Cuardaigh na hacmhainní ar fad

Tá sé de rún ag CHILD-UP eolas faoi mhodhanna idirphlé a sholáthar do scoileanna, seirbhísí sóisialta, ionaid fháiltithe, gníomhaireachtaí oideachais agus idirghabhála agus an lucht déanta beartas, ar féidir leo tacú le gairmithe a oibríonn le páistí imirceacha. Cuireann an tionscadal seo nuálaíocht le chéile le tráidisiúin dea-chruthaithe, a fheabhsaíonn an tuisicnt ar conas cur le foghlaim rannpháirtíochta, comhtháthú, oideachas ar ardchaighdeán, agus cosaint.

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.

Bhí sé de rún ag an tionscadal Cosc a Chur ar Theip ar Scoil (PSF) dul i ngleic le heaspa na cuimsitheachta agus na cothromaíochta sa chóras oideachais, trí bhéim a chur ar an nasc idir teip ar scoil agus beartais chuimsitheacha. Bhí sé ag iarraidh an fhianaise a iniúchadh le cur in iúl gur féidir le beartais oideachais chuimsitheacha cosc a chur ar theip ar scoil - i dtaca leis an duine aonair agus leis an gcóras iomlán araon. 

The aim of the project Creating Peace is to encourage and coach students with special educational needs to develop their transversal skills, especially interpersonal and intrapersonal skills and critical reading and thinking to help them to integrate more easily into local society.

During the first year, students learned about the Thirty Years´ War, how it influenced lives of people and how peace was reached. They looked for successful solutions of conflicts in their national history in general, discussed other possibilities and tried to draw inspiration from it for their lives. Students were coached to improve their critical reading and thinking. They expressed their impressions and feelings through comic, art object, song, rap, drama, etc.

Dannewerkschule Schleswig, Germany is a comprehensive lower secondary school offering grades 5-10, a quarter of which have a migratory background and learning German as a second language. The school aims to be a place of learning where students with different talents and personalities are welcome and can use a wide blend of learning environments and tools.

Bhí sé de rún ag an tionscadal 'Gnóthachtáil de chuid gach aon Fhoghlaimeoir a Ardú san Oideachas Cuimsitheach' (RA) fianaise a chur ar fáil den chleachtas éifeachtach i dtaca le gnóthachtáil a ardú agus inniúlacht na scoile agus an phobail a thógáil chun tacú le gach aon fhoghlaimeoir agus chun iad a ghlacadh isteach

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 guides 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.

This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups. Concrete data that shows success in school performance is provided, as well as on children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these childrens educational performance with their inclusion or exclusion from different areas of society. This monograph provides actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups, extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.

Family Education is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. It supports the promotion of cultural and educational interactions between students and social agents, and more particularly with family members and enhance students' achievement.