In carrying out the project, we set the following objectives: 1 To develop competences in the field of non-formal education for 12 teachers (8 teachers in structured courses in Portugal and Malta; 4 teachers in Spain for job shadowing) in order to obtain a favourable and motivating climate in the classroom by adapting the educational act to the needs of the students, by encouraging inclusion; 2 Improving teachers' skills to develop and implement an integrated system of measures and techniques to prevent absenteeism and to intervene specifically with children at risk of dropping out; 3 Strengthening school-family-community relationships in order to participate actively in society and develop a sense of European identity. These objectives were in line with the strategic targets and options in the IDP. Among the European values we promoted in the project, which are also stipulated in the school documents, we mention: -the principle of equal opportunities -inclusion and diversity -motivation for lifelong learning -cooperation and collaboration with national and international networks -digitisation -intercultural dialogue in European partnerships
Ion Visoiu Secondary School in Chitila includes children from different social categories and with different educational needs (from single-parent families, with modest incomes, from disorganized families, from Roma ethnicity, with parents working abroad, etc.), who have low school attendance and risk of dropping out. Even though there was concern on the part of the school for educational projects and collaborations in the field of inclusion, the need for training in this field was identified, the need for an open cultural dialogue of the teaching community to develop and promote inclusive educational policies. The aim of the project was to reduce school absenteeism among pupils from disadvantaged groups, to increase parents' interest in education and attendance, and to increase the quality of education in the context of developing creative intercultural strategies and exchange of good practices in the context of mobility in different cultural areas. Achieving real inclusion requires the development of specific competences for working with these pupils, the development of personal skills, and a different socio-emotional approach in formal and non-formal contexts.