Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

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.

To improve the school climate, a group of schools from the Learning Communities project decided to create the Brave’s Club. It is based on a “dialogical model of conflict prevention”. Since the Club started in 2014, it has made progress in eradicating school violence in both primary and secondary schools. This strategy is making it easier to bring together effective evidence-informed practices on preventing violence in classrooms in general, and more specifically, gender violence.

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.

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. 

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.

The Drop-out prevention network provides a whole suite of services and expertise. Each project is unique, focused on specific target groups and attracts its own level of funding. Emphasis is put on prevention of early school leaving and re-integration of pupils who have dropped out of school. The Central Helpdesk provides support to pupils and to schools. Frequently absent students are referred to the Pupil Guidance Centre attached to the school network which the school is part of. Where necessary the Pupil Guidance Centre seek the help of the Central Helpdesk. The Helpdesk can offer tailored support measures and activities to pupils at risk or those who have dropped out through the network of different organisations.

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

Guiding Cities joins policy makers and education stakeholders to map policy and guidance and create coherent policy to respond to the complex needs in the fight against ESL.

The project aimed to:
• Analyse guidance actions in 4 countries through country-based focus groups including stakeholders in education and guidance.
• Develop a Guiding Cities Model and Checklist mapping different possible actions, actors community needs relative to guidance and lifelong learning.
• Establish and manage Working Groups and a survey of best practices (involving at least 40 stakeholders).
• Publish online the GCities Model and links to resources and practices for each type of action and/or each target group. The GCities tools will be available in 6 languages (EN, ES, CAT, IT, EL, RO).
• Test the GCities Model and Checklist-benchmarking tools with at least 40 communities or organisations.
• Improve professional development of local service providers and school guidance practitioners.