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Raising the Achievement of all Learners in Inclusive Education

  • 17.12.2021
  • 0
  • Primary, Secondary
  • Document (indirect evidence)

The ‘Raising the Achievement of All Learners in Inclusive Education’ (RA) project aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 4.3. Spaces for parents and involvement in educational activities; 5.2. Stakeholders' networks; 5.4. Partnerships: Community organisations and civic society

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: Austria; Belgium; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; Norway; Poland; Portugal; Slovakia; Slovenia; Spain; Sweden; Switzerland; United Kingdom

Supporting Inclusive School Leadership (SISL)

  • 17.12.2021
  • 0
  • Pre-school, Primary, Secondary
  • Practice (indirect evidence)

The Supporting Inclusive School Leadership (SISL) project investigated how to promote inclusive school-level leadership and provided supportive tools. The project considered that leadership for inclusive education aimed at achieving full participation in meaningful learning opportunities, high achievement and well-being for all learners, including those most vulnerable to exclusion.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 4.3. Spaces for parents and involvement in educational activities; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

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; RU; SK; SL; SR; SV; TR

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

Welten Bummler / Passe Partout

  • 08.03.2018
  • 0
  • Primary, Secondary
  • Practice

The PAMINA Eurodistrict has launched a new project aimed at furthering bilingualism and identification with the cross-border region in schools.

As part of a digital educational game, students in primary schools have the opportunity to discover the Upper Rhine region in a fun way from the age of 9 years. "The Passe-Partout" was available online from October 2017 for the territory of the PAMINA Eurodistrict. The game is to be extended to the entire territory of the Upper Rhine.

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

Subareas: 3.6. Extended and extra-curricular learning; 3.8. Targeted support - Language; 5.1. Multidisciplinary teams; 5.4. Partnerships: Community organisations and civic society

Language: DE; EN; FR

Country: France; Germany; Switzerland

‘Nightingale’ – a Mentoring and Integration project

  • 11.05.2017
  • 0
  • Primary
  • Practice (direct evidence)

In the Nightingale programme, a student from the University of Teacher Education in Zug (Pädagogische Hochschule, PH Zug) gets paired with an 8-12 years-old child from a primary school with a large number of children with a migrant and/or minority background. 11 students from PH Zug participated in the programme in 2016/2017. The programme supports the mentor and the child to get together for approximately two to three hours per week over a period of seven to eight months. During these informal meetings, the mentor and the child participate in activities together, such as go to the zoo, the cinema, do sports together, etc. The main purpose of Nightingale is to contribute to the development of student teachers’ cross-cultural understanding and intercultural learning through mentoring socially and ethnically diverse children. It also seeks to facilitate contacts between university students and school children, linking the gap between theory and practice in teacher education.

Areas: 2. Teachers; 3. Support to learners

Subareas: 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.1. Well-being of learners; 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; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Switzerland

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