1.2 Plánování a monitorování škol

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 CroCooS - Prevent dropout! project was developed in the framework of the EC proposal "Implementation of the European strategic objectives in education and training" under the Lifelong Learning Programme to support innovative policy solutions to reduce and prevent early leaving from education and training (ELET). The main aim of the CroCooS project, which was implement between 2014 and 17, was to contribute to the development of an institutional early warning system (EWS) for preventing early leaving from education and training. It also tested its applicability with national pilots focusing on contextual factors affecting the evaluation.
Regional needs addressed included: sensitizing the staff of each school on the need to address the problem of dropout; actively involving teachers in monitoring students and working with them; developing better relationships between students and teachers; strengthening pupils' sense of belonging to the class and the school; developing relationships of trust by being supportive and ensuring a safe school climate.

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.

Ve školním roce 2015/2016 zavedlo školní centrum Schulzentrum v Ybbsu (školní centrum tvořené třemi odbornými vyššími středními školami) koncepci nazvanou IndY, v jejímž rámci je 20 % vyučovacího času určeno pro individualizované učení. Cílem této koncepce je zlepšování odborných znalostí žáků, jejich motivace, vlastní odpovědnosti, řízení sebe samých, schopností spolupracovat, emoční inteligence a metod učení.

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. 

The project focuses on the role of school leadership in actively structuring the educational process for learning and equity.

The project builds on the achievements of the Comenius Network “European Policy Network on School Leadership (EPNoSL, 2011-2014)”.

The project involved two intense job shadowing activities in Vienna and Berlin. Good practice and obstacles were identified though feedback forms, and solidified in collaborative analysis and evaluation.

Tools to support leadership action were developed and tested by the two school principals in everyday school life, and analysed through questionnaires/surveys and subsequently evaluated and summed up in bilateral groups.

The film produced by the partners can be found here:

https://youtu.be/UJR9Opwg4QM

Cílem projektu MiCREATE – Migrant Children and Communities in a Transforming Europe [MiCREATE – děti a komunity migrantů v měnící se Evropě] je podpořit inkluzi rozmanitých skupin dětí z řad migrantů přístupem, který se při jejich integraci do vzdělávacího systému a nastavení politiky zaměřuje právě na ně. Tento výzkumný projekt vychází z potřeby revidovat stávající politiku integrace a klade si za cíl dopodrobna zmapovat současný proces začleňování dětí z řad migrantů tak, aby bylo možné posílit jejich schopnost věci ovlivňovat, zvýšit jejich participaci a zlepšit jejich celkovou pohodu.

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.

Nástroj k formativnímu hodnocení atmosféry ve třídě byl vyvinut v souvislosti se zprávou A formative, inclusive, whole school approach to the assessment of social and emotional education in the EU [Formativní a inkluzivní celoškolní přístup k hodnocení sociální a emocionální výchovy v EU], a to s cílem nabídnout komplexní a holistické hodnocení atmosféry ve třídě a vést učitele a žáky k tomu, aby ji společně měnili k lepšímu.