5.1. Multidisciplinarni timovi

„Iirimaa kogemuse põhjal on selge, et haridusalgatused koolides võivad tõsta algatustes osalevate täiskasvanute haridustaset, ning suurendada seeläbi kohaliku kogukonna üldist mõjuvõimu. Vanemate kaasamine, eelkõige sotsiaal-majanduslikes raskustes olevates piirkondades, ei too kasu üksnes lastele ja koolidele – see on elukestva õppe väga oluline tegur.“ (Parents as Partners in Schooling, OECD 1997).

The Joaquim Ruyra Elementary School is located in a disadvantaged suburban district of Barcelona. In the 2016-2017 school year, 92% students were immigrants representing 28 different nationalities (including Pakistan, Morocco, Georgia, Colombia, the Dominican Republic, Ecuador, Peru, the Philippines, China, Bangladesh, Senegal, and the USA) or from minority background (Romani). The school has a 40% mobility rate.  

National and international press have referred to the school as the miracle school as it had achieved academic outcomes above the average in the Catalan standardised tests, outperforming elite schools in the Catalonia region.

All classes in the school feature group work 40% to 60% of the time. The groups mix students of different abilities, genders and nationalities.  The small groups are designed to ensure that no one is left out, and students are encouraged to participate actively.  Each group is facilitated by an adult (e.g. a classroom assistants, a parent).  Psychologists and special education teachers may also work in the classrooms, and they support volunteer parents, teachers and the students.  The extra support and student interaction are considered as essential for supporting and reinforcing children’s learning. 

Soomes on koolist väljalangemise ennetamiseks välja töötatud uuenduslikud õpetamismeetodid ja tegevused, mis vastavad individuaalsetele vajadustele tänu tegevus- ja rühmaõppele, töölõppimisele ning erinevate õpikeskkondade kasutamisele.

Koolist väljalangemise ennetamise võrgustik pakub laia valikut teenuseid ja eriteadmisi. Iga projekt on ainulaadne, suunatud konkreetsetele sihtrühmadele ja rahastatud eri allikatest. Rõhku pööratakse haridussüsteemist varakult lahkumise vältimisele ja väljalangenud õpilaste taaslõimimisele. Tugikeskus pakub tuge nii õpilastele kui ka koolidele. Sageli puuduvad õpilased suunatakse nende kooli võrgustikku kuuluvasse õpilaste nõustamiskeskusse. Vajaduse korral pöördub õpilaste nõustamiskeskus abi saamiseks tugikeskuse poole. Tugikeskus pakub riskirühma õpilastele ja koolist väljalangenud õpilastele eri organisatsioonide kaudu kohandatud tugimeetmeid ja -teenuseid.

Magistriprogramm „Mitmekesisus hariduses“ on suunatud pedagoogika bakalaureuseõppe lõpetanutele ja hariduspraktikutele (lasteaiaõpetajad ja halduspersonal, koolijuhid, kutse- ja kõrgkoolide personal), kes soovivad oma kultuuridevahelisi pädevusi suurendada. Programmi eesmärk on anda interdistsiplinaarseid teadmisi, oskusi, sotsiaalpedagoogika, psühholoogia ja eripedagoogika pädevusi mitmekesisuse süvalaiendamiseks hariduses. Programm koosneb kahest suuremast osast: A-osa: kohustuslikud moodulid (sh uurimis-/magistritööd) sisaldavad muu hulgas järgmisi kursusi: „Mitmekesisuse rahvusvaheline ja võrdlev käsitlus hariduses“; „Kultuurierinevustest lähtuvate erivajaduste käsitlemine hariduses“; „Mitmekesisuse juhtimine ja programmid hariduses“ jne; B-osa: valikkursused, sh: „Uurimismetoodika mitmekesisuse käsitlemiseks hariduses“; „Mitme erivajadusega inimeste integratsioon tööellu ja rehabiliteerimine“. Kursus on korraldatud e-õppe vormis, kord nädalas kohtutakse Skype’i teel professoritega.

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.

Mobiilüksused loodi selleks, et aidata koolidel tegeleda hulga teguritega, mis võivad mõjutada koolist väljalangemist. Mobiilüksuste teenuse tellib kooli juhtkond ja käsitletavaks teemaks võib olla koolist puudumine või väljalangemine, käitumisprobleemid, täiskasvanute vahelised probleemid, haridustöötajate koolitamine, õpilaste, õpetajate ja koolijuhtide toetamine. Keerukamate juhtumite korral võib mobiilüksus suunata asja lahendamiseks teistele asutustele.

The aim of the report Nordic Projects to Combat School Dropout is to improve and inspire new initiatives for young people, and to create enriching contacts between actors and organisations in the Nordic region.
The Nordic Web Resource on Dropout from Upper Secondary Education was a project commissioned by the Nordic Council of Ministers and run by the Nordic Welfare Centre between 2012 and 2015. The aim of the project was to compile good examples of initiatives aimed at increasing the proportion of young people in the Nordic region who complete upper secondary education.

"Our School - My Future" was an ESL project initiated within the framework of the Erasmus+ Strategic Partnerships for School Education. It aims to support cooperation for innovation and the exchange of good practices between schools from different countries across Europe.
Part of the problem of ESL is attributed to lack of support and guidance, disengagement from schooling, and secondary-level curricula which too often do not offer enough options for varied courses, alternative teaching pedagogies, experiential and other hands-on learning opportunities or sufficient flexibility and support.
The framework for this project was designed to focus mainly on in-school factors influencing ESL, such as teaching methods and curricular issues, positive/negative school climate, and the parents’ role as a contributing factor to ESL.
A distance education programme, “Promotion of healthy lifestyles and development of the students’ social skills through physical education and environmental activities” was offered to teachers from five partner countries. Some 65 teachers from Greece, Poland, Romania, Spain, and Turkey had the opportunity to participate in this training programme, along with six academics who are also members of the Hellenic Academy of Physical Education.