4. Implication parentale

Les parents et les familles sont les personnes qui ont l’influence la plus directe et la plus durable sur l’apprentissage et le développement des enfants.  En tant que premiers éducateurs de leurs enfants, ils jouent un rôle essentiel dans le parcours éducatif de ces derniers.  Un environnement familial stimulant qui encourage l’apprentissage ainsi que l’implication des parents dans les activités scolaires sont fondamentaux pour le développement cognitif, social et affectif de l’enfant. Le fait de jouer avec les enfants ou de leur lire une histoire dès leurs premières années, de les aider pour leurs devoirs ou de discuter avec eux de leur journée à l’école, de participer aux réunions parents-enseignants et autres activités scolaires aura des effets positifs et à long terme sur la motivation des enfants à apprendre, sur leur attention, leur comportement et leur réussite scolaire.  Les attentes des parents en matière d’éducation à l’égard de leurs enfants joueront également un rôle primordial dans le modelage de leur apprentissage. La mise en place de partenariats entre la famille et l’école et l’implication des parents en tant que partenaires de l’apprentissage dès les premières années sont donc essentielles pour améliorer le développement des enfants et des jeunes.

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AFEV - support to fragile families through students-volunteers

AFEV is a French organisation that implements initiatives that put parents from disadvantaged socio-economic background at the centre of their approach. It is a non-profit organisation involved in the provision of parenting support in disadvantaged urban areas. AFEV has recruited a network of 8,000 students all across France who volunteer to provide temporary tutoring to parents.

Domaines: 3. Soutien aux élèves; 4. Implication parentale

Sous-domaines: 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 4.1. Communication et information

Langue: EN

Pays: FRANCE

Care to learn - UK scheme for childcare

The Care to Learn scheme in the UK-England can help with the cost of childcare, including deposit and registration fee, childcare taster session for up to 5 days, keeping childcare place over the summer holidays, and transport to the childcare provider. This paper provides a short description and results of the most recent evaluation of the measure.

Domaines: 3. Soutien aux élèves; 4. Implication parentale

Sous-domaines: 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 4.1. Communication et information

Langue: EN

Pays: ROYAUME-UNI

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.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 2.3. Formation initiale et formation continue des enseignants; 3.1. Le bien-être des élèves; 3.3. Orientation professionnelle et soutien; 3.4. Programmes et parcours éducatifs; 3.6. Apprentissage complémentaire et extrascolaire; 3.7. Suivi des élèves à risque; 4.1. Communication et information; 5.2. Réseaux d’intervenants

Langue: EN; DE

Pays: AUTRICHE

Choose Well - Help kids decide on their future

Making good choices regarding school subjects increases the chances of future success for students. This project involves parents and students in the process of making well-considered decisions about school subjects. It provides information on the Flemish education system.

Domaines: 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 3.2. Participation des élèves à la vie de l’établissement scolaire; 3.3. Orientation professionnelle et soutien; 3.4. Programmes et parcours éducatifs; 3.9. Soutien ciblé - Migrants, Roms; 4.1. Communication et information; 4.3. Espaces réservés aux parents et implication dans les activités éducatives; 5.4. Partenariats - Organisations communautaires et société civile

Langue: EN; NL

Pays: BELGIQUE

Combating drop-out and early school leaving (ESL) in Serbia

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.).

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale

Sous-domaines: 1.1. Culture et climat scolaires; 1.2. Planification et suivi des établissements scolaires; 2.3. Formation initiale et formation continue des enseignants; 3.4. Programmes et parcours éducatifs; 3.7. Suivi des élèves à risque; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: SERBIE

Community-Based Lifelong Learning Centres

NESET - Network of Experts on Social Aspects of Education and Training publishes reports for policy makers and practitioners interested in promoting equity and inclusion in education and training across the European Union. This paper seeks to examine strategies for establishing community based lifelong learning centres in EU Member States. It explores evidence and research on the benefits and advantages of establishing such centres, as well as the barriers and difficulties impeding both the establishment and effectiveness of such centres. The report concludes that community based lifelong learning centres can simultaneously provide instantiations of a range of key lifelong learning objectives, such as active citizenship, social cohesion/inclusion, personal and social fulfillment, intercultural dialogue, as well as employment pathways.

Domaines: 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 4.1. Communication et information; 4.3. Espaces réservés aux parents et implication dans les activités éducatives; 4.4. Apprentissage en famille; 5.4. Partenariats - Organisations communautaires et société civile

Langue: EN

Pays: ALBANIE; ALLEMAGNE; AUTRICHE; BELGIQUE; BULGARIE; CHYPRE; CROATIE; DANEMARK; ESPAGNE; ESTONIE; FINLANDE; FRANCE; FYROM (MACEDOINE); GRECE; HONGRIE; IRLANDE; ISLANDE; ITALIE; LETTONIE; LITUANIE; LUXEMBOURG; MALTE; NORVEGE; PAYS-BAS; POLOGNE; PORTUGAL; REPUBLIQUE TCHEQUE; ROUMANIE; ROYAUME-UNI; SERBIE; SLOVAQUIE; SLOVENIE; SUEDE; TURQUIE

European Network Against Bullying in Learning and Leisure Environments (ENABLE)

This project is designed to support the development of Social-Emotional Learning skills (SEL) for 11-14 year olds, and to promote Peer Support to tackle and reduce bullying. SEL Programmes improve the student's social, emotional and academic skills, which include more pro-social behaviour and positive attitudes toward the self and others, and lower levels of emotional distress. Peer support systems reduce the negative impact of bullying on victims and make it more acceptable for them to report it. It follows a whole-school approach which includes young people, staff, parents and the wider community. Thus, this programme is a departure from the two-dimensional view of bullying as victim and bully, and instead looks at the social and group dynamics in a school or leisure environment to address a range of factors which contribute to bullying. ENABLE has trained a team of Ambassadors in each participating country, who are available to provide information and guidance to any school or organisation wishing to implement the programme.

Domaines: 1. Gouvernance des écoles et établissements; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 3.1. Le bien-être des élèves; 4.2. Implication des parents dans la gouvernance des établissements scolaires

Langue: EN

Pays: BELGIQUE; CROATIE; DANEMARK; GRECE; ROUMANIE; ROYAUME-UNI

Guide for Roma School Mediators

The 'Guide for Roma school mediators/assistants', prepared by the Council of Europe, is aimed primarily at all categories of staff from the Roma community working to improve schooling conditions for Roma children. It is intended to provide staff with wide ranging tools and practical guidelines that can be adapted to different contexts. The guide considers the profiles of school mediators and assistants and their role in facilitating relations between the school and the Roma community(ies), between teachers and other school staff and parents of Roma children. The guide?s content is therefore designed to help improve the work of Roma school mediators and assistants and reduce the impact of any undesirable effects by providing structured day-to-day activity and highlighting aspects of mediation that are often not used in practice.

Domaines: 3. Soutien aux élèves; 4. Implication parentale

Sous-domaines: 3.9. Soutien ciblé - Migrants, Roms; 4.1. Communication et information

Langue: EN

Pays: ALBANIE; ALLEMAGNE; AUTRICHE; BELGIQUE; BULGARIE; CHYPRE; CROATIE; DANEMARK; ESPAGNE; ESTONIE; FINLANDE; FRANCE; FYROM (MACEDOINE); GRECE; HONGRIE; IRLANDE; ISLANDE; ITALIE; LETTONIE; LITUANIE; LUXEMBOURG; MALTE; NORVEGE; PAYS-BAS; POLOGNE; PORTUGAL; REPUBLIQUE TCHEQUE; ROUMANIE; ROYAUME-UNI; SERBIE; SLOVAQUIE; SLOVENIE; SUEDE; TURQUIE

Guide for working with Roma families

The 'Guide for working with Roma Families towards achieving the success of their children at school', developed in the context of the Lifelong Learning Programme project "Roma Families Get Involved", is available in English as well as in the languages of the countries taking part in the project (Bulgaria, Hungary, Romania and Spain). The Guide aims to provide guidance for professionals working on the ground to involve Roma families in the educational processes of their children. It presents a methodological tool for the intervention with Roma families in the school setting and proposes actions to overcome common obstacles, examples of good practices, warnings and things to avoid. It also explores the profile and competences for professionals working in the field.

Domaines: 3. Soutien aux élèves; 4. Implication parentale

Sous-domaines: 3.9. Soutien ciblé - Migrants, Roms; 4.1. Communication et information

Langue: EN

Pays: BULGARIE; ESPAGNE; HONGRIE; ROUMANIE

Home School Community Liaison Scheme

"It is clear from the Irish experience that educational initiatives based in schools can raise the educational level of the adults involved, and result in a general sense of empowerment in the local community. Parental involvement, especially in areas of socio-economic deprivation, does not just benefit the children and the school - it is a crucial aspect of lifelong learning" (Parents as Partners in Schooling, OECD 1997)

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.3. Direction de l’établissement scolaire; 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 4.1. Communication et information; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: IRLANDE

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