3. Potpora učenicima

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.

AFEV je francuska organizacija koja provodi inicijative čiji je pristup usmjeren na roditelje u nepovoljnom socioekonomskom položaju. Riječ je o neprofitnoj organizaciji uključenoj u pružanje potpore roditeljima u ugroženim gradskim područjima. AFEV okuplja mrežu od 8000 studenata iz cijele Francuske koji volontiraju i pružaju privremene poduke roditeljima.

Metodologija projekta InScool osmišljena je da fleksibilno vodi škole kroz početak putovanja prema uključivosti, poboljšavajući osobne i akademske rezultate za svu djecu  i mlade fokusirajući se na njihov pristup i sudjelovanje u kvalitetnom obrazovanju.

ATD Quart Monde francuska je nevladina organizacija u koju su uključeni pojedinci koji žive ili su prije živjeli u siromaštvu. To je jedna od inicijativa u okviru koje se surađuje s francuskim „narodnim sveučilištima” (fr. universités populaires) kako bi se proizvelo i od njezinih članova-sudionika prikupilo stručno znanje o brojnim pitanjima, uključujući roditeljski odgoj i percepciju škole.

Beanstalk, a Children’s Literature Charity in England, was founded in 1973. Working closely with partner schools, they recruit, train and support volunteers to provide reading support for children between ages 3 and 13
The volunteers work one-to-one with children (with each volunteer working with one to three children), coming to the school for three hours each week over the course of a school year. To help build the child’s confidence and create trust, they may read, play and talk with the children. The Beanstalk book box is an important resource with appropriate books and games
Volunteers are asked to make a commitment to work with children for a full school year. Over time, the volunteer and the child build a trusting relationship, and the volunteer is able to learn more about the challenges children experience as they are learning.
The Charity currently reaches approximately 11,000 children across England annually.

Prior to the COVID-19 pandemic and school shutdown in Portugal, the Boa Água school has initiated a number of new pedagogies to support student learning, including mixed commission, interactive groups and dialogic gatherings. These new methods had been introduced as part of the INCLUD-ED project, which the school joined in 2017. The school encouraged parents’ regular presence and volunteer support in classrooms, and introducednew teaching methods tosupport student learning through dialogue and exploration of identity. The new teaching methods and the emphasis on relationships and mutual support within the school community were also key to effective remote learning during school shut-down.

Centar za učenje pokrenut je na TGM-u (viša srednja tehnička škola) kao eksperiment u školskoj godini 2016./2017. Projekt se provodio u odjelu škole za informacijsku tehnologiju u dva od četiri razreda na prvoj godini (tj. u 9. razredu).
U centru za učenje učenici samoregulirano uče 20 sati tjedno. Od tih 20 sati 9 ih je posvećeno općim predmetima (njemački jezik, engleski jezik, matematika), a 11 strukovnim predmetima (programsko inženjerstvo, inženjerstvo sustava, medijska tehnologija, mrežna tehnologija). Ostalih šest školskih predmeta (geografija, povijest i politika, prirodoslovlje, vjeronauk, tjelesni odgoj, informatika), koji obuhvaćaju 13 sati tjedno, i dalje se poučava na tradicionalan način.

Centri za pedagoško i psihološko savjetovanje u Češkoj rade izravno s djecom i njihovim roditeljima od djetetove treće godine nadalje. Centri pružaju usluge stručnog usmjeravanja, sudjeluju u aktivnostima prevencije rizičnog ponašanja kod djece i mladih te pomažu u razvoju obrazovnih i psiholoških kompetencija nastavnika.

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.).