1. Il-governanza tal-iskejjel

Biex l-iskejjel jindirizzaw sew ċerti kwistjonijiet kumplessi bħal dik tat-tluq bikri mill-iskola, dawn jeħtieġ imorru lil hinn minn miżuri temporanji u iżolati u jħaddmu approċċ strateġiku li jqis l-iskola kollha kemm hi. B’approċċ skolastiku sħiħ, l-iskejjel isiru ambjenti tat-tagħlim li jikkollaboraw bejniethom. Il-komunità skolastika kollha (il-mexxejja tal-iskola, il-persunal akkademiku u mhux akkademiku, il-ġenituri u l-familji), flimkien mal-partijiet konċernati esterni, jieħdu r-responsabbiltà biex jgħinu lil kull student jiżviluppa għalkollox l-abbiltajiet tiegħu.

Uri aktar

Ibbrawżja skont is-suberja ( Ibbrawżja l-oqsma kollha )

Riżorsi ( Fittex ir-riżorsi kollha )

Jekk jogħġbok innota li għalissa l-kontenut fil-paġni tar-riżorsi huma disponibbli bl-Ingliż biss.

Our School - My Future

"Our School - My Future" was an ESL project initiated within the framework of the Erasmus+ Strategic Partnerships for School Education. It aims to support cooperation for innovation and the exchange of good practices between schools from different countries across Europe.
Part of the problem of ESL is attributed to lack of support and guidance, disengagement from schooling, and secondary-level curricula which too often do not offer enough options for varied courses, alternative teaching pedagogies, experiential and other hands-on learning opportunities or sufficient flexibility and support.
The framework for this project was designed to focus mainly on in-school factors influencing ESL, such as teaching methods and curricular issues, positive/negative school climate, and the parents’ role as a contributing factor to ESL.
A distance education programme, “Promotion of healthy lifestyles and development of the students’ social skills through physical education and environmental activities” was offered to teachers from five partner countries. Some 65 teachers from Greece, Poland, Romania, Spain, and Turkey had the opportunity to participate in this training programme, along with six academics who are also members of the Hellenic Academy of Physical Education.

Oqsma: 1. Il-governanza tal-iskejjel; 2. L-għalliema; 3. Appoġġ lill-istudenti; 5. L-involviment tal-partijiet interessati

Suboqsma: 1.1. Il-kultura u l-klima fl-iskejjel; 1.3. It-tmexxija tal-iskejjel; 2.1. Il-ħiliet u l-kompetenzi tal-għalliema; 3.3. Gwida u appoġġ dwar il-karrieri; 3.4. Il-kurrikulu u l-mogħdijiet tat-tagħlim; 3.7. Monitoraġġ tal-istudenti f’riskju; 4.2. L-involviment tal-ġenituri fit-tmexxija tal-iskejjel; 5.1. Timijiet multidixxiplinari; 5.2. In-netwerks tal-partijiet interessati

Lingwa: EN

Pajjiż: Greċja; Polonja; Rumanija; Spanja; Turkija

SETT TA' GĦODOD GĦAT-TMEXXIJA EDUKATTIVA

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.

Qasam: 1. Il-governanza tal-iskejjel

Suboqsma: 1.1. Il-kultura u l-klima fl-iskejjel; 1.2. L-ippjanar u l-monitoraġġ tal-iskejjel; 1.3. It-tmexxija tal-iskejjel; 1.4. Il-koperazzjoni fis-sistemi edukattivi

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

Pajjiż: Albanija; Awstrija; Belġju; Bulgarija; Danimarka; Estonja; Finlandja; Franza; Greċja; Irlanda; Islanda; Italja; Kroazja; Latvja; Litwanja; Lussemburgu; Malta; Maċedonja ta' Fuq; Norveġja; Olanda; Polonja; Portugall; Renju Unit; Repubblika Ċeka; Rumanija; Serbia; Slovakja; Slovenja; Spanja; Svezja; Turkija; Ungerija; Ċipru; Ġermanja

The CARMA Toolkit: A step-by-step guide for implementing collaborative learning to increase student motivation and participation

The CARMA Toolkit fosters collaborative learning approaches in schools, based on non-formal learning (NFL) techniques, for learners who have been identified as being at risk of early school leaving and/or low achievement. The Toolkit provides practical resources for classroom practices and to transform school cultures to improve student motivation and participation. Involvement of the wider community in supporting collaborative learning is also encouraged. A Competence Assessment Model supports teachers to assess learners’ collaborative skills. A teacher’s diary to track implementation and learner progress accompanies the Toolkit.. The Toolkit is available in full and short versions in 8 languages English, Spanish, Italian, French, German, Portuguese, Dutch and Turkish.

Oqsma: 1. Il-governanza tal-iskejjel; 2. L-għalliema; 3. Appoġġ lill-istudenti; 5. L-involviment tal-partijiet interessati

Suboqsma: 1.1. Il-kultura u l-klima fl-iskejjel; 1.3. It-tmexxija tal-iskejjel; 1.4. Il-koperazzjoni fis-sistemi edukattivi; 2.1. Il-ħiliet u l-kompetenzi tal-għalliema; 2.2. L-għalliema u r-relazzjonijiet tagħhom mal-istudenti u mal-ġenituri; 3.4. Il-kurrikulu u l-mogħdijiet tat-tagħlim; 3.5. It-tagħlim u l-assessjar; 3.10. Appoġġ immirat: il-ħtiġijiet edukattivi speċjali u d-diffikultajiet fit-tagħlim

Lingwa: EN

Pajjiż: Awstrija; Belġju; Franza; Italja; Portugall; Spanja; Turkija

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