The project focuses on supporting the mental and physical well-being of children aged 0 to 6, with a particular emphasis on vulnerable groups such as Roma children. The name CHAVORE (child in Romani Chib) or KUPIJ (Bayash) reflects the project’s commitment to ensuring the mental well-being of young Roma children through tailored support, inclusion and interculturalism.

This project aims to establish a centre of competence in the City of Zagreb where training of ECEC practicioners on how to provide psychological first aid and work with children in stress and trauma will take place.

This project aims to create a Play Hub as a non-formal space for play and learning for children and their guardians from both the refugee and local communities. With funding from the City of Zagreb, the Play Hub has been hosted by the Cultural Center Travno, and supported by various representatives of the local community.

Based on previous experiences in providing continuous mentoring support to kindergartens and schools and establishing professional learning communities, with colleagues from Slovenia, Estonia, and Slovakia, we started a new project aimed at strengthening the soft skills of leaders of PLCs and other educational teams.

This project leverages the innovative framework of the TOY4Inclusion Play Hubs to ensure meaningful participation and engagement of young children from vulnerable backgrounds, including migrants, refugees, Roma, and children with special needs, in both formal and non-formal environments.

The project aims to reduce early school leaving (including absenteeism, grade repetition, and discontinuation of further education) and to promote inclusive learning opportunities for children aged 11 to 15 who are at risk of school disengagement, with a particular focus on vulnerable girls.

The ARISE project aims to address educational poverty by strengthening the capacities of school leadership teams in Croatia, Bosnia and Herzegovina, Serbia, and Slovenia. By combining proven approaches to inclusive leadership, the project empowers schools to independently create equitable and supportive learning environments, reduce dropout and early school leaving rates, and enhance student well-being.

This project aims to develop, pilot, and disseminate an outdoor STEM and SEL learning program for children aged 3 to 10 with a particular focus on inclusive learning that nurtures partnership with caregivers and diversity within the community.

The goal of the project was to support kindergartens, schools and other educational professionals in building a more flexible system suitable for migrant children.

The project goals were to promote inclusion and social justice in local community with the respects the cultural diversity of Roma people and creates equal opportunities for social integration.

The goal of this project was the development of a model to introduce formative assessment and pilot it in six elementary schools.

The goal of this project was to develop an extra-curricular programme aimed at preserving the language and culture of the Boyash Roma in elementary schools, allowing Boyash Roma pupils to nurture a positive identity.

The aim of the project was to empower community representatives to better engage parents from vulnerable groups, in particular parents - former prisoners, the socially disadvantaged and marginalised and their family members in the community.

The project goals were to promote inclusive and more just society which respects cultural diversity of Roma and creates equal opportunities for social inclusion.

Project is designed to both show the importance of the social and emotional well-being for children’s development and learning, and to support the professional development of practitioners in the area of social and emotional well-being.

The aim of the project is to encourage development and equalize the chances for children from Roma families with the help of the Play Hub which is a meeting place for several families surrounded by stimulating, educational activities and materials.

The goal of the program is to ensure access to multidisciplinary, adequately funded services in communities in the area of Međimurje County, the region with the highest rate of of poor access to child protection and family support services.

The goal of the project is to strengthen the sustainability of the REYN initiative and the community by strengthening not only the national REYN organisation but also the community as a whole, improving the inclusiveness and integration of services for early-age children, professionalising Roma, and increasing their professional representation in the education system.

A project aimed at raising awareness among pre-school and school professionals about the importance of facilitating children's transition from kindergarten to school.

ALCOR is an Erasmus+ project that will run from winter 2021 until summer 2023 with the objective of encouraging multilingual learning and parental engagement of migrant and minority students.

The aim of the project is to raise awareness among educational professionals about the importance of joint reflections adapted to their needs, as part of continuous professional development.

The project aims to support the professional development of primary and secondary school principals from Croatia and Macedonia, focusing on inclusive education and using good practices from Slovenia and the Netherlands.

The aim of the project is to improve the professional development of educational practitioners by improving the competencies of Korak and other's educators who work with them. Social justice, interculturalism and human rights are especially promoted in all topics of professional development of educational practitioners.

This project supports competence transfer between French and Croatian partner organisations to develop new capacities, competences and resources in socio-emotional resilience for gender equality, empowerment of girls and prevention of gender-based violence.

The project aims to develop informed and transnational strategies for recruitment, selection, training, continuous professional development and professionalisation of Roma paraprofessionals in education. This will include mapping of the existing practices and needs analysis, competences framework, training, professional development tools and pathways for their professionalisation.