1.1 Školní kultura a prostředí

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.

Metodika InScool je navržena tak, aby flexibilně vedla školy, jež se nacházejí na začátku cesty k inkluzi, a zlepšila osobní a studijní výsledky všech dětí a mladých lidí tím, že se zaměří na jejich přístup ke kvalitnímu a relevantnímu vzdělávání a účast na něm.

UNICEF Serbia and the civil society organisation Centre for Education Policy with the support of the Ministry of Education, Science and Technological Development Republic of Serbia  implemented the project “Combating Early School Leaving in Serbia”.

This project aimed to contribute to decreasing drop-out and early school leaving of children and adolescents through development, establishment, and implementation of the school-based model for early identification of children at risk of dropping out and intervention in situations where dropping-out is taking place.

Combating drop-out and ESL in Serbia has been recognised as a policy priority area.  The Strategy for Education Development in Serbia 2020 (SEDS 2020) calls for the provision of high-quality education for all, an increase of students’ coverage and attainment at all levels of education by maintaining the relevance of education and increasing efficiency. The Strategy implementation is primarily focused on the development of human capital in Serbia, thus underlines importance of the inclusion of pupils from vulnerable and marginalised groups (Roma and children from poor families, children with disabilities and from rural areas etc.).

The Danish Production schools were created in the 1980s with the aim of combating youth unemployment. Production Schools offer alternative education opportunities to improve labour market integration. The fundamental aim of this type of school is to create a practical learning environment to support young people to complete and earn qualifications in general and vocational upper secondary education and/or maintain a job. The students are offered the opportunity to develop professional, social and personal skills through counselling, participation in practical work experience and production in different workshops ranging from areas such as metalwork, carpentry and textile work in theatre, media and music-based workshops. The focus is on social, personal and physical skills which are complemented by more formal knowledge and skills. Learning processes are organised through workshops and classroom teaching, but every young person is free to organise an individual course where they may challenge themselves and build their confidence.
The most significant challenge for production schools is to prepare and motivate “non-academic” students for the ordinary school system. The last legislative change in 2006focused the aims of Production Schools so that its most important task has been to build a bridge to vocational education and training through relevant practical and academic qualifications. In 2009, there were over 6,000 students in production schools. The student capacity at each school can vary from 20-25 to over 200. Generally speaking the schools are small, with half of the schools accepting fewer than 50 students. Today there are 78 Production Schools in Denmark.

Švédské vzdělávání je založeno na respektování lidských práv a základních demokratických hodnot, jako je nedotknutelnost lidského života, stejná hodnota všech lidí, respektování osobní integrity jednotlivce a rovnost žen a mužů. V souladu s těmito hodnotami je kladen velký důraz na to, aby bylo veškeré vzdělávání inkluzivní a aktivně bojovalo proti diskriminaci a obtěžování ve všech formách, což zahrnuje i šikanu.

The project goal is to provide a comprehensive analysis of best practices for preventing ESL in partner countries in the areas: of ESL monitoring systems; and, methods of counteracting ESL and reintegrating students.

Project partners were from Poland, the UK and Italy. Outputs include a report on ESL monitoring systems, a report on prevention and reintegration methods, and a training pack.

Essunga, a Swedish municipality, transformed the ranking of its schools from the bottom to the top of the national school league tables between 2007 to the top in 2010. Essunga has three elementary schools and one lower secondary school (grades 6-9). With 5,500 citizens, it is one of the smallest municipalities in the country. The increase in levels of achievement is attributed to a research-based approach of inclusive education. For years, the three elementary schools in Essunga had consistently experienced low educational levels. An increasing number of students were refugees or in “family placements”. In 2007, only 76% of students were eligible for upper secondary school and 20% of these were placed in special education classes. These results compelled political and school leaders and school staff to identify targeted measures to address these challenges. The municipality focused on interventions at school and in the local community to prevent school absence and increase attendance.

Tento projekt je navržen tak, aby podporoval rozvoj dovedností sociálně-emočního učení (SEL) pro děti ve věku 11–14 let a prosazoval vzájemnou podporu při řešení a omezování šikany. Programy SEL zlepšují sociální, emocionální a akademické dovednosti studentů a zahrnují prosociální chování, pozitivní postoje k sobě samému i ostatním a nižší úrovně emocionální tísně. Systémy vzájemné podpory snižují negativní dopad šikany na oběti a činí pro ně jejich oznamování přijatelnější. Vychází z celoškolního přístupu, který zahrnuje mladé lidi, zaměstnance, rodiče i širší veřejnost. Tento program tedy představuje odklon od dvojdimenzionálního pohledu na šikanu jako na oběti a šikanující a místo toho se zabývá sociální a skupinovou dynamikou ve školním nebo volnočasovém prostředí a věnuje se celé řadě faktorů, které přispívají ke vzniku šikany. ENABLE v každé zúčastněné zemi vyškolila tým zástupců připravených poskytovat informace a pokyny jakékoli škole či organizaci, která hodlá program zavést.

Projekt E-EVALINTO (Evaluation environment for fostering intercultural mentoring tools and practices at school [Hodnotící prostředí k podpoře mezikulturních mentoringových nástrojů a postupů ve škole]) se zaměřuje na vzájemný mentoring, jímž lze snížit míru předčasných odchodů ze vzdělávání u žáků z řad migrantů, chce uznat hodnotu interkulturality a také vytvořit v oblasti IKT rámec pro hodnocení, řízení a vytváření aktivit pro mezikulturní prostředí. Tento projekt, financovaný z programu Erasmus+, se zaměřuje na rozhodovací procesy a identifikaci vzorců v analyzovaných situacích.