4.3. Пространства за родителите и участие в образователни дейности

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 Joaquim Ruyra Elementary School is located in a disadvantaged suburban district of Barcelona. In the 2016-2017 school year, 92% students were immigrants representing 28 different nationalities (including Pakistan, Morocco, Georgia, Colombia, the Dominican Republic, Ecuador, Peru, the Philippines, China, Bangladesh, Senegal, and the USA) or from minority background (Romani). The school has a 40% mobility rate.  

National and international press have referred to the school as the miracle school as it had achieved academic outcomes above the average in the Catalan standardised tests, outperforming elite schools in the Catalonia region.

All classes in the school feature group work 40% to 60% of the time. The groups mix students of different abilities, genders and nationalities.  The small groups are designed to ensure that no one is left out, and students are encouraged to participate actively.  Each group is facilitated by an adult (e.g. a classroom assistants, a parent).  Psychologists and special education teachers may also work in the classrooms, and they support volunteer parents, teachers and the students.  The extra support and student interaction are considered as essential for supporting and reinforcing children’s learning. 

KAAP е инициатива на De Scholbrug („Училищен мост“), неправителствена организация, базирана в Антверпен (Фландрия, Белгия), която има за цел да създаде връзки между училищата, родителите и учениците, поставяйки специален акцент върху социално уязвимите семейства. Проектът KAAP е насочен към осигуряване на уроци по холандски език за родители мигранти в училището на техните деца.

Manchester Communication Academy (MCA) works to improve outcomes for children, families and the community. This secondary academy opened in 2010 to serve one of the most disadvantaged inner-city neighbourhoods in England. From the outset, the academy’s sponsor, a large employer in the city, wanted the school to help to contribute to a vibrant and sustainable neighbourhood, and committed to addressing the many inter-related economic, social and physical challenges which characterise the neighbourhood. This mission has directly shaped the academy programme, which places equal importance on ‘teaching and learning’ and ‘social investment’. The school’s social investment department is a highly distinctive feature of its overall strategy for addressing the impacts of disadvantage on young people’s education and wider life chances.

„Куфарчето на родителите“ (La Mallette des parents) е постоянна програма, която се осъществява от 2008 г. насам и има за цел да ангажира родителите в по-голяма степен с образованието на техните деца. Тя се осъществява от Académie de Creteil под прякото ръководство на френското Министерство на образованието и в момента се провежда в 80 училища във Франция.  

Инициативата POTHOLES е отличен пример за училища в Ирландия, които достигат до маргинализирани семейства чрез методи на участие, които са извън традиционните, формални методи. Инициативата POTHOLES е създадена през януари 2011 г. с цел да бъдат подпомогнати родители с различен произход и култура да се срещат с други родители на деца от тяхното и от други подобни училища и да споделят опит. Основната цел е да се включат родители, които е вероятно да се чувстват изолирани и които не са запознати с училищната система, като участват в по-голяма степен в училищните дейности и при вземането на решения, както и да се запознаят с редица възможности за обучение.

At the end of the 1990s, the first attempts to innovate at school level started with some primary classes being organised based on the ‘Step by step’ alternative pedagogy system. This meant that there were two teachers per class and that the learning process was organised around teams of students, rather than based on an individual learning. The change happened in response to requests from parents, and the school continues to offer both regular and ‘Step by step’ classes at primary level, with all students attending regular classes during lower secondary education (from 5^th to 8^th grade).

The ‘Different school’ (‘Şcoala altfel’) programme, introduced in 2011, offers an entire week of the school year dedicated to non-formal education. Partnerships with NGOs and the local community have also led to the implementation of several projects involving students in all stages, including planning and evaluation stages.

To improve students’ learning outcomes and the level of engagement with the school has developed a transformation project structured around seven key elements for school improvement: school climate, school image, academic excellence, methodological change, development of emotional intelligence, introduction of art in school and openness to the community. During the first years of the project, the emphasis was made on the two key areas: methodological change through the implementation of project-based learning and strengthening links of the school with families and communities.

Диалогичните литературни сбирки са една от успешните образователни дейности , установени в рамките на изследователския проект INCLUD-ED. Те се използват за подобряване на образованието на децата и младежите в различни видове контекст по целия свят. Диалогичните литературни сбирки представляват диалогично четене, което се основава на два принципа: четене на класическо литературно произведение (като например „Ромео и Жулиета“, „Одисея“, „Дон Кихот“) и споделяне на мнения за смисъла, интерпретации и разсъждения с помощта на методологията за диалогично учене. Сбирките могат да включват деца и членове на техните семейства. Този пример дава възможност да се разберат диалогичните литературни сбирки и резултатите от тяхното практикуване.