3. Support to learners

3.2. Learners' participation in school life

Learners need to feel ownership of their learning and be given the opportunity to voice their views. Being active in decisions and activities of the school increases a sense of belonging and may help learners to develop leadership and social skills. Proactive efforts to engage marginalised learners and ensure their voices are heard are essential.

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Please note that for the moment the content on the resource pages is available in English only.

Beda School upper secondary

This example describes innovative approaches in an upper secondary school in Sweden - Beda Hallberg. The school offers a range of programmes that provide the foundation for personal development and active participation in society. The school also aims to provide continued support to learners and reduce the risk of drop-out by working hard to minimizes the closing times of the school with the view to staying open during some longer holidays. A team of health professionals are also well represented and includes social and psychological counsellors available to support the needs of young people.

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

Subareas: 1.1. School culture and climate; 2.2. Teachers and their relationships with pupils and parents; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5. Learning and assessment

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: Sweden

Brave’s Club: Zero Violence from age zero

To improve the school climate, a group of schools from the Learning Communities project decided to create the Brave’s Club. It is based on a “dialogical model of conflict prevention”. Since the Club started in 2014, it has made progress in eradicating school violence in both primary and secondary schools. This strategy is making it easier to bring together effective evidence-informed practices on preventing violence in classrooms in general, and more specifically, gender violence.

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

Subareas: 1.1. School culture and climate; 2.2. Teachers and their relationships with pupils and parents; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 4.2. Parents' involvement in school governance; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Spain

Choose Well - Help kids decide on their future

Making good choices regarding school subjects increases the chances of future success for students. This project involves parents and students in the process of making well-considered decisions about school subjects. It provides information on the Flemish education system.

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

Subareas: 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.9. Targeted support: Migrants, Roma; 4.1. Communication and information; 4.3. Spaces for parents and involvement in educational activities; 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: Belgium

IndY (Individualized Learning at the school centre Ybbs)

In the school year 2015/16 the Schulzentrum Ybbs (a school center consisting of three vocational upper secondary schools) introduced a concept called IndY, which involves that 20% of the teaching time is intended for individualized learning. IndY aims at improving students’ expertise, motivation, self-responsibility, self-management, collaborative skills, emotional intelligence and learning methods.

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; 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; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.6. Extended and extra-curricular learning; 3.8. Targeted support - Language; 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information; 5.2. Stakeholders' networks

Language: EN

Country: Austria

InnoOmnia

InnoOmnia, in the city of Espoo, Finland, was founded in 2011. It is the first multi-sector vocational education centre in Finland where entrepreneurs may run their businesses jointly with students and teachers. Work and vocational education are part of a blended learning approach. One of the key aims of the programme is to improve the appeal of vocational education, and to offer “21st century learning” opportunities.
Services include:
1. Entrepreneurship support for current and aspiring entrepreneurs, primarily in arts and crafts or the service sectors.
2. Work-based/on-the-job learning programmes
3. Innovation and piloting of new teaching methods in the context of vocational education, g, e.g. gamification, mobile learning, entrepreneurial teaching methods
4. Teacher and school leader professional development for K-12 and vocational sectors

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

Subareas: 1.1. School culture and climate; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular learning

Language: EN

Country: Finland

J'ai ma place au collège

This project is aims to fight against school dropout by addressing risk factors including:
• behavioural problems (discipline, violence ... )
• integration problems
• learning problems
• low motivation
• low self-esteem
• a lack of ambition
It is also important the student have a positive experience of school

 This project has two components:

1.) In "volet 1" students work collaboratively on a cross thematic directly related to the project. The aim is to restore and develop the pleasure of learning through informal activities.
2.) In "Volet 2" partner institutions (management, nursing service , teachers ... ) devoted to educational activities and educational research work together to produce a toolbox on prevention of ESL which can be adapted to local context. The focus is on prevention of conflicts, fight against discrimination, peer mediation, individual tutoring, class or group projects.

https://digitaliessite.wordpress.com/category/accueil/

 

Areas: 2. Teachers; 3. Support to learners; 5. Stakeholders involvement

Subareas: 1.3. School management; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.7. Monitoring learners at risk; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: France; Greece; Italy; Poland; Portugal; Romania; Spain

Learning hub at the TGM (Technologisches Gewerbemuseum)

The learning hub was implemented at the TGM (an upper-level secondary technical college) as a school experiment in the school year 2016/17. It has been implemented in the school’s Information Technology (IT) Department in two of the four classes in the first year (i.e. grade 9).

In the learning hub students study self-regulated 20 hours per week. Of these 20 hours, 9 hours relate to general education subjects (German, English and Mathematics) and 11 hours involve vocational education subjects (Software Engineering, Systems Engineering, Media Technology, Network Technology). The other 6 school subjects (Geography, History and Political Education, Natural Sciences, Religion, Sports, Computer Workshop), which encompass 13 hours per week, are still taught by using traditional methods of teaching.

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

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.2. Learners' participation in school life; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.7. Monitoring learners at risk; 4.1. Communication and information

Language: EN

Country: Austria

Local Engagement for Roma Inclusion (LERI) - Multi-Annual Roma Programme

LERI is a qualitative action research project under FRA’s multi-annual Roma Programme. It was developed in response to the European Commission’s Communication on an EU Framework for National Roma integration strategies up to 2020. LERI brings together local authorities and residents, in particular Roma, to investigate how they can best be involved in Roma integration actions, and identify which aspects of these actions work, which do not, and why. The aim of the project is to facilitate the engagement of all local stakeholders, including Roma, in joint efforts to enable Roma inclusion. The experience gained and the lessons learned during the process will help improve the design, implementation and monitoring of Roma integration policies and actions at the local level.

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

Subareas: 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.9. Targeted support: Migrants, Roma; 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: Bulgaria; Czech Republic; Finland; France; Greece; Hungary; Italy; Romania; Slovakia; United Kingdom

Malmaskolan

To improve student success and prevent early school leaving, the Malmaskolan established a Student Health Team, comprised of a school nurse, a special education teacher, the principal, the school counselor, the leisure-time pedagogues, the study and career counselor, a social worker, the school physician and a school psychologist. Since 2005, this Health Team has been the core for the development of teaching at the school, and is a hub for both teaching and school development. They have open meetings thrice weekly where teachers can discuss issues, and where a wide range of potential measures to support students is identified.

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

Subareas: 1.1. School culture and climate; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.4. Well-being of teachers; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.7. Monitoring learners at risk; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 4.2. Parents' involvement in school governance; 5.1. Multidisciplinary teams

Language: EN

Country: Sweden

Micro-network sharing among schools

The network involves 10 school clusters in Portugal (clusters include several schools from pre-school to secondary) that collaborate on a number of issues, such as training plans, sharing experiences and methodologies and, in some cases, even sharing of human resources. In addition, the network develops thematic panels where several issues are discussed with students and intervention partners.

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

Subareas: 1.4. Cooperation within education systems; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.2. Learners' participation in school life

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: Portugal

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