1. Il-governanza tal-iskejjel

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.

L-objettiv tal-proġett MiCREATE huwa li jħeġġeġ l-inklużjoni ta’ gruppi diversi ta’ tfal migranti billi jiġi adottat approċċ iċċentrat fuq it-tfal għall-integrazzjoni ta’ tfal migranti fil-livell ta’ edukazzjoni u politika. B’riżultat tal-ħtieġa li l-politiki eżistenti dwar l-integrazzjoni jiġu rieżaminati, il-proġett tar-riċerka għandu l-mira li jeżamina b’mod komprensiv il-proċessi kontemporanji tal-integrazzjoni ta’ tfal migranti biex tittejjeb l-aġenzija, il-parteċipazzjoni, u l-benesseri tagħhom.

Il-proġett “Raising the Achievement of All Learners in Inclusive Education” (RA) kellu l-għan li jipprovdi evidenza ta’ prattika effettiva fiż-żieda tal-kisbiet u l-bini tal-kapaċità tal-iskejjel u l-komunitajiet biex jinkludu u jappoġġjaw lill-istudenti kollha.

The toolkit developed as part of the valorisation of the findings by the Reducing Early School Leaving in Europe (RESL.eu) research project aims to support practitioners working with youth in identifying and monitoring students and schools in need of greater care and support. It is primarily focused on the situation of those young people who are at risk of school disengagement and early school leaving. The toolkit is primarily dedicated to school staff: principals, teachers, educators, pedagogical counsellors, class tutors and school psychologists. However, it might be also helpful for other educational specialists working in education policies and in alternative learning pathways.

The ‘Complex Instruction Programme’ (CIP) provides equal chances for children from different social backgrounds. The method seeks to change children roles and responsibilities in active learning. CIP is based on four principles: (1) education involves a varied level of non-routine, open-end tasks to mobilise students of different abilities; (2) responsibility is shared, learners are responsible for their personal work while the group is responsible for individual achievements; (3) work is evaluated against set norms and roles; (4) hierarchy within the group - the status of the students is mobile. In addition, the school uses other innovative practices, such as a reading programme for the elementary grades where students regularly read aloud to each other in pairs, and then exchange their thoughts, and the ‘learning between generations’ programme where children draw their family trees and label each member with a special skill they have.

Since the mid-1990s, the Open Door school is strongly devoted to the Step by Step programme (SbS), which became the main driver to implement innovative approaches in the school. The SbS programme involves student-centred and game-based learning, with constant feedback. The school also organises two whole-school project months per year that end with a presentation day, often open to the wider public and parents. Classrooms are arranged according to different aspects of learning. As part of the innovation, the school applies “morning circles” which are involved around a certain theme. Each child learns to speak in a way that is to the point, and gets the chance to express what he or she thinks and feels. It’s also a useful approach to compensate the stress that students might have brought from home.

In-Netwerk Ewropew għall-Politika dwar it-Tmexxija Edukattiva- EPNoSL żviluppa għodda għar-riflessjoni fuq, l-identifikazzjoni ta' sfidi u l-prijoritizzazzjoni ta' oqsma għal azzjoni politika sabiex it-tmexxija edukattiva tiġi appoġġjata u mtejba għall-ekwità u t-tagħlim. Din tindirizza lil dawk li jfasslu l-politika, lill-awtoritajiet tal-iskejjel, lill-atturi tal-iskejjel, lir-riċerkaturi u lill-istituti għat-taħriġ fit-tmexxija. Is-Sett ta' Għodod għat-Tmexxija Edukattiva huwa mfassal biex jgħin fl-analiżijiet tal-modi differenti li politiki u programmi dwar it-tmexxija edukattiva jaħdmu flimkien u jinfluwenzaw il-kapaċità totali tal-mexxeja tal-iskejjel u l-iskejjel tagħhom sabiex jiġu indirizzati sfidi ta' ekwità u tagħlim fl-iskejjel tagħhom b'mod effettiv u persistenti. Dan jikkonsisti f'firxa ta' materjali utli, vidjows, studji tal-każijiet u għodod dwar aspetti differenti tat-tmexxija edukattiva.