The motivation for this project is to share and implement best practices on how to build on the foundation of similarities between different nationalities to attain a higher sense of European and international citizenship amongst the students, while respecting differences in cultural heritage and personal identity. The need for this project stems from a growing nationalistic movement seen not just within the European Union, but globally. We aim to support young Europeans in achieving the understanding that international collaborations do not de facto obliterate cultural heritage or identity. Despite differences, communities – big and small – can thrive by creating a space where everyone experiences being included. The methodologies that will be used in the project are Blended Learning, soft CLIL and social inclusion. These will help working towards developing the students’ 21st century skills e.g. “Social Responsibility and Cultural, Global and Environmental Awareness”, “Collaboration and Leadership” and “Lifelong Learning, Self-Direction and Personal Management”. These skills support what we aim to achieve with this project + work towards the ET 2020 set for common EU objectives to address challenges in education and training systems by 2020. The project “Cultural heritage and social inclusion in an international optic” includes five partner schools from Netherland, Poland, Portugal, Turkey and Denmark.

The projects aims to connect three main elements: cultural
heritage, social inclusion and internationalization. These optics made it important for the participants to represent a wide range of geografical, cultural, religious and ethnic diversity. Since the project has a focus on creating school communities based on social inclusion method, it was also important that the participating schools differ in size and character, having vocational schools, high schools and a 10th grade centre represented. Diversity within the school communities also differs, with some partner schools having a great deal of experience with inclusion of minorities and disadvantaged students and others have a more homogenous student body. All these elements will offer an opportunity to compare local practices and developing new strategies and working procedures collectively to put to the test at partner schools. The projects aims demand active participation from both teachers and students. Teachers must implement the best practices they learn from European colleagues and evaluate on these ongoing, while students must be motivated to parttake in culture meetings with open-minded-ness and an eagerness to reflect upon own identity in both a national and international optic.