School-Community Partnership for Reversing Inequality and Exclusion: Transformative Practices of Segregated Schools

Our Mission

In the EU, around 100 million people live in households at risk of poverty and exclusion today. Even though schools have a significant role in overcoming social inequalities, their role should not be overestimated. The traditional school was a cornerstone of social mobility in the 19th and 20th centuries, but its structures, which are difficult to adapt to the challenges of the new millennium, are increasingly leading to the conservation of social inequalities.

If we think of an adaptive school system, communities must play a greater role in supporting schools especially in underprivileged aeras. Without strengthening solidarity, we will not be able to cope with the challenges of the near future: the foreseeable environmental, economic and social crises may result in the deepening of social inequalities and the erosion of our democratic institutions.

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Behind the name Inlcusion4Schools is the idea of social cohesion and integration in a dual sense: supporting inclusive pedagogy within public education and supporting segregated schools to create a more cohesive educational system.

The central objective of Inclusion4Schools is to support segregated schools in underprivileged regions, in the formation of bonds with their immediate social environments. Our aim is to facilitate the emergence of solidary and inclusive school communities. In order to promote and strengthen such a vision of communality we will support and coordinate the cooperation between teachers, students, parents, social workers, municipal workers, civil activists, researchers and policy makers. To create transformative school-community partnerships in marginalized social contexts, we need spaces of dialogue, where the different actors can engage together with the public issue of education. Our goal is to facilitate the emergence of transformative educational practices within these school communities, and to establish an international network among them for the sake of disseminating and sharing transformative knowledge and praxis.

The consortium partners of the project are from Albania, Bulgaria, Hungary and Slovakia, but with our activities we would like to reach out to a worldwide audience, trying to make a difference in education. With our project we intend to contribute to the European initiatives and interventions that aim at reversing inequalities through enhancing the cooperation between local, regional and transnational school communities.

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Workshops, Open School Classes, Summer Schools, Winter Schools, Webinars, Policy Roundtables, Community Building Events, Virtual Seminars, International Conferences & more

Our partners

Partner projects

Our consortium

Our community

schools, universities, municipalities, NGO-s, research institutes, think tanks & more partners

Our Achievements

Academic-professional results

D3.3. School-university Partnership and Recommendations to Teacher Training Institutes


D6.7. Second Policy brief

This policy brief summarises the state-of-the-art and presents preliminary conclusions of three Work Packages (WP) of the Inclusion4Shools project. One of them, WP2, the aim of which is to bring knowledge and policy making together, is very close to its end therefore, the lessons learnt can be considered almost final. WP3, which is mostly field-related […]


D4.1 Knowledge Sharing Online Portal for
Supporting Initiatives and Projects in
the Community-Centred Approach

The purpose of this deliverable is to present the development of the project portal from theperspective of knowledge sharing. The online knowledge-sharing portal has been developed for all countries participating in the project to collect, publish, analyse and make public useful practical experience and know-how on the education of disadvantaged children and to build a […]


D1.2 Policy Mix Peer Review

Our exploratory work on transformative practices so far is summarized in the deliverable. The first section contains comprehensive state-of-art studies in the four countries of the consortium: focusing on the education systems, the support system for disadvantaged students, and the role of different types of schools regarding social inclusion or exclusion. The second section relies […]


D3.1 Knowledge Sharing Platform for Schools at National Level

The online platform is created for the purpose of sharing the pedagogical experiences of schools with majority underprivileged students. Interaction between these schools makes it possible to exchange locally developed techniques and methods (good practices or transformative practices) which are successful in improving the students’ educational progress. The online platform offers opportunity for informal discussions, […]


Our Achievements

Project reports

D3.3. School-university Partnership and Recommendations to Teacher Training Institutes


The CSA’s first summer/winter school -M30 event report

Professional development and forms of competence in teaching are usually describedas mastery of skills and procedures related to new methodologies and methods,problem solving, critical reflection, innovation, etc.Within a 3-day event it is advisable to select only a few – but essential – focuses whichmay then inspire the participants to continue with self-development.A sense of belonging […]


First Online Methodological Workshop for RIAs-M12 report

The identification of segregated/disadvantaged groups, schools or communities is a non-standardized process in Europe. Inclusion4Schools aims at collecting suggestionsfrom different professional groups with a central role of RIAs in it, for the developinga methodology for identifying the key factors which lead to segregation.Inclusion4Schools supports the RIA projects in developing their own methodologicalrecommendations as part of […]


International Conference on the Proposal for EU Research Standards- M4 event report

The scope of the event was to discuss the recommendations from different professional actors, suggestions of 13 think-tanks organised throughout Europe in the perspective of developing the methodology for identifying the key factors which lead to segregation. The Policy Lab was organised to bring together researchers, practitioners, NGOs, teachers, activists and policy makers throughout Europe […]


MS15 Second Project Methodology & Monitoring Workshop

A methodology workshop was implemented back-to-back to the first interim consortium meeting online on 26 October 2021. However, in view of the progress of the project, the partners decided that it would be worthwhile to hold the methodological meeting according to the original plans in person. The methodology & monitoring workshop series took place in […]


Our Achievements

Project plans

D1.3. Action Plan for the Collaboration between Inclusion4Schools and the parallel running RIA projects

The Action Plan for Cooperation has to be understood as a working paper that reflects the current situation, proposes appropriate measures, and gains momentum through the combination, coordination and adaptation of the individual measures. This makes the Action Plan for Cooperation the ideal document to be updated from time to time, summarizing and outlining all […]


MS2:Sharing and discussing the preliminary country reports (online workshop)

On 14 December, working group 1 discussed the state of art in detail.


D6.1. Dissemination & Exploitation Plan

Deliverable D6.1 Communication and Exploitation Plan is addressing the communication and exploitation strategy of the Inclusion4Schools project during its duration of 48 months and delivers standards for the internal and external, online and offline project communication and serves as a comprehensive concept for dissemination activities together with the exploitation tools. This is crucial for the […]


D7.1 – Quality Assurance Plan

The current deliverable describes the procedure by which all project tasks of Inclusion4Schools will be checked for quality during the project lifetime. The Quality Assurance Plan (QAP) defines the procedure of the internal quality reviews, and outlines the relation of these procedures to each other. The deliverable sets timeframes, which are to be followed by […]



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