Indicators for inclusive systems in and around schools
This webinar discusses the indicators for inclusive systems in and around schools that were used for the self-assessment tool on the European Toolkit for Schools website, and how these indicators can be useful for schools, administrators or teacher education. The indicators are presented in detail in the report Structural Indicators for Inclusive Systems in and around Schools by Paul Downes, Erna Nairz-Wirth, and Viktorija Rusinaitė.
20 November 2020 | Duration: 60 min
What was this webinar about?
International evidence indicates that school systems need to change in order to tackle early school leaving and improve social inclusion in education and society. Policy-makers and school actors require practical tools to assist them in this process. The report Structural Indicators for Inclusive Systems in and around Schools develops such practical tools; it is designed to inform strategic policy and practice by offering an innovative framework of structural indicators for early school leaving prevention and inclusion in school.
Inclusion in education, viewed more comprehensively as inclusive systems in and around schools, concentrates on supportive, quality learning environments, on welcoming and caring schools and classrooms, and on preventing discrimination. It addresses the needs of students in a holistic way (their emotional, physical, cognitive and social needs), and recognises their individual talents and voices. It is open to the voices and active participation of parents, and also wider multidisciplinary teams and agencies. Inclusive systems in and around schools particularly focus on the differentiated needs of marginalised and vulnerable groups, including those at risk of early school leaving and alienation from society.
- NESET II report Structural Indicators for Inclusive Systems in and around Schools
- Self-assessment tool on inclusion in and around schools
- Webinar presentation
Erna Nairz-Wirth is Associate Professor and Head of the Education Sciences Group at Vienna University of Economics and Business. She has designed, conducted and published numerous studies on education and inequality and is specialized in the fields of educational pathways, dropout in education, school development, best practices in dropout prevention and professionalization. Erna Nairz-Wirth is a national and international expert in the field of early school leaving and an editorial board member of the European Toolkit for Schools. She has been an expert partner and consortium member of the FP7 project RESL.eu – Reducing Early School Leaving in Europe – and an active member of the Network of Experts working on the Social Dimension of Education and Training (NESET II).
Martin Karlberg is a senior lecturer in the Department of Education and Education Studies. He is primarily interested in classroom management, applied behaviour analysis, truancy, bullying and methodological issues, mainly with a quantitative approach. Martin Karlberg is a primary school teacher and got his PhD in January 2011 on the thesis Comet for teachers: Three studies of a classroom behavior management program.
Dr Per Kornhall is an independent author, lecturer, and consultant in school development and education. He was Director of Education at the Swedish National Agency for Education with a responsibility for national development projects in science and technology. Since 2013, Per has been a member of the European Commission’s network of independent experts in education currently organised by ECORYS. Per is also member of the Royal Swedish Academy of Science’s working group 'School in the Future' and was 2018-2019 member of the European Education and Training Expert Panel set up by the European Commission.
This webinar is part of a series on Promoting inclusive education and tackling early school leaving. Find more resources on European Toolkit for Schools.