5.3 Partnerství: zaměstnavatelé a podniky

Projekt UK Youth Contract ve Velké Británii se zaměřuje na mladé lidi ve věku od 16 do 17 let, kteří jsou ohroženi tím, že se stanou NEET (nejsou zaměstnaní ani se neúčastní vzdělávání nebo odborné přípravy). Tři klíčové cíle: Cíl 1: hlavním cílem programu je poskytovat podporu mladým lidem ve věku od 16 do 17 let, které jsou NEET a které jsou ohroženy dlouhodobou ztrátou možnosti se vzdělávat, absolvovat odbornou přípravu nebo získat zaměstnání s odbornou přípravou a tento stav si udržet. Cíl 2: zvyšovat zkušenosti a kvalifikaci u mladých lidí tak, aby měli příležitost pokračovat ve vzdělávání a úspěšně si najít práci, čímž se sníží podíl nezaměstnaných v dospělém věku. Cíl 3: posuzovat metody poskytování místní pomoci a platby v závislosti na výsledcích, zvyšovat efektivitu těchto modelů a rozvíjet osvědčené postupy.

Finsko vypracovává inovativní metody výuky a postupy pro zajišťování individuálních potřeb pomocí výuky založené na aktivitách, výuky v malých skupinách, učení na pracovišti a různých učebních prostředí, které snižují počet osob předčasně ukončujících školní docházku.

Moje vzdělání, moje práce, moje budoucnost je projekt, jehož cílem je předcházet předčasnému odchodu ze vzdělávání a povzbuzovat studenty k tomu, aby ve vzdělávání dále pokračovali.

The aim of the report Nordic Projects to Combat School Dropout is to improve and inspire new initiatives for young people, and to create enriching contacts between actors and organisations in the Nordic region.
The Nordic Web Resource on Dropout from Upper Secondary Education was a project commissioned by the Nordic Council of Ministers and run by the Nordic Welfare Centre between 2012 and 2015. The aim of the project was to compile good examples of initiatives aimed at increasing the proportion of young people in the Nordic region who complete upper secondary education.

Přechodný ročník, který nabízí řada irských škol, umožňuje žákům (ve věku kolem 15 let) získat bohaté vzdělávací zkušenosti a dosáhnout větší vyzrálosti. Absolvuje se po ukončení juniorského cyklu (nižší střední školy) a před dalším pokračováním studia a/nebo odborné přípravy. Poskytuje mezistupeň, který žákům usnadňuje přechod z vysoce strukturovaného prostředí juniorského cyklu na jiný, ve kterém musejí převzít větší odpovědnost za vlastní vzdělávání a rozhodování.

In the past, the Dutch School Inspectorate notified the Warande school about their students‘ low results. The school staff, however, were very much hesitant towards the test-driven-accountability-approach established by the Inspectorate. Therefore, the school team decided to re-define and interpret test-driven accountability in their own way. Instead of emphasising the learning results per se, they wanted to focus on the process of learning itself – starting from children’s needs and guiding them in their own development.

To be able to focus on children’s continuous development, the school also felt the need to integrate the child day care, kindergarten, elementary education and after school care. These issues ignited the need for organisational and pedagogical changes. Overall, the school has been innovative during recent years, and latest innovative approaches represent a continuity of this process and reflect the school’s innovative culture.

The school’s approach to teaching and learning is based on attaining educational excellence and achievement for all students. The school developed a stimulating curriculum which seeks to provide its students with an understanding of the learning processes in which they are involved (meta-cognition) – and to build their self-belief. The provision of specialist teaching in certain subject areas (science, music, art, physical education) is a key element in this process, as is the development of maths teaching throughout the school (for 6th graders). The teaching of philosophy to all students is also a vital element in developing students’ thinking skills, resilience and self-confidence. Curriculum innovation is undertaken on the initiative of the school, working in co-operation with its Federation partners at Whitmore Park Primary School. All staff, the governing body, students and parents are regularly consulted and made part of the process of curriculum development, and the school is strongly engaged with community partners in developing broader learning activities.

The school has been developing innovative practices of informal learning for six years (since 2011). The main aims of these innovative approaches were to improve the educational level of pupils and school performance, to promote their social competences and sensitivity to the surrounding community and to enhance cooperation between teachers. As the first step of the informal learning approach, the school aimed to create informal learning environments by renovating the school yard and make it suitable for the learning purposes. As a second step, the school designed various learning approaches connected to the yard and broader school community (e.g., focusing on environmental education, natural sciences, reading). In this process the school cooperated with external stakeholders (scientists, artists, craftworkers, museums, etc.).   

The school practices several innovative initiatives:

- The ‘Exercise company’ supports students to go through all the steps of setting up a company, from the creation of its administrative structure to its daily management, supporting students’ entrepreneurship competences. This project is regarded very positively by the whole school community and national authorities.

- The ‘Different school’ (‘Şcoala altfel’) programme significantly changed the relationship between students and teachers, thanks to its flexibility. Coupled with the participation in trainings of non-formal education by the teaching staff and practices acquired during Erasmus+ projects, it helped to reshape the educational process at the school.

- Teachers have been involved in curricular innovation dedicated to their particular field of study (tourism and economics) while members of committees set up by the Ministry of Education and the National Centre for the Development of Vocational Education (CNDIPT) contributed to the renewal of the national curriculum.