Fittex ir-riżorsi kollha

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.

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.

Boroż ta' Studju Diskrezzjonali jipprovdu għajnuna għal studenti żvantaġġjati li ma jaqgħux taħt il-qasam tal-għotja ta' darba annwali ta' boroż ta' studju għal nies vulnerabbli għal għajnuna għall-istudju għal oġġetti bħal ħwejjeġ, kotba u apparat ieħor, trasport, ikel, żjarat ta' studju għal studenti żvantaġġjati ta' bejn is-16 u t-18-il sena li mhumiex deskritti bħala vulnerabbli. Ikopru wkoll delinkwenti żgħar fl-età li mhumiex f'kustodja.

L-iskema Care to Learn fl-Ingilterra, fir-Renju Unit tista' tgħin bl-ispejjeż tal-indukrar tat-tfal, inklużi d-depożitu u l-miżata tar-reġistrazzjoni, sessjoni ta' prova għal ħamest ijiem, iż-żamma tal-post fiċ-ċentru tal-indukrar tat-tfal waqt il-vaganzi tas-sajf u t-trasport minn u lejn il-faċilità tal-indukrar tat-tfal. Dan id-dokument jagħti deskrizzjoni qasira tal-aħħar evalwazzjoni tal-miżura u tar-riżultati tagħha.

CHILD-UP għandu l-mira li jipprovdi lill-iskejjel, is-servizzi soċjali, iċ-ċentri ta’ akkoljenza, l-aġenziji tal-edukazzjoni u tal-medjazzjoni, u lil dawk li jfasslu l-politika bl-għarfien dwar metodi djaloġiċi li jistgħu jappoġġjaw lill-professjonisti li jaħdmu ma’ tfal migranti. Il-proġett jikkombina l-innovazzjoni ma’ tradizzjonijiet ferm ippruvati, li jtejbu l-fehim ta’ kif jikkontribwixxu għal tagħlim parteċipattiv, integrazzjoni, edukazzjoni ta’ kwalità għolja, u protezzjoni.

The guidance report on “working with parents to support children´s learning“ is funded by the Education Endowment Foundation (EEF) and focuses mostly on activities that aim to improve children’s learning directly. Thus, it reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children’s learning. When it talks about ‘parental engagement’, ‘schools working with parents to improve children’s academic outcomes’ is meant. It is not a new study in itself, but rather is intended as an accessible overview of existing research with clear, actionable guidance. The guidance also draws on a wider body of evidence and expert input.

The project goal is to provide a comprehensive analysis of best practices for preventing ESL in partner countries in the areas: of ESL monitoring systems; and, methods of counteracting ESL and reintegrating students.

Project partners were from Poland, the UK and Italy. Outputs include a report on ESL monitoring systems, a report on prevention and reintegration methods, and a training pack.

Dan l-intervent huwa approċċ edukattiv iffukat fuq it-trawwim ta' mistoqsijiet filosofiċi, oriġinarjament żviluppat mill-Professur Matthew Lipman fl-Istati Uniti fl-1970. L-għan ta' dan il-programm huwa li joħloq 'komunità ta' mistoqsijiet' fil-klassi u li jgħin lit-tfal isiru aktar lesti u kapaċi jistaqsu, jirraġunaw, jibnu argumenti u jikkollaboraw ma' oħrajn.

Materjali rakkomandati minn Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE, Soċjetà għall-Avvanz tal-Mistoqsijiet Filosofiċi u r-Riflessjoni fl-Edukazzjoni) jinkludu stejjer, poeżiji, skripts, filmati qosra, stampi, artefatti, u kotba bl-istampi. Kummenti ta' rispons minn għalliema u studenti ssuġġerew li P4C ħalla impatt benefiċjali fuq riżultati usa' bħall-fiduċja tal-istudenti biex jitkellmu, il-paċenzja biex jisimgħu lil ħaddiehor, u l-opinjoni tagħhom infushom.

Gruppi Interattivi hija waħda mill-Azzjonijiet Edukattivi ta' Suċċess (SEAs) identifikati fil-proġett ta' riċerka INCLUD-ED. INCLUD-ED analizza strateġiji edukattivi li jikkontribwixxu biex jingħelbu l-inugwaljanzi u jippromwovu l-koeżjoni soċjali, u dawk li jiġġeneraw l-esklużjoni soċjali, b'attenzjoni partikolari fuq il-gruppi vulnerabbli u emarġinati. Il-Gruppi Interattivi jintużaw sabiex itejbu l-edukazzjoni ta' tfal u żgħażagħ f'kuntesti differenti. F'dawn il-gruppi it-tfal tal-klassi jinġabru fi gruppi eteroġenji żgħar, kull wieħed minnhom mgħejun minn adult. Kull grupp ikun organizzat madwar erba' jew ħames studenti, b'mod eteroġenju f'dak li jirrigwarda l-livell tal-kapaċitajiet, is-sess, il-kultura, il-lingwa u l-etniċità. Dan l-eżempju jfiehem l-IG u r-riżultati tagħhom fil-prattika.