• Toolkit home
    • Go to the School Education Gateway
  • About
    • General information
    • Videos
    • Suggest a resource
    • Self-assessment
    • Questionnaire
  • School governance
    • School culture and climate
    • School planning and monitoring
    • School management
    • Cooperation within education systems
  • Teachers
    • Teacher skills and competences
    • Teachers and their relationships with pupils and parents
    • Initial Teacher Education and Continuing Professional Development of teachers
    • Well-being of teachers
  • Support to learners
    • Well-being of learners
    • Learners' participation in school life
    • Career guidance and support
    • Curriculum and learning paths
    • Learning and assessment
    • Extended and extra-curricular learning
    • Monitoring learners at risk
    • Targeted support - Language
    • Targeted support: Migrants, Roma
    • Targeted support - special educational needs and learning difficulties
    • Targeted support - disadvantaged socio-economic background
  • Parental involvement
    • and information
    • Parents' involvement in school governance
    • Spaces for parents and involvement in educational activities
    • Family learning
  • Stakeholders involvement
    • Multidisciplinary teams
    • Stakeholders' networks
    • Partnerships - employers and businesses
    • Partnerships: Community organisations and civic society
  • About
  • Log in / Register
Eramsus+ logo
  • About  |  
  • Support  |  

School Education Gateway School Education Gateway

Menu

    • Toolkit home
    • Go to the School Education Gateway
  • About
    • General information
    • Videos
    • Suggest a resource
    • Self-assessment
    • Questionnaire
  • School governance
    • School culture and climate
    • School planning and monitoring
    • School management
    • Cooperation within education systems
  • Teachers
    • Teacher skills and competences
    • Teachers and their relationships with pupils and parents
    • Initial Teacher Education and Continuing Professional Development of teachers
    • Well-being of teachers
  • Support to learners
    • Well-being of learners
    • Learners' participation in school life
    • Career guidance and support
    • Curriculum and learning paths
    • Learning and assessment
    • Extended and extra-curricular learning
    • Monitoring learners at risk
    • Targeted support - Language
    • Targeted support: Migrants, Roma
    • Targeted support - special educational needs and learning difficulties
    • Targeted support - disadvantaged socio-economic background
  • Parental involvement
    • and information
    • Parents' involvement in school governance
    • Spaces for parents and involvement in educational activities
    • Family learning
  • Stakeholders involvement
    • Multidisciplinary teams
    • Stakeholders' networks
    • Partnerships - employers and businesses
    • Partnerships: Community organisations and civic society
  • Home ›
  • Resources ›
  • European Toolkit for Schools ›
  • Search

Search all resources

32 results

CHILD-UP - Children Hybrid Integration: Learning Dialogue as a way of Upgrading policies of Participation

  • 05.05.2022
  • 0
  • Pre-school, Primary, Secondary
  • Document (direct evidence)

CHILD-UP aims to provide schools, social services, reception centres, education and mediation agencies, and policy makers with knowledge about dialogic methods that can support professionals working with migrant children. The project combines innovation with well-proven traditions, enhancing the understanding of how to contribute to participative learning, integration, high-quality education, and protection.

Area: 3. Support to learners

Subarea: 3.9. Refugees, Migrants and Roma

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Belgium; Finland; France; Germany; Italy; Netherlands; Poland; Sweden; United Kingdom

Community-Based Lifelong Learning Centres

  • 10.12.2015
  • 0
  • Pre-school, Primary, Secondary
  • Document

NESET - Network of Experts on Social Aspects of Education and Training publishes reports for policy makers and practitioners interested in promoting equity and inclusion in education and training across the European Union. This paper seeks to examine strategies for establishing community based lifelong learning centres in EU Member States. It explores evidence and research on the benefits and advantages of establishing such centres, as well as the barriers and difficulties impeding both the establishment and effectiveness of such centres. The report concludes that community based lifelong learning centres can simultaneously provide instantiations of a range of key lifelong learning objectives, such as active citizenship, social cohesion/inclusion, personal and social fulfillment, intercultural dialogue, as well as employment pathways.

Areas: 4. Parental involvement; 5. Stakeholders involvement

Subareas: 4.1. Communication and information; 4.3. Spaces for parents and involvement in educational activities; 4.4. Family learning; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

Creating Peace

  • 08.03.2018
  • 0
  • Primary, Secondary
  • Practice

The aim of the project Creating Peace is to encourage and coach students with special educational needs to develop their transversal skills, especially interpersonal and intrapersonal skills and critical reading and thinking to help them to integrate more easily into local society.

During the first year, students learned about the Thirty Years´ War, how it influenced lives of people and how peace was reached. They looked for successful solutions of conflicts in their national history in general, discussed other possibilities and tried to draw inspiration from it for their lives. Students were coached to improve their critical reading and thinking. They expressed their impressions and feelings through comic, art object, song, rap, drama, etc.

Area: 3. Support to learners

Subareas: 3.6. Extended and extra-curricular learning; 3.10. Targeted support - special educational needs and learning difficulties

Language: EN

Country: Czech Republic; France; Germany; Norway; Poland

ESL - monitoring and prevention solutions (Przedwczesne kończenie nauki - monitoring i przeciwdziałanie)

  • 07.03.2018
  • 0
  • Primary, Secondary
  • Document

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.

Areas: 1. School governance; 2. Teachers; 3. Support to learners

Subareas: 1.1. School culture and climate; 1.3. School management; 3.7. Monitoring learners at risk; 3.11. Targeted support - disadvantaged socio-economic background

Language: EN

Country: Italy; Poland; United Kingdom

Evaluation environment for fostering intercultural mentoring tools and practices at school (E-EVALINTO)

  • 29.11.2021
  • 0
  • Secondary
  • Practice (indirect evidence)

E-EVALINTO aims to promote peer mentorship to reduce early school leaving among migrant students and to acknowledge the value of interculturality, as well as develop an ICT framework for assessing, managing and developing activities for intercultural contexts. The Erasmus+ funded project focuses on decision-making processes and the identification of different patterns in the situations analysed.

Areas: 1. School governance; 3. Support to learners

Subareas: 1.1. School culture and climate; 1.4. Cooperation within education systems; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.7. Monitoring learners at risk; 3.8. Targeted support - Language; 3.9. Refugees, Migrants and Roma; 3.11. Targeted support - disadvantaged socio-economic background

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Cyprus; Ireland; Italy; Poland; Spain

Guide for Roma School Mediators

  • 10.12.2015
  • 0
  • Primary, Secondary
  • Document

The 'Guide for Roma school mediators/assistants', prepared by the Council of Europe, is aimed primarily at all categories of staff from the Roma community working to improve schooling conditions for Roma children. It is intended to provide staff with wide ranging tools and practical guidelines that can be adapted to different contexts. The guide considers the profiles of school mediators and assistants and their role in facilitating relations between the school and the Roma community(ies), between teachers and other school staff and parents of Roma children. The guides content is therefore designed to help improve the work of Roma school mediators and assistants and reduce the impact of any undesirable effects by providing structured day-to-day activity and highlighting aspects of mediation that are often not used in practice.

Areas: 3. Support to learners; 4. Parental involvement

Subareas: 3.9. Refugees, Migrants and Roma; 4.1. Communication and information

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

INCLUD-ED Book on Successful Educational Actions

  • 10.12.2015
  • 0
  • Pre-school, Primary, Secondary
  • Document

This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups. Concrete data that shows success in school performance is provided, as well as on children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these childrens educational performance with their inclusion or exclusion from different areas of society. This monograph provides actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups, extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.

Areas: 3. Support to learners; 4. Parental involvement

Subareas: 3.9. Refugees, Migrants and Roma; 3.10. Targeted support - special educational needs and learning difficulties; 4.2. Parents' involvement in school governance; 4.3. Spaces for parents and involvement in educational activities

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

INCLUD-ED Family Education

  • 10.12.2015
  • 0
  • Pre-school, Primary, Secondary
  • Practice

Family Education is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. It supports the promotion of cultural and educational interactions between students and social agents, and more particularly with family members and enhance students' achievement.

Areas: 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 3.6. Extended and extra-curricular learning; 4.4. Family learning; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

INCLUD-ED Interactive Groups

  • 10.12.2015
  • 2
  • Pre-school, Primary, Secondary
  • Practice

Interactive Groups is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. INCLUD-ED analysed educational strategies that contribute to overcoming inequalities and promote social cohesion, and those generating social exclusion, particularly focusing on vulnerable and marginalised groups. Interactive Groups are used to improve the education of children and youth in different contexts. They consist of grouping students in a class into small heterogeneous groups, each of them supported by an adult. Each of these groups is organised around four or five students, in a heterogeneous way regarding ability level, gender, culture, language and ethnicity. This example provides an understanding of IG and the results of their practice.

Areas: 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 2.1. Teacher skills and competences; 3.5. Learning and assessment; 3.9. Refugees, Migrants and Roma; 3.10. Targeted support - special educational needs and learning difficulties; 4.3. Spaces for parents and involvement in educational activities

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

INCLUDE-ED Dialogic Literary Gatherings

  • 10.12.2015
  • 1
  • Pre-school, Primary, Secondary
  • Practice

Dialogic Literary Gatherings (DLG) is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. DLG are used to improve education of children and youth in different contexts around the world. DLG is a dialogic reading activity based on two principles: reading a classical literature book (as Romeo and Juliet, the Odyssey, Don Quixote) and then sharing meanings, interpretations and reflections with the dialogic learning methodology. It can involve children and their family members. This example provides an understanding of DLG and the results of their practice.

Areas: 3. Support to learners; 4. Parental involvement

Subareas: 3.9. Refugees, Migrants and Roma; 3.10. Targeted support - special educational needs and learning difficulties; 4.3. Spaces for parents and involvement in educational activities; 4.4. Family learning

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

Show next 10 results

  • Latest
  • Viewpoints
  • Resources
  • Teacher Academy
  • Erasmus+ Opportunities

#EdGateway

  • Facebook
  • Twitter
  • Youtube
  • > About
  • > Support
  • > Newsletter
  • > Suggest content

SchoolEducationGateway

The place to engage with European policy and practice for school education, including Early Childhood Education and Care (ECEC) and Vocational Education and Training (VET).

eTwinning
The community for schools in Europe

© 2016 School Education Gateway, All rights reserved - Disclaimer - Brexit content disclaimer - Privacy policy - Cookie notice