SEN to these activities was still limited, the offer not being adapted and adequate to their needs, and the teachers did not very well master the methods and techniques of working with SEN children. The fact that the activities are free offers the chance for children from families with modest incomes or coming from disadvantaged social backgrounds to develop their talents and passions here, offering them a flexible and safe environment for their free time. But, these children were not found, except in a very small proportion (below 5%), among those enrolled in club classes, and part of those enrolled dropped out along the way. The training of teaching staff in transnational mobilities ensured the development of skills in using non-formal methods in education, in the integration of children with SEN, in ensuring a flexible, open, inclusive and non-discriminatory learning environment.