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Such a success does not come by chance. Why did eTwinning hit the nail on the head? It might be useful to try to identify reasons for its success.

eTwinning is a simple idea, set in place with simple means. It was a good idea for its time and its users. It was timely. Successful ideas connect with their world. They answer a question, fill a gap or serve a need which was there. In the well-established context of European education programmes, eTwinning proposed a new way for cooperation: simple, clear, pedagogical, supportive, digital, communicative, joyful.

Simplicity means clarity, but also avoiding all unnecessary burdens. No red tape, no complicated forms. No money either; EU funding for eTwinning is invested in pedagogical and technical support, and in building safe, solid and friendly cooperation tools for school communities.

��շɾ��ԲԾ��Բ�’s pedagogical objectives were not new. Getting their pupils in touch with children from other places to learn about their culture, about the way they live and do things, has long been a good practice for many teachers. But they were revisited to exploit the possibilities of the new digital media. eTwinning is a true digital creature; as digital tools increased and internet costs diminished, a new range of possibilities opened up for teachers.

Teachers are the key factor in education quality. OECD and European Union studies prove this beyond doubts. Class size, pupils per teacher, funding per pupil – all these are important factors, but teacher quality tops them all. Improving education occurs through supporting teachers. This is why the engine of eTwinning is the support services, both national and European.

Support services help teachers in setting up their projects, from collecting useful, practical information to developing and sharing knowledge about digital tools: Skype, blogs, wikis, social platforms. Digital culture is an important challenge for teachers, and guided practice and sharing with other teachers contributes totheir continuing professional development.

Digital skills are also an important challenge for pupils. Ten years of eTwinning experience show that children are motivated and interested by their projects and by the way they work digitally. In a competence-based education approach, eTwinning helps with the development of key competences and in building up initiative and self-esteem in pupils.

‘T�ɾ��ԲԾ��Բ�’ means joining two things. There was a deeper reason that twinning was the chosen form of cooperation: eTwinning means two schools, two countries, and two languages, no matter which two. eTwinning seeks to stimulate the knowledge of languages through engaging pupils’ and teachers’ personal interest and experience.

eTwinning is a rewarding experience in communication. Belonging to a dynamic community is a positive stimulus for teachers and pupils alike. Being in touch with fellow-minded colleagues, learning with them and from them, sharing ideas and working together is a gratifying and pivotal aspect of eTwinning, providing well deserved recognition from peers and the wider community.

Since day one, eTwinning managers have worked hard to stimulate, support and highlight good practices, respect and gratitude to participants. eTwinning is a cheerful community, as its annual meeting shows year after year.

Let me finish on this happy note, by stating that with this all said, the successful development of eTwinning from dream to reality is due to just one factor: the human factor. The quality of the people involved at the Commission; at European Schoolnet, the Central Support Service; at the ministries for education, the National Support Services; and above all at the many schools where teachers who saw the potential of the idea were generous with their time, energy, and know-how. In this light eTwinning approaches its second decade with great optimism.

Maruja Gutiérrez-Diaz joined the European Commission in 1988, as specialist in new technologies. In 1999 she became Head of the new unit for “Multimedia: Culture, Education, Training”, in charge of the e������Ƶing initiative, and afterwards became the Head of Unit for "Innovation and Creativity" at the Directorate General for Education and Culture. Recently retired from the Commission, she has settled back in Madrid as an independent consultant in the fields of innovation and education.