The implementation of the project in partnership with schools from the European environment created a school setting conducive to learning through the exchange of good practices, sharing different approaches in a similar situation, and seeking a common solution to solve a problem. Through this project, we set three objectives: 1. To increase student participation in school and extracurricular activities in the partner schools by 30% through the exchange of good practices between schools. 2. To create a responsible behavior within the school community regarding equal opportunities by developing a harmonious and collaborative relationship between school, community, and parents, through participation in parental counseling activities and educational programs developed in the partner schools. 3. To reduce the discrimination rate of vulnerable students in the partner schools (at risk of school dropout, academic failure, aggression, social maladjustment, different religions, from different socio-economic backgrounds) by sharing and applying good practices in activities combating discrimination, school aggression, and bullying.
Applied for Erasmus project following a needs analysis made in the partner schools regarding the school environment and society,identifying a lack of interest from students towards school,extracurricular activities,especially among vulnerable students at risk of school dropout/academic failure.Also identified was the misalignment of teaching methods,educational practices with the modernization of the education system,which resulted in students not being engaged in lessons,not participating actively,not wanting to continue their studies after completing middle school.Students were not attracted to school.Coming from economically/socially disadvantaged areas,it was a need to improve teaching practices tailored to the specific needs of this student population,especially there are children from disadvantaged backgrounds,facing financial difficulties,belonging to different religious cultures(Orthodox,Pentecostal),students with disabilities,coming from single-parent families,as well as ethnic groups/financial issues.Another need:the lack of involvement from parents and the local authorities in school life,which destabilized the relationship between school,parents,the community,as there was no collaboration between educational partners