2. Õpetajad

The project partners designed and implemented a new anti-bullying programme in schools in five EU countries. It drew on the experiences of existing programmes and practices originated by the project partners working in different cultural contexts.  It provided further evidence of effective approaches to the reduction of bullying in schools that will inform the development of improved child centred, whole school strategies for adoption at European level.

ATD Quart Monde on Prantsuse MTÜ, mis koondab vaesust kogenud või vaesuses elavaid inimesi. Muude algatuste hulgas töötatakse ka Prantsusmaa rahvaülikoolidega (universités populaires) eesmärgiga koguda oma liikmetelt/osalejatelt teadmisi ja luua uusi teadmisi erinevate küsimuste, sh vanemaks olemise ja kooli suhtumise kohta.

Siinses näites on kirjeldatud uuenduslikke lähenemisviise, mida kasutatakse Rootsis Beda Hallbergi keskkoolis. Koolis pakutakse mitmeid programme, mis loovad aluse isiklikuks arenguks ja aktiivseks osalemiseks ühiskonnas. Lisaks on kooli eesmärk pakkuda õpilastele pidevat tuge ja vähendada koolist väljalangemise riski. Tehakse pingutusi selleks, et vähendada kooli kinniolekuaega, nii et õpilased saaksid kooli tulla ka pikemate vaheaegade jooksul. Koolis on esindatud ka tervishoiutöötajad, sealhulgas sotsiaaltöötajad ja psühholoogid, kes on valmis noorte vajadusi toetama.
Beda Hallbergi Gümnaasium on Rootsis Kungsbackas asuv keskkool. Kool avati 2013. aastal väikese koolina, kus püütakse keskenduda igale õpilasele eraldi. Osa noorte jaoks vanuses 16–20 võib paljude koolide füüsiline ja sotsiaalne keskkond olla liiga nõudlik ja see võib saada takistuseks kestvale õppimisele. Beda kool on avatud nendele, kes soovivad õppida väikeses koolis, kus nad saavad end tunda turvaliselt ja mugavalt.

Berättarministeriet (lugude jutustamise ministeerium) on sihtasutus, mis toetab sotsiaal-majanduslike raskustega piirkondade õpetajaid ja õpilasi, et arendada keeleoskust jutuvestmise kaudu. Tegemist on eraalgatusel loodud asutusega, mis teeb tihedat koostööd omavalitsuste ja koolidega ning on tegutsenud juba kümme aastat.

Prior to the COVID-19 pandemic and school shutdown in Portugal, the Boa Água school has initiated a number of new pedagogies to support student learning, including mixed commission, interactive groups and dialogic gatherings. These new methods had been introduced as part of the INCLUD-ED project, which the school joined in 2017.

UNICEF Serbia and the civil society organisation Centre for Education Policy with the support of the Ministry of Education, Science and Technological Development Republic of Serbia  implemented the project “Combating Early School Leaving in Serbia”.

This project aimed to contribute to decreasing drop-out and early school leaving of children and adolescents through development, establishment, and implementation of the school-based model for early identification of children at risk of dropping out and intervention in situations where dropping-out is taking place.

Combating drop-out and ESL in Serbia has been recognised as a policy priority area.  The Strategy for Education Development in Serbia 2020 (SEDS 2020) calls for the provision of high-quality education for all, an increase of students’ coverage and attainment at all levels of education by maintaining the relevance of education and increasing efficiency. The Strategy implementation is primarily focused on the development of human capital in Serbia, thus underlines importance of the inclusion of pupils from vulnerable and marginalised groups (Roma and children from poor families, children with disabilities and from rural areas etc.).

DREAMS on 24-kuuline „Erasmus+” strateegiline partnerlus, mis koosneb kolmest koolist ja kahest mittetulundusühingust, mis tegelevad haridussüsteemist varakult lahkumise probleemiga, eriti kohtades, kus on suur kultuuriline mitmekesisus. Projekti on seni ellu viidud Hispaanias, Itaalias ja Portugalis.

The E-COURSE project aims at enhancing the access, participation and learning performance of newly arrived migrants and refugee children in primary school education in Germany, Greece, Italy, France and Cyprus as well as at a European level in order to promote their overall integration in the host societies.

The guidance report on “working with parents to support children´s learning“ is funded by the Education Endowment Foundation (EEF) and focuses mostly on activities that aim to improve children’s learning directly. Thus, it reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children’s learning. When it talks about ‘parental engagement’, ‘schools working with parents to improve children’s academic outcomes’ is meant. It is not a new study in itself, but rather is intended as an accessible overview of existing research with clear, actionable guidance. The guidance also draws on a wider body of evidence and expert input.