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Metodologija InScool je zasnovana tako, da fleksibilno usmerja šole na začetku poti k vključevanju, pri čemer izboljšuje osebne in akademske rezultate vseh otrok in mladih s poudarkom na dostopu do kakovostnega in ustreznega izobraževanja ter sodelovanju v njem.

NESET – mreža strokovnjakov za socialne vidike izobraževanja in usposabljanja objavlja poročila za oblikovalce politik in strokovnjake, ki se zanimajo za spodbujanje enakosti in vključenosti v izobraževanju in usposabljanju v Evropski uniji. Namen tega dokumenta je proučiti strategije za ustanovitev centrov za vseživljenjsko učenje, ki temeljijo na skupnosti, v državah članicah EU. Obravnava dokaze in raziskave o koristih in prednostih ustanovitve takih centrov ter ovire in težave, ki ovirajo njihovo ustanovitev in učinkovitost. V poročilu je ugotovljeno, da lahko centri za vseživljenjsko učenje, ki temeljijo na skupnosti, hkrati omogočajo doseganje različnih ključnih ciljev vseživljenjskega učenja, kot so aktivno državljanstvo, socialna kohezija/vključenost, osebna in družbena izpolnitev, medkulturni dialog in poti zaposlovanja.

The aim of the project Creating Peace is to encourage and coach students with special educational needs to develop their transversal skills, especially interpersonal and intrapersonal skills and critical reading and thinking to help them to integrate more easily into local society.

During the first year, students learned about the Thirty Years´ War, how it influenced lives of people and how peace was reached. They looked for successful solutions of conflicts in their national history in general, discussed other possibilities and tried to draw inspiration from it for their lives. Students were coached to improve their critical reading and thinking. They expressed their impressions and feelings through comic, art object, song, rap, drama, etc.

The project goal is to provide a comprehensive analysis of best practices for preventing ESL in partner countries in the areas: of ESL monitoring systems; and, methods of counteracting ESL and reintegrating students.

Project partners were from Poland, the UK and Italy. Outputs include a report on ESL monitoring systems, a report on prevention and reintegration methods, and a training pack.

Izobraževanje v družini je eden od uspešnih izobraževalnih ukrepov, opredeljenih v okviru raziskovalnega projekta INCLUD-ED. Izobraževanje kot dejavnik družbene vključenosti in povezanosti (Evropska komisija, šesti okvirni program, 2006–2011).

This project is aims to fight against school dropout by addressing risk factors including:
• behavioural problems (discipline, violence ... )
• integration problems
• learning problems
• low motivation
• low self-esteem
• a lack of ambition
It is also important the student have a positive experience of school

 This project has two components:

1.) In "volet 1" students work collaboratively on a cross thematic directly related to the project. The aim is to restore and develop the pleasure of learning through informal activities.
2.) In "Volet 2" partner institutions (management, nursing service , teachers ... ) devoted to educational activities and educational research work together to produce a toolbox on prevention of ESL which can be adapted to local context. The focus is on prevention of conflicts, fight against discrimination, peer mediation, individual tutoring, class or group projects.

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Večja mobilnost in spreminjajoči se vzorci migracij močno vplivajo na izobraževalne sisteme po vsem svetu. Že nekaj časa je jasno, da je treba vse ravni šolske delovne sile usposobiti za učinkovito delo z otroki, ki ne poznajo jezika države gostiteljice. Vendar podporo potrebujejo ne le otroci, ki so se na novo priselili v državo gostiteljico, ampak tudi dvojezični učenci. Odraščanje in življenje v družini, kjer se govori več jezikov, vplivata na jezikovno zmožnost posameznika in njegov način učenja. Dvojezični učenci imajo zato posebne potrebe, zlasti pa potrebujejo posebne vire za učenje. Ti viri so temelj njihovega razvoja in učenja.

Namen tega dokumenta je preučiti dokaze glede možnosti, da bi imele multidisciplinarne in interdisciplinarne skupine ključno vlogo pri preprečevanju zgodnjega opuščanja šolanja. V okviru priprave strategije za take multi- in interdisciplinarne skupine je pomemben poudarek na potrebnih in podpornih pogojih za njihovo učinkovitost, ne pa na deterministični predpostavki o njihovi neizogibni učinkovitosti. V poročilu je poudarjena potreba po zagotovitvi trdnih strateških smernic ekipam o pomembnih vprašanjih, ki jih bodo te obravnavale, kot so podpora duševnemu zdravju, alternative začasni izključitvi, terensko delo z marginaliziranimi družinami, reševanje konfliktov z učitelji in veščine usposabljanja na področju raznolikosti, spretnosti za preprečevanje ustrahovanja, spodbujanje pozitivnega vzdušja v šolah, ukvarjanje s starševskimi veščinami in osredotočenost na razvoj otrokovega jezika itd.

"Our School - My Future" was an ESL project initiated within the framework of the Erasmus+ Strategic Partnerships for School Education. It aims to support cooperation for innovation and the exchange of good practices between schools from different countries across Europe.
Part of the problem of ESL is attributed to lack of support and guidance, disengagement from schooling, and secondary-level curricula which too often do not offer enough options for varied courses, alternative teaching pedagogies, experiential and other hands-on learning opportunities or sufficient flexibility and support.
The framework for this project was designed to focus mainly on in-school factors influencing ESL, such as teaching methods and curricular issues, positive/negative school climate, and the parents’ role as a contributing factor to ESL.
A distance education programme, “Promotion of healthy lifestyles and development of the students’ social skills through physical education and environmental activities” was offered to teachers from five partner countries. Some 65 teachers from Greece, Poland, Romania, Spain, and Turkey had the opportunity to participate in this training programme, along with six academics who are also members of the Hellenic Academy of Physical Education.