Tacaíocht d'fhoghlaimeoirí

Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol

Learners may go through difficult periods in their social and/or family lives or may have negative school experiences that throw them off track. Early detection of learning difficulties, socio-emotional distress, or disengagement is vital – before they manifest through school absenteeism, or inappropriate behaviour. Schools need to establish an early warning and monitoring system in collaboration with the family. Effective identification and monitoring should not be seen as a bureaucratic and disciplinary process that only records and responds to incidents of absenteeism or misconduct, but more of a support (warning) system. Learners need to know that they matter and are cared for.

Taispeáin tuilleadh

Acmhainní ( Cuardaigh na hacmhainní ar fad )

Tabhair faoi deara, le do thoil, go bhfuil an t-ábhar ar na leathanaigh acmhainní ar fáil i mBéarla amháin faoi láthair.

AFYA

AFYA stands for ‘Health & Wellbeing’ in Arabic and Swahili. The project aims to promote the holistic health of people with refugee and migration experiences and work responsibly and confidentially with sensitive topics related to trauma and mental health.

Réimse: Tacaíocht d'fhoghlaimeoirí

Fo-réimsí: Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; 3.9. Dídeanaithe, imircigh agus na Romaigh

Teanga: EN

Tír: AN OSTAIR

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.

Picture: Shutterstock.com

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Cultúr agus timpeallacht scoile; Oiliúint Tosaigh Múinteoirí agus Forbairt Ghairmiúil Leanúnach na múinteoirí; Gairmthreoir agus tacaíocht ghairme; Curaclam agus conairí foghlama; Foghlaim bhreisithe agus sheach-churaclaim; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Líonraí na bpáirtithe leasmhara

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN OSTAIR

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.).

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí

Fo-réimsí: Cultúr agus timpeallacht scoile; Pleanáil agus monatóireacht scoile; Oiliúint Tosaigh Múinteoirí agus Forbairt Ghairmiúil Leanúnach na múinteoirí; Curaclam agus conairí foghlama; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Foirne ildisciplíneacha

Teanga: EN

Tír: an tSeirbia

Cosc a Chur ar Theip ar Scoil: Acmhainneacht de bheartais oideachais chuimsithigh a fhiosrú ar leibhéal córais agus aonair

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. 

 

Réimsí: Rialachas scoile; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Pleanáil agus monatóireacht scoile; Curaclam agus conairí foghlama; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Líonraí na bpáirtithe leasmhara; Comhpháirtíochtaí - fostóirí agus gnólachtaí; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Tír: AN EASTÓIN; AN FHIONLAINN; AN GHEARMÁIN; AN GHRÉIG; AN LAITVIA; AN RÍOCHT AONTAITHE; AN tSLÓVAIC; AN tSUALAINN; AN ÍOSLAINN; an tSeirbia; MÁLTA; POBLACHT NA SEICE; ÉIRE

Criteria for identifying pupils at risk of drop-out and ESL

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”.

The project aimed to contribute to decreasing drop-out and early school leaving of children and young people. It has defined criteria (predictors) of early school leaving that can be used by school teams in monitoring pupils at risk and preventing drop-out.

Réimse: Tacaíocht d'fhoghlaimeoirí

Fo-réimse: Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: an tSeirbia

CroCoos (Cross-sectoral cooperation focused solutions for the prevention of early school leaving project)

The CroCooS - Prevent dropout! project was developed in the framework of the EC proposal "Implementation of the European strategic objectives in education and training" under the Lifelong Learning Programme to support innovative policy solutions to reduce and prevent early leaving from education and training (ELET). The main aim of the CroCooS project, which was implement between 2014 and 17, was to contribute to the development of an institutional early warning system (EWS) for preventing early leaving from education and training. It also tested its applicability with national pilots focusing on contextual factors affecting the evaluation.
Regional needs addressed included: sensitizing the staff of each school on the need to address the problem of dropout; actively involving teachers in monitoring students and working with them; developing better relationships between students and teachers; strengthening pupils' sense of belonging to the class and the school; developing relationships of trust by being supportive and ensuring a safe school climate.

Réimsí: Rialachas scoile; Tacaíocht d'fhoghlaimeoirí

Fo-réimsí: Pleanáil agus monatóireacht scoile; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol

Teanga: EN

Tír: AN tSLÓIVÉIN; AN UNGÁIR; an tSeirbia

Danish Production Schools

The Danish Production schools were created in the 1980s with the aim of combating youth unemployment. Production Schools offer alternative education opportunities to improve labour market integration. The fundamental aim of this type of school is to create a practical learning environment to support young people to complete and earn qualifications in general and vocational upper secondary education and/or maintain a job. The students are offered the opportunity to develop professional, social and personal skills through counselling, participation in practical work experience and production in different workshops ranging from areas such as metalwork, carpentry and textile work in theatre, media and music-based workshops. The focus is on social, personal and physical skills which are complemented by more formal knowledge and skills. Learning processes are organised through workshops and classroom teaching, but every young person is free to organise an individual course where they may challenge themselves and build their confidence.
The most significant challenge for production schools is to prepare and motivate “non-academic” students for the ordinary school system. The last legislative change in 2006focused the aims of Production Schools so that its most important task has been to build a bridge to vocational education and training through relevant practical and academic qualifications. In 2009, there were over 6,000 students in production schools. The student capacity at each school can vary from 20-25 to over 200. Generally speaking the schools are small, with half of the schools accepting fewer than 50 students. Today there are 78 Production Schools in Denmark.

Réimsí: Rialachas scoile; Tacaíocht d'fhoghlaimeoirí

Fo-réimsí: Cultúr agus timpeallacht scoile; Gairmthreoir agus tacaíocht ghairme; Curaclam agus conairí foghlama; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol

Teanga: EN

Tír: AN DANMHAIRG

Does intensive coaching reduce school dropout?

Research done in the Netherlands has shown that one year of intensive coaching is likely to reduce school dropout by more than 40 percent and yield a net social gain. The target group of students was the general population of students starting in intermediate vocational education. Results suggest that the largest gains are made in the first year of coaching and effects are largest for students with a larger ex-ante probability of school dropout. Examples of coaching are working on study skills (e.g., planning and organizing), counselling in case of personal problems and contact with parents. Both preventive (before study dropout) and curative actions (among study dropouts) of the coaches have been effective and together resulted in a substantial reduction of school dropout.

Picture: Shutterstock.com

Réimsí: Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Gairmthreoir agus tacaíocht ghairme; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN ÍSILTÍR

ESL - monitoring and prevention solutions (Przedwczesne kończenie nauki - monitoring i przeciwdziałanie)

The project goal is to provide a comprehensive analysis of best practices for preventing ESL in partner countries in the areas: of ESL monitoring systems; and, methods of counteracting ESL and reintegrating students.

Project partners were from Poland, the UK and Italy. Outputs include a report on ESL monitoring systems, a report on prevention and reintegration methods, and a training pack.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí

Fo-réimsí: Cultúr agus timpeallacht scoile; Bainistíocht scoile; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol

Teanga: EN

Tír: AN IODÁIL; AN PHOLAINN; AN RÍOCHT AONTAITHE

Essunga Municipality Schools

Essunga, a Swedish municipality, transformed the ranking of its schools from the bottom to the top of the national school league tables between 2007 to the top in 2010. Essunga has three elementary schools and one lower secondary school (grades 6-9). With 5,500 citizens, it is one of the smallest municipalities in the country. The increase in levels of achievement is attributed to a research-based approach of inclusive education. For years, the three elementary schools in Essunga had consistently experienced low educational levels. An increasing number of students were refugees or in “family placements”. In 2007, only 76% of students were eligible for upper secondary school and 20% of these were placed in special education classes. These results compelled political and school leaders and school staff to identify targeted measures to address these challenges. The municipality focused on interventions at school and in the local community to prevent school absence and increase attendance.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí

Fo-réimsí: Cultúr agus timpeallacht scoile; Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Foghlaim agus measúnú; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Tacaíocht spriocdhírithe - cúlra socheacnamaíoch atá faoi mhíbhuntáiste

Teanga: EN

Tír: AN tSUALAINN

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