Управување со училиштата

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.

Целта на проектот MiCREATE е да поттикне инклузија на најразлични групи мигрантски деца преку усвојување пристап фокусиран на детето при интеграција на мигрантските деца, и тоа на образовно и на политичко ниво. Поаѓајќи од потребата да се преиспитаат постојните политики за интеграција, истражувачкиот проект има цел сеопфатно да ги проучи современите интеграциски процеси на мигрантските деца за да ги унапреди нивниот капацитет за делување, нивното учество и нивната добросостојба.

The European Policy Network on School Leadership- EPNoSL has developed a tool to reflect upon, identify challenges and prioritize areas for policy action to support and enhance school leadership for equity and learning. It addresses policy makers, school authorities, school actors, researchers and leadership training institutes. The School Leadership Toolkit is designed to support analyses of the ways different school leadership policies and programs interplay and influence the overall capacity of school leaders and their schools to effectively and persistently address equity and learning challenges in their schools. It contains a range of useful materials, videos, case studies and toolsets on different aspects of school leadership.

As part of the quality assurance arrangements in vocational education and training (VET) in Croatia, a system of self-evaluation of vocational schools has been developed. Self-evaluation of the VET institutions is being monitored and evaluated by the Quality Committee, which is designated by the managing authority of the Vocational Education Institution. For this purpose, the Handbook for the implementation of self-assessment tool as well as an internet tool named ?e-quality?, can be used which provides easy access to self-evaluation reports.

Проектот „Поддршка за инклузивно училишно лидерство (SISL)“ истражуваше како да се промовира инклузивно лидерство на училишно ниво и обезбеди алатки за поддршка. Проектот сметаше дека лидерството посветено на инклузивно образование се стреми кон постигнување целосно учество во важни образовни можности, високи достигнувања и добросостојба за сите ученици, вклучително и оние кои се најмногу изложени на ризик од исклученост.