3.6. It-tagħlim estiż u estrakurrikulari

The aim of the project Creating Peace is to encourage and coach students with special educational needs to develop their transversal skills, especially interpersonal and intrapersonal skills and critical reading and thinking to help them to integrate more easily into local society.

During the first year, students learned about the Thirty Years´ War, how it influenced lives of people and how peace was reached. They looked for successful solutions of conflicts in their national history in general, discussed other possibilities and tried to draw inspiration from it for their lives. Students were coached to improve their critical reading and thinking. They expressed their impressions and feelings through comic, art object, song, rap, drama, etc.

F'Antwerp, il-Belġju, l-għalliema studenti jistgħu jivvolontarjaw fl-NGO Schoolbridge sabiex jieħdu sehem fl-inizjattiva tal-Ferrovija tat-Tagħlim. Minn naħa waħda din l-inizjattivi tagħti lill-għalliema studenti l-esperjenza li jinvolvu ruħhom mal-ġenituri migranti u/jew żvantaġġjati, u min-naħa l-oħra tagħti lill-ġenituri l-ħiliet biex jgħinu lit-tfal tagħhom fit-tagħlim. L-istudenti jaħdmu mal-ġenituri u jgħallmuhom darba fil-ġimgħa għal 60 jew 90 minuta. Dan l-appoġġ huwa mfassal: skont il-ħtiġijiet tal-ġenitur u adattat għal-lezzjoni tal-iskola jew għax-xogħol tad-dar. L-istudenti jiġu mgħallma wkoll mill-ħaddiema soċjali tal-edukazzjoni tal-NGO Schoolbridge, fil-proċess ta' tagħlim tagħhom bħala għalliema jew ħaddiema soċjali futuri, peress li t-tnejn jaħdmu fi sħab mal-ġenituri tal-istudenti.

Il-Pjaċir tal-Qari huwa programm nazzjonali tal-litteriżmu fuq medda ta' tliet snin (2012-2015) immexxi mill-Ministeru tal-Edukazzjoni u l-Kultura tal-Finlandja u implimentat mill-Fakultà tal-Istudji Umanistiċi (Studji tal-Informazzjoni) u l-Fakultà tal-Edukazzjoni tal-Università ta' Oulu.

L-Università Ħielsa ta’ Brussell (ULB) fl-1989 ħolqot programm ta’ Tutela li jimmira lejn l-ugwaljanza fl-opportunitajiet, l-impenn, il-kollaborazzjoni mal-iskejjel, il-kwalità u l-iżvilupp. Dan il-programm, li ilu mill-2006 jitmexxa b’mod sperimentali minn Schola ULB, huwa l-akbar sistema ta’ appoġġ għall-iskejjel bla ħlas fir-Reġjun Kapitali ta’ Brussell.

L-Edukazzjoni għall-Familja hija waħda mill-Azzjonijiet Edukattivi ta’ Suċċess (SEAs) identifikati fil-proġett ta’ riċerka INCLUD-ED. Strateġiji għall-inklużjoni u l-koeżjoni soċjali fl-Ewropa mill-edukazzjoni (il-Kummissjoni Ewropea, is-Sitt Programm Qafas, 2006-2011).

In the school year 2015/16 the Schulzentrum Ybbs (a school center consisting of three vocational upper secondary schools) introduced a concept called IndY, which involves that 20% of the teaching time is intended for individualized learning. IndY aims at improving students’ expertise, motivation, self-responsibility, self-management, collaborative skills, emotional intelligence and learning methods.

InnoOmnia, in the city of Espoo, Finland, was founded in 2011. It is the first multi-sector vocational education centre in Finland where entrepreneurs may run their businesses jointly with students and teachers. Work and vocational education are part of a blended learning approach. One of the key aims of the programme is to improve the appeal of vocational education, and to offer “21st century learning” opportunities.
Services include:
1. Entrepreneurship support for current and aspiring entrepreneurs, primarily in arts and crafts or the service sectors.
2. Work-based/on-the-job learning programmes
3. Innovation and piloting of new teaching methods in the context of vocational education, g, e.g. gamification, mobile learning, entrepreneurial teaching methods
4. Teacher and school leader professional development for K-12 and vocational sectors

Is-Sena ta' Tranżizzjoni offruta minn għadd ta' skejjel Irlandiżi tippermetti lill-istudenti (ta' madwar 15-il sena) jiksbu esperjenza edukattiva wiesgħa sabiex jikbru f'dik li hi maturità. Din isseħħ wara li jkun tlesta ċ-ċiklu tal-ewwel snin fis-sekondarja (is-sekondarja inferjuri) u qabel ma jitkomplew l-istudji u/jew it-tħejjija vokazzjonali. Tipprovdi pont li jgħin lill-istudenti jagħmlu t-tranżizzjoni bejn ambjent strutturat ħafna taċ-ċiklu tal-ewwel snin u wieħed fejn se jkollhom aktar responsabbiltà għat-tagħlim tagħhom stess u jieħdu d-deċiżjonijiet tagħhom.

The Joaquim Ruyra Elementary School is located in a disadvantaged suburban district of Barcelona. In the 2016-2017 school year, 92% students were immigrants representing 28 different nationalities (including Pakistan, Morocco, Georgia, Colombia, the Dominican Republic, Ecuador, Peru, the Philippines, China, Bangladesh, Senegal, and the USA) or from minority background (Romani). The school has a 40% mobility rate.  

National and international press have referred to the school as the miracle school as it had achieved academic outcomes above the average in the Catalan standardised tests, outperforming elite schools in the Catalonia region.

All classes in the school feature group work 40% to 60% of the time. The groups mix students of different abilities, genders and nationalities.  The small groups are designed to ensure that no one is left out, and students are encouraged to participate actively.  Each group is facilitated by an adult (e.g. a classroom assistants, a parent).  Psychologists and special education teachers may also work in the classrooms, and they support volunteer parents, teachers and the students.  The extra support and student interaction are considered as essential for supporting and reinforcing children’s learning.