Development Strategy for the Podkarpackie Region - Podkarpackie 2030 is the region's basic programme document for 2021-2030, adopted on 28 September 2020.
This strategy outlines the region's development directions, objectives and main actions for sustainable development. It forms the basis for creating a negotiating position with the European Commission, defining the field of cooperation with the government and creating a platform for cooperation with local authorities, economic partners, the scientific community and civil society institutions.
The Strategy aims to strengthen human and social capital to support regional development and improve living standards of the population. It envisages updating the provisions of the Strategy to improve the quality and accessibility of inclusive education at all levels of education, to support language learning at all educational stages (as described in chapter 2.1.1 of the Strategy) and to develop educational programmes that meet the needs of children and young people, while taking into account the requirements of the regional labour market (as described in chapter 2.1.2). The Strategy also emphasises the need for a modern educational infrastructure (as described in chapter 2.1.3) and encourages the promotion of lifelong learning attitudes and institutions (as described in chapter 2.1.4).

ESF+ priority 2.2.2.1 and 2.2.1.1
Priority 2 Regional effort – competences for the future and education for all
The National Program for the EU's Social Fund Plus in Denmark (2021-2027) aims to address the issue of dropout rates in education and improve the quality, inclusion, efficiency, and labour market relevance of the education system. It prioritizes measures to prevent dropout, particularly among disabled individuals, those with non-Danish ethnic backgrounds, and socially disadvantaged individuals. The program takes a holistic approach, recognizing the significance of the educational environment for students' academic, personal, and social development. It emphasizes student well-being, advocating for methods that promote professional and social communities, new teaching approaches, and early detection of dissatisfaction.
The ESF+ programme has been developed in collaboration between the Danish regions and the Danish state. As one of five regions, the Central Denmark Region (Region Midtjylland) can recommend the use of 20% of the funds in the programme, which is administered by the state. The regional education policy determines the use of funds in the education pool. Part of these funds can be used to co-finance projects proposed for ESF+. The current programme expires in 2027, and the Central Denmark Region will work to have the results from LeadEx incorporated into the new programme.

SC 7.5: Promoting the quality in education for especially vulnerable groups .
Topic: Towards an intercultural and inclusive school and society
Integrating immigrant children and children with special needs into the education system; Creating integrated support systems for families with younger children, especially those from vulnerable backgrounds.
We notice that the number of different behavioral, emotional, and other disorders in children is increasing. In addition to various trainings, courses, workshops, and lectures for the professional staff, it would be necessary for the kindergarten to have the assistance of an expert directly in the morning, when the kindergarten curriculum is in progress, who would be employed either in the kindergarten or as a mobile person in the region.
THE OBJECTIVES OF THE INSTRUMENT
1) Development of selected competencies in teaching staff.
2) Development of selected competencies in all pupils.
3) Cooperation with the local environment.

This project aligns with Montenegro's Objective 14: "Exceptional Education for an Exceptional Montenegro." It aims to improve vocational education, reduce early school leaving, and transition to a digitalized education system. The strategy emphasizes collaboration with civil society organizations (CSOs) to modernize programs, ensure quality, and develop vocational policies. Priority areas include:
1. Improving vocational education: Aligning programs with labor market demands, enhancing program quality, and promoting vocational education. Indicators include developing qualification documents and organizing training sessions.
2. Enhancing vocational and adult education quality: Focus on external evaluations, teacher development, research, and industry collaboration. Metrics include institutions undergoing evaluation and research studies conducted.
3. Promoting adult education and lifelong learning: Developing programs, increasing awareness, and expanding access. Monitoring involves tracking program development and participation.
Aligned with Montenegro's goal of digitalizing education, the policy aims to create a digitally literate society prepared for the 21st century. This comprehensive approach addresses education challenges, aiming to improve access, foster lifelong learning, and prepare citizens for the digital age.

The goal of the policy is to ensure the successful implementation of the results of ERDF activities across Estonia. The broader aim is to establish a systematic foundation for promoting the quality management of Estonian schools and to highlight the topics that have the most impact on students' development. Although the overall level of schools is good internationally, improving quality in every school is relevant, especially since studies have shown numerous challenges.

Under the European Regional Development Fund (ERDF), there is an activity to carry out the policy aim of creating a quality assessment model, piloting it, and offering other interventions such as development programs for schools in need of extra support.
To ensure that the pilot activities become widely used for enhancing school quality after the project ends, we need a policy that can be characterized as an exit strategy from the ERDF. This policy should, in addition to ongoing activities and their potential impact, consider international practices for supporting schools in changing their microclimate.

The Strategic Plan for Quality in Education aims to structure the actions of the different plans and actions developed in the Region of Murcia in recent years, seeking to improve the efficiency of public management and promoting synergies that strengthen the successes already obtained.
The measures to be adopted focus on three axes:
- Students: Improve the diagnosis and early attention of students with educational needs, expand the network of open classrooms and gradually reduce the ratio of students per group to improve attention to diversity.
- Families: Encourage the participation of families in the teaching-learning process; improve communication with other educational agents; and provide training in the education and socio-emotional well-being of their children, addiction prevention and responsible use of ICT.
- Teachers: Improve teacher training in new methodologies, strategies for attention to diversity and socio-emotional education; increase the provision of specific Human Resources to care for the diversity of students: counsellors, educational technical assistants (ATEs), physiotherapists, sign interpreters...; provide resources to combat early leaving the educational system and school absenteeism, and to improve the socio-emotional health of students; and optimize the provision of human resources to combat social gaps.

Varaždin County Development Plan for the 2021-2027 period is a medium-term strategic planning document that includes development needs, key strategic determinants, development priorities, special goals, measures, and strategic projects.
Special Goal 4: Enhancing the Educational System within the Development Plan specific measure 4.4 Encouraging educational excellence includes activities such investing in infrastructure and developing research capacities in educational institutions, retaining educators in the STEM field, encouraging collaboration between educational, research, and other sectors, developing quality extracurricular programs for potentially gifted students, supporting educator training for working with potentially gifted students and helping in their identification, further developing existing and establishing new Centres of Excellence, developing STEM competencies in children and students, increasing students' digital literacy, promoting the work of the Public Institution – Centres of Excellence of Varaždin County, and promoting excellence programs for adults are key measures for enhancing the educational system.
All of them are in-line with need to create strategic approach to identify gifted students in the county’s student population, develop extracurricular programs and enhance educational facilities and equipment.