3. Support to learners

3.6. Extended and extra-curricular learning

Extra-curricular and out-of-school educational activities may either have a strong academic component or a more informal learning and development approach. These activities, when compatible and coherent with educational aims, may provide additional opportunities for young people to 'shine' and can increase motivation and a sense of belonging with the school that they might not otherwise have. Extra-curricular and out-of-school educational activities should be designed to complement curriculum delivery and to maximise learner participation and social inclusion. They may be developed in cooperation with parents, local organisations, services and NGOs and with the involvement of volunteers from the community.

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

Checklist and recommendations for prevention of absenteeism and school drop-out

It is undeniable that medical, psychological, social, educational and legal interventions are required in a number of cases of truancy and early school leaving, but research also shows clearly that in all cases, school and teaching staff can have a decisive influence. This document comprises a checklist for self-assessment of schools, 59 detailed recommendations for improvement of school attendance, pupil engagement and school culture, as well as proposals for behaviour agreements and examples of questionnaires for teachers and parents. The recommended measures are primarily directed at the target group of teachers, principals and parents. The document has been translated from the manual by Nairz-Wirth, Feldmann, Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

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

Subareas: 1.1. School culture and climate; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.1. Well-being of learners; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 4.1. Communication and information; 5.2. Stakeholders' networks

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: Austria

INCLUD-ED Family Education

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

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