5. Участие на заинтересованите страни

The project partners designed and implemented a new anti-bullying programme in schools in five EU countries. It drew on the experiences of existing programmes and practices originated by the project partners working in different cultural contexts.  It provided further evidence of effective approaches to the reduction of bullying in schools that will inform the development of improved child centred, whole school strategies for adoption at European level.

Prior to the COVID-19 pandemic and school shutdown in Portugal, the Boa Água school has initiated a number of new pedagogies to support student learning, including mixed commission, interactive groups and dialogic gatherings. These new methods had been introduced as part of the INCLUD-ED project, which the school joined in 2017. The school encouraged parents’ regular presence and volunteer support in classrooms, and introducednew teaching methods tosupport student learning through dialogue and exploration of identity. The new teaching methods and the emphasis on relationships and mutual support within the school community were also key to effective remote learning during school shut-down.

The guidance report on “working with parents to support children´s learning“ is funded by the Education Endowment Foundation (EEF) and focuses mostly on activities that aim to improve children’s learning directly. Thus, it reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children’s learning. When it talks about ‘parental engagement’, ‘schools working with parents to improve children’s academic outcomes’ is meant. It is not a new study in itself, but rather is intended as an accessible overview of existing research with clear, actionable guidance. The guidance also draws on a wider body of evidence and expert input.

Guiding Cities joins policy makers and education stakeholders to map policy and guidance and create coherent policy to respond to the complex needs in the fight against ESL.

The project aimed to:
• Analyse guidance actions in 4 countries through country-based focus groups including stakeholders in education and guidance.
• Develop a Guiding Cities Model and Checklist mapping different possible actions, actors community needs relative to guidance and lifelong learning.
• Establish and manage Working Groups and a survey of best practices (involving at least 40 stakeholders).
• Publish online the GCities Model and links to resources and practices for each type of action and/or each target group. The GCities tools will be available in 6 languages (EN, ES, CAT, IT, EL, RO).
• Test the GCities Model and Checklist-benchmarking tools with at least 40 communities or organisations.
• Improve professional development of local service providers and school guidance practitioners.

„Опитът на Ирландия показва, че образователните инициативи, провеждани в училищата, могат да повишат образователното ниво на участващите възрастни и водят до общо усещане за оправомощаване на равнището на местната общност. Участието на родителите, особено в областите, които изостават в социално-икономическо отношение, е не само от полза за децата и училището — то е основен елемент от обучението през целия живот.“ (Родителите като партньори в училищната система, ОИСР 1997 г.)

Програмата „Семейно образование“ е една от успешните образователни дейности (УОД), посочени в научноизследователския проект INCLUD-ED. Стратегии за приобщаване и социално сближаване в Европа с помощта на образованието (Европейска комисия, 6-та рамкова програма, 2006—2011 г.).

През учебната година 2015/2016 Schulzentrum Ybbs (училищен център, състоящ се от три професионални гимназии) въведе концепцията IndY, съгласно която 20 % от времето за преподаване е предназначено за индивидуализирано учене. IndY цели да подобри експертните знания на учениците, тяхната мотивация, лична отговорност, самоуправление, умения за сътрудничество, емоционална интелигентност и методи за учене.

InnoOmnia, in the city of Espoo, Finland, was founded in 2011. It is the first multi-sector vocational education centre in Finland where entrepreneurs may run their businesses jointly with students and teachers. Work and vocational education are part of a blended learning approach. One of the key aims of the programme is to improve the appeal of vocational education, and to offer “21st century learning” opportunities.
Services include:
1. Entrepreneurship support for current and aspiring entrepreneurs, primarily in arts and crafts or the service sectors.
2. Work-based/on-the-job learning programmes
3. Innovation and piloting of new teaching methods in the context of vocational education, g, e.g. gamification, mobile learning, entrepreneurial teaching methods
4. Teacher and school leader professional development for K-12 and vocational sectors

This project is aims to fight against school dropout by addressing risk factors including:
• behavioural problems (discipline, violence ... )
• integration problems
• learning problems
• low motivation
• low self-esteem
• a lack of ambition
It is also important the student have a positive experience of school

 This project has two components:

1.) In "volet 1" students work collaboratively on a cross thematic directly related to the project. The aim is to restore and develop the pleasure of learning through informal activities.
2.) In "Volet 2" partner institutions (management, nursing service , teachers ... ) devoted to educational activities and educational research work together to produce a toolbox on prevention of ESL which can be adapted to local context. The focus is on prevention of conflicts, fight against discrimination, peer mediation, individual tutoring, class or group projects.

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