5. Stakeholders involvement

5.3. Partnerships - employers and businesses

Awareness and understanding of the world of work is integral to education and is best achieved through businesses and schools working in partnership. Such partnerships produce significant benefits for all involved: most importantly, they benefit young people’s awareness and experience of the world of work, their understanding of job demands and employer expectations, and the relevance of schooling to employer needs.

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

School innovation in Europe: promoting children’s continuous development through the integration of the school and day care centre and the application of the TASC model in the Warande school

In the past, the Dutch School Inspectorate notified the Warande school about their students‘ low results. The school staff, however, were very much hesitant towards the test-driven-accountability-approach established by the Inspectorate. Therefore, the school team decided to re-define and interpret test-driven accountability in their own way. Instead of emphasising the learning results per se, they wanted to focus on the process of learning itself – starting from children’s needs and guiding them in their own development.

To be able to focus on children’s continuous development, the school also felt the need to integrate the child day care, kindergarten, elementary education and after school care. These issues ignited the need for organisational and pedagogical changes. Overall, the school has been innovative during recent years, and latest innovative approaches represent a continuity of this process and reflect the school’s innovative culture.

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

Subareas: 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Netherlands

Supporting Inclusive School Leadership (SISL)

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: EN

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

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