Module 4: Equity, Diversity and Inclusion
Shaping the European Active Citizen: Raising intercultural / transcultural awareness through life skills cultivation in primary education
No. 2023-1-EL01-KA220-SCH-000158723
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
INTRODUCTION
Equity, diversity and inclusion (EDI) are essential principles for creating a learning environment that is inclusive, supportive, and empowering for all students. But what do these terms mean in practice?
Equity, diversity and inclusion (EDI) are essential principles for creating a learning environment that is inclusive, supportive, and empowering for all students. But what do these terms mean in practice?
- Equity ensures that each student has access to the resources and opportunities they need to succeed, recognizing that different learners may require different levels of support.
- Diversity refers to the presence of differences within a group, including culture, language, abilities, and life experiences.
- Inclusion goes beyond physical presence - it means fostering a space where all students feel valued, respected, and actively engaged.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Educators play a vital role in promoting EDI by adopting inclusive teaching strategies, challenging biases, and creating a classroom culture that embraces difference. This module will explore these core concepts and offer practical tools to implement EDI effectively in educational settings.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Introduce the concepts of Diversity, Equity, and Inclusion (EDI) and their significance in education.
- Familiarize learners with inclusive teaching strategies that address different learning needs, backgrounds, and abilities.
- Explore the role of educators in promoting diversity, equity, and inclusion in the classroom and beyond.
Learning Objectives
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Develop a common understanding of Diversity, Equity, and Inclusion (EDI) and be able to define each concept.
- Recognize the importance of equity in education and how it impacts student learning and well-being.
- Understand the core principles of inclusive education and their role in fostering a supportive learning environment.
Learning Outcomes
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Identify barriers to inclusion and explore strategies to overcome them.
- Gain practical knowledge on how to implement inclusive teaching practices that address diverse student needs.
- Understand the role of educators in promoting diversity, equity, and inclusion within the school community.
Learning Outcomes
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Understanding Diversity in Education
Diversity is much more than a demographic reality, it is a powerful educational resource that shapes how students learn, interact, and grow. In every classroom, children bring with them a unique blend of cultural influences, life experiences, abilities, and ways of thinking. Recognizing and valuing these differences is the first step toward creating an inclusive and engaging learning environment where all students can thrive.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Diversity Includes:
- Cultural and ethnic backgrounds
- Languages spoken at home
- Gender identities and family structures
- Socioeconomic conditions
- Physical and cognitive abilities
- Learning preferences and personal experiences
By embracing this diversity, educators and families can create and nurture a sense of belonging that encourages students to participate fully, express themselves confidently, and develop a deeper understanding of the world and of one another.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Diversity as a Resource for Learning
Educational research and theory consistently show that diverse classrooms are not only more inclusive, they are more effective. When students interact with peers who offer different perspectives, they are exposed to new ideas, ways of thinking, and problem-solving strategies. This interaction fuels cognitive development, promotes empathy, and prepares students to live and work in a multicultural world.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Key educational perspectives on diversity:
- Lev Vygotsky (1978): Learning is enhanced through social interaction with peers of varied abilities and backgrounds (Zone of Proximal Development).
- Howard Gardner (1983): Intelligence is multifaceted - students learn in different ways, and a diverse classroom allows for the expression of varied strengths.
- James Banks (2004): Schools should integrate multicultural perspectives into the curriculum to ensure all students feel seen and valued.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Urie Bronfenbrenner (1979): Children’s learning is shaped by interconnected environments home, school and community all of which contribute to their development.
- Gloria Ladson-Billings (1995): Culturally relevant pedagogy affirms students’ identities and links learning to their real-life experiences.
- Paulo Freire (1970): Education should empower learners to think critically about the world and their place within it, especially in relation to equity and justice.
When educators design lessons that reflect students’ identities and experiences, and when families support this process at home, diversity becomes a tool for connection, growth, and transformation - not just in school, but throughout life.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Understanding Equity in Education
Equity goes beyond treating all students the same, it means giving each learner the specific tools and support they need to succeed. It recognizes that students begin their educational journey from different starting points and that fairness involves addressing those differences.
- John Rawls (1971) argued that justice requires supporting the least advantaged schools must allocate resources where they’re needed most.
- Carol Ann Tomlinson (2001) promoted differentiated instruction, adapting teaching to students’ diverse needs and readiness levels.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Richard Milner (2010) emphasized removing systemic barriers like bias, funding gaps, and unequal access to opportunities.
- Gloria Ladson-Billings (1995) stressed the importance of connecting learning to students' cultural identities, validating their experiences.
Equity in practice means tailoring support, fostering high expectations for all, and creating school cultures where every student is empowered to reach their full potential.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
What Does Inclusion Mean?
Inclusion goes beyond recognizing diversity and ensuring equity, it’s about actively creating a learning environment where every student feels valued, respected, and fully integrated. It means that all learners, regardless of background, ability, or identity, can meaningfully participate and thrive.
- Ainscow & Booth (2002) propose that schools must adapt to learners, not vice versa. Their Index for Inclusion offers a practical framework to remove barriers and ensure quality education for all.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Lani Florian (2014) emphasizes inclusive pedagogy, where lessons are designed from the start to meet a wide range of needs not through special accommodations, but through flexible, responsive planning.
- Universal Design for Learning (UDL) supports this approach by encouraging varied materials, teaching methods, and assessments so all students can access content and demonstrate understanding in diverse ways.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Inclusion in Practice and Purpose
True inclusion is more than physical presence, it’s about empowering all students to be active participants and contributors in the classroom community.
- Paulo Freire (1970) envisioned education as a space for dialogue and transformation. His work supports inclusive classrooms where students' voices are heard, and critical engagement is encouraged.
- Inclusive classrooms use diverse materials, promote cooperative learning, and reflect a commitment to equity through respectful dialogue and anti-bias practices.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Teachers must challenge stereotypes, reflect on their own biases, and ensure all students feel seen and valued.
- Systemic barriers such as discriminatory policies or unequal access must be addressed to make inclusion a sustainable reality.
Inclusion is not an endpoint: it is a continuous effort to build an education system where every learner can flourish.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
What is the Role of the Teacher in Diversity, Equity and Inclusion?
Teachers are not only facilitators of learning, they shape inclusive, diverse and equitable environments. Their daily decisions influence how students see themselves and others, both in the classroom and in society.
- Culturally Relevant Pedagogy (Gloria Ladson-Billings): Include diverse voices in curriculum to validate students’ identities and foster engagement.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Teachers act as cultural brokers, connecting learning to students’ real-life experiences.
- Promoting equity means recognizing varied starting points and adapting support accordingly.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Inclusive teaching requires flexible, student-centered strategies and emotionally safe spaces.
- Differentiated Instruction (Carol Ann Tomlinson): Tailor learning activities to accommodate diverse needs and learning styles.
- Positive classroom climate (John Hattie): Strong teacher-student relationships boost participation and achievement.
- Restorative practices: Encourage empathy, resolve conflict and promote mutual respect.
- Fair, inclusive assessments reflect diverse strengths and allow all students to thrive.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Restorative practices: Encourage empathy, resolve conflict and promote mutual respect.
- Fair, inclusive assessments reflect diverse strengths and allow all students to thrive.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
True inclusion involves both self-reflection and systemic change.
- Implicit bias (Mahzarin Banaji): Teachers must recognize and challenge their own unconscious assumptions.
- Encourage students to reflect on and question stereotypes.
- Cooperative learning (Elliot Aronson – Jigsaw Classroom): Peer collaboration reduces prejudice and builds empathy.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Institutional support is vital: provide training, resources, and inclusive policies to sustain equitable practices.
Educators have the power to shape a generation that values justice, respects difference and strives for a more inclusive world.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
References
Online Educational Tools and Resources for Further Learning Ainscow, M., & Booth, T. (2002). Index for inclusion: Developing learning and participation in schools (2nd ed.). Centre for Studies on Inclusive Education (CSIE). Available at: Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. Delacorte Press. Booth, T., & Ainscow, M. (2016). The index for inclusion: A guide to school development led by inclusive values (4th ed.). Centre for Studies on Inclusive Education. CAST (2018). Universal Design for Learning Guidelines version 2.2. Available at: Florian, L. (2014). The inclusive classroom: An approach to teaching and learning in inclusive education. Routledge. Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
https://www.csie.org.uk/resources/inclusion-index-explained.shtml
http://udlguidelines.cast.org
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
References
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Ladson-Billings, G. (1995). Culturally relevant pedagogy: A framework for teaching African American children. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 1063–1069). Jossey-Bass. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD. UNESCO (2009). Policy guidelines on inclusion in education. Available at: Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
https://unesdoc.unesco.org/ark:/48223/pf0000177849
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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Transcript
Module 4: Equity, Diversity and Inclusion
Shaping the European Active Citizen: Raising intercultural / transcultural awareness through life skills cultivation in primary education
No. 2023-1-EL01-KA220-SCH-000158723
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
INTRODUCTION
Equity, diversity and inclusion (EDI) are essential principles for creating a learning environment that is inclusive, supportive, and empowering for all students. But what do these terms mean in practice?
Equity, diversity and inclusion (EDI) are essential principles for creating a learning environment that is inclusive, supportive, and empowering for all students. But what do these terms mean in practice?
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Educators play a vital role in promoting EDI by adopting inclusive teaching strategies, challenging biases, and creating a classroom culture that embraces difference. This module will explore these core concepts and offer practical tools to implement EDI effectively in educational settings.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Learning Objectives
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Learning Outcomes
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Learning Outcomes
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Understanding Diversity in Education
Diversity is much more than a demographic reality, it is a powerful educational resource that shapes how students learn, interact, and grow. In every classroom, children bring with them a unique blend of cultural influences, life experiences, abilities, and ways of thinking. Recognizing and valuing these differences is the first step toward creating an inclusive and engaging learning environment where all students can thrive.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Diversity Includes:
By embracing this diversity, educators and families can create and nurture a sense of belonging that encourages students to participate fully, express themselves confidently, and develop a deeper understanding of the world and of one another.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Diversity as a Resource for Learning
Educational research and theory consistently show that diverse classrooms are not only more inclusive, they are more effective. When students interact with peers who offer different perspectives, they are exposed to new ideas, ways of thinking, and problem-solving strategies. This interaction fuels cognitive development, promotes empathy, and prepares students to live and work in a multicultural world.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Key educational perspectives on diversity:
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Urie Bronfenbrenner (1979): Children’s learning is shaped by interconnected environments home, school and community all of which contribute to their development.
- Gloria Ladson-Billings (1995): Culturally relevant pedagogy affirms students’ identities and links learning to their real-life experiences.
- Paulo Freire (1970): Education should empower learners to think critically about the world and their place within it, especially in relation to equity and justice.
When educators design lessons that reflect students’ identities and experiences, and when families support this process at home, diversity becomes a tool for connection, growth, and transformation - not just in school, but throughout life.Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Understanding Equity in Education
Equity goes beyond treating all students the same, it means giving each learner the specific tools and support they need to succeed. It recognizes that students begin their educational journey from different starting points and that fairness involves addressing those differences.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Gloria Ladson-Billings (1995) stressed the importance of connecting learning to students' cultural identities, validating their experiences.
Equity in practice means tailoring support, fostering high expectations for all, and creating school cultures where every student is empowered to reach their full potential.Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
What Does Inclusion Mean?
Inclusion goes beyond recognizing diversity and ensuring equity, it’s about actively creating a learning environment where every student feels valued, respected, and fully integrated. It means that all learners, regardless of background, ability, or identity, can meaningfully participate and thrive.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Inclusion in Practice and Purpose
True inclusion is more than physical presence, it’s about empowering all students to be active participants and contributors in the classroom community.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Inclusion is not an endpoint: it is a continuous effort to build an education system where every learner can flourish.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
What is the Role of the Teacher in Diversity, Equity and Inclusion?
Teachers are not only facilitators of learning, they shape inclusive, diverse and equitable environments. Their daily decisions influence how students see themselves and others, both in the classroom and in society.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Inclusive teaching requires flexible, student-centered strategies and emotionally safe spaces.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
True inclusion involves both self-reflection and systemic change.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
- Institutional support is vital: provide training, resources, and inclusive policies to sustain equitable practices.
Educators have the power to shape a generation that values justice, respects difference and strives for a more inclusive world.Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
References
Online Educational Tools and Resources for Further Learning Ainscow, M., & Booth, T. (2002). Index for inclusion: Developing learning and participation in schools (2nd ed.). Centre for Studies on Inclusive Education (CSIE). Available at: Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. Delacorte Press. Booth, T., & Ainscow, M. (2016). The index for inclusion: A guide to school development led by inclusive values (4th ed.). Centre for Studies on Inclusive Education. CAST (2018). Universal Design for Learning Guidelines version 2.2. Available at: Florian, L. (2014). The inclusive classroom: An approach to teaching and learning in inclusive education. Routledge. Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
https://www.csie.org.uk/resources/inclusion-index-explained.shtml
http://udlguidelines.cast.org
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
References
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Ladson-Billings, G. (1995). Culturally relevant pedagogy: A framework for teaching African American children. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 1063–1069). Jossey-Bass. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD. UNESCO (2009). Policy guidelines on inclusion in education. Available at: Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
https://unesdoc.unesco.org/ark:/48223/pf0000177849
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.