 The E-twinning school concept is something that has been in the background in E-twinning since the beginning. Because always there was the idea that people who work in E-twinning, the teachers who work in E-twinning, they need to be recognized and rewarded in some way. One of the main strengths of E-twinning is that teachers can actually be recognized for the work they do. For teachers, we've done this from the beginning. We've had quality labels for their work and projects from the very beginning. These quality labels exist at national level and at European level. And way back in 2006, in the first year of E-twinning, there was an idea of being floated about the whole school approach to E-twinning. That we should somehow not just concentrate on one teacher, but involve a whole school. And it has taken 12 years for us to develop sufficient numbers of schools and teachers to now be able to begin to introduce this idea of the E-twinning school. The concept behind it is that schools who are really engaged in E-twinning have more than one teacher in them. They perhaps involve other teachers, not necessarily as registered E-twinners, but as people who contribute to E-twinning activities. They perhaps also involve parents, outside experts, et cetera, in E-twinning activities. So they promote E-twinning, particularly the school head or the principal of the school will support E-twinning activities, will support their teachers if they wish to go to training somewhere. Will support them if they're doing online training, all of this. So the E-twinning school is now an attempt to recognize a school approach to E-twinning in the same way as the quality labels recognize individual teachers' contributions to E-twinning. If pupils are interacting and talking to pupils from another country, they immediately begin to understand that those pupils are not all that different to themselves. They think the same way, they have the same concerns, the same fears, the same hopes, the same dreams. And I think to learn this and to understand this is to begin to be open to cultures that are different to your own cultures. And I think this is a very important aspect of E-twinning from a pupil's point of view, which in turn will also, to a degree, be brought home. So the pupils will talk to their parents about this. I think the teachers involved in E-twinning become so enthusiastic about what they do and the positive effects of what they do, both in the way they approach their teaching and their pedagogy but also on the kind of support and understanding they gain with their colleagues abroad that this has an infiltration effect within the school itself. They will talk to their colleagues, they will often ask their colleagues to support them and become involved to see what's happening. From the school principal's point of view, that teacher may get a quality label, may get a European quality label, so now the school is being recognized. So all of this, it has to have a positive effect on the culture of the school. It's not a teacher working in isolation, it's like a ripple effect. When you throw a pebble in a pond and you get these ripples, you don't know where those ripples are going to end. I always think working in E-twinning is a little bit like that. You create positive experiences for teachers, for pupils and you're not quite sure where it's going to end up.