3. Appoġġ lill-istudenti

3.7. Monitoraġġ tal-istudenti f’riskju

L-istudenti jistgħu jgħaddu minn perjodi diffiċli fil-ħajja soċjali u/jew familjari tagħhom jew jista’ jkollhom esperjenzi negattivi fl-iskola li jiżvijawhom. Hu importanti li d-diffikultajiet fit-tagħlim, il-problemi soċjoemozzjonali, jew in-nuqqas ta’ impenn jingħarfu minn kmieni, qabel ma joħorġu fid-dieher bl-assenteiżmu mill-iskola jew bi mġiba mhux xierqa. L-iskejjel iridu jistabbilixxu sistema tat-twissija bikrija u monitoraġġ b’kollaborazzjoni mal-familja. L-identifikazzjoni u l-monitoraġġ effettivi ma għandhomx jitqiesu bħala proċess burokratiku u dixxiplinarju li jirreġistra u jirrispondi biss għall-inċidenti ta’ assenteiżmu jew imġiba ħażina, iżda aktar bħala sistema (tat-twissija) li tkun ta’ spalla. L-istudenti jridu jkunu jafu li huma importanti u li hemm min qed jieħu ħsiebhom.

Uri aktar

Riżorsi ( Fittex ir-riżorsi kollha )

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

Ambjent ta’ evalwazzjoni għat-trawwim ta’ għodod u prattiki ta’ mentoring interkulturali fl-iskola (E-EVALINTO)

E-EVALINTO għandu l-għan li jippromwovi mentoring bejn il-pari biex inaqqas it-tluq bikri mill-iskola fost studenti migranti u biex jirrikonoxxi l-valur tal-interkulturalità, kif ukoll jiżviluppa qafas tal-ICT għall-valutazzjoni, il-ġestjoni u l-iżvilupp ta’ attivitajiet għal kuntesti interkulturali. Il-proġett iffinanzjat mill-Erasmus+ jiffoka fuq proċessi ta’ teħid ta’ deċiżjonijiet u l-identifikazzjoni ta’ xejriet differenti fis-sitwazzjonijiet analizzati

Oqsma: 1. Il-governanza tal-iskejjel; 3. Appoġġ lill-istudenti

Suboqsma: 1.1. Il-kultura u l-klima fl-iskejjel; 1.4. Il-koperazzjoni fis-sistemi edukattivi; 3.1. Il-benesseri tal-istudenti; 3.2. Il-parteċipazzjoni tal-istudenti fil-ħajja tal-iskola; 3.3. Gwida u appoġġ dwar il-karrieri; 3.4. Il-kurrikulu u l-mogħdijiet tat-tagħlim; 3.5. It-tagħlim u l-assessjar; 3.7. Monitoraġġ tal-istudenti f’riskju; 3.8. Appoġġ immirat: il-Lingwa; 3.9. Appoġġ immirat: il-migranti, ir-Roma; 3.11. Appoġġ immirat: Sfond soċjoekonomiku żvantaġġat

Lingwa: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Pajjiż: Irlanda; Italja; Polonja; Spanja; Ċipru

Guiding cities

Guiding Cities joins policy makers and education stakeholders to map policy and guidance and create coherent policy to respond to the complex needs in the fight against ESL.

The project aimed to:
• Analyse guidance actions in 4 countries through country-based focus groups including stakeholders in education and guidance.
• Develop a Guiding Cities Model and Checklist mapping different possible actions, actors community needs relative to guidance and lifelong learning.
• Establish and manage Working Groups and a survey of best practices (involving at least 40 stakeholders).
• Publish online the GCities Model and links to resources and practices for each type of action and/or each target group. The GCities tools will be available in 6 languages (EN, ES, CAT, IT, EL, RO).
• Test the GCities Model and Checklist-benchmarking tools with at least 40 communities or organisations.
• Improve professional development of local service providers and school guidance practitioners.

Oqsma: 3. Appoġġ lill-istudenti; 5. L-involviment tal-partijiet interessati

Suboqsma: 3.3. Gwida u appoġġ dwar il-karrieri; 3.7. Monitoraġġ tal-istudenti f’riskju; 5.2. In-netwerks tal-partijiet interessati; 5.4. Sħubijiet: L-organizzazzjonijiet tal-komunità u s-soċjetà ċivili

Lingwa: EN

Pajjiż: Greċja; Italja; Rumanija; Spanja

J'ai ma place au collège

This project is aims to fight against school dropout by addressing risk factors including:
• behavioural problems (discipline, violence ... )
• integration problems
• learning problems
• low motivation
• low self-esteem
• a lack of ambition
It is also important the student have a positive experience of school

 This project has two components:

1.) In "volet 1" students work collaboratively on a cross thematic directly related to the project. The aim is to restore and develop the pleasure of learning through informal activities.
2.) In "Volet 2" partner institutions (management, nursing service , teachers ... ) devoted to educational activities and educational research work together to produce a toolbox on prevention of ESL which can be adapted to local context. The focus is on prevention of conflicts, fight against discrimination, peer mediation, individual tutoring, class or group projects.

https://digitaliessite.wordpress.com/category/accueil/

 

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

Suboqsma: 1.3. It-tmexxija tal-iskejjel; 3.1. Il-benesseri tal-istudenti; 3.2. Il-parteċipazzjoni tal-istudenti fil-ħajja tal-iskola; 3.7. Monitoraġġ tal-istudenti f’riskju; 3.10. Appoġġ immirat: il-ħtiġijiet edukattivi speċjali u d-diffikultajiet fit-tagħlim; 3.11. Appoġġ immirat: Sfond soċjoekonomiku żvantaġġat; 5.4. Sħubijiet: L-organizzazzjonijiet tal-komunità u s-soċjetà ċivili

Lingwa: EN

Pajjiż: Franza; Greċja; Italja; Polonja; Portugall; Rumanija; Spanja

JOAQUIM RUYRA ELEMENTARY SCHOOL, the Miracle School (Hospitalet de Llobregat, Spain)

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. 

Oqsma: 1. Il-governanza tal-iskejjel; 2. L-għalliema; 3. Appoġġ lill-istudenti; 4. L-involviment tal-ġenituri; 5. L-involviment tal-partijiet interessati

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; 2.1. Il-ħiliet u l-kompetenzi tal-għalliema; 2.2. L-għalliema u r-relazzjonijiet tagħhom mal-istudenti u mal-ġenituri; 2.3. L-edukazzjoni inizjali tal-għalliema u l-iżvilupp professjonali kontinwu tagħhom; 3.1. Il-benesseri tal-istudenti; 3.2. Il-parteċipazzjoni tal-istudenti fil-ħajja tal-iskola; 3.3. Gwida u appoġġ dwar il-karrieri; 3.4. Il-kurrikulu u l-mogħdijiet tat-tagħlim; 3.5. It-tagħlim u l-assessjar; 3.6. It-tagħlim estiż u estrakurrikulari; 3.7. Monitoraġġ tal-istudenti f’riskju; 4.1. Komunikazzjoni u informazzjoni; 4.2. L-involviment tal-ġenituri fit-tmexxija tal-iskejjel; 4.3. Spazji għall-ġenituri u involviment fl-attivitajiet edukattivi; 4.4. Tagħlim fil-familja; 5.1. Timijiet multidixxiplinari; 5.2. In-netwerks tal-partijiet interessati; 5.3. Sħubijiet: L-impjegaturi u n-negozji; 5.4. Sħubijiet: L-organizzazzjonijiet tal-komunità u s-soċjetà ċivili

Lingwa: EN

Pajjiż: Spanja

Jump@school – Testing a model to counter early school leaving

To prevent early school leaving (ESL), the Jump@school project developed and tested an innovative intervention model and assessed its impact on the attitude of vulnerable students towards school. It involved a consortium of ten partners from six countries, four schools and 480 students aged 14 to 17 years old.

Oqsma: 3. Appoġġ lill-istudenti; 5. L-involviment tal-partijiet interessati

Suboqsma: 3.1. Il-benesseri tal-istudenti; 3.7. Monitoraġġ tal-istudenti f’riskju; 3.11. Appoġġ immirat: Sfond soċjoekonomiku żvantaġġat; 5.1. Timijiet multidixxiplinari; 5.3. Sħubijiet: L-impjegaturi u n-negozji; 5.4. Sħubijiet: L-organizzazzjonijiet tal-komunità u s-soċjetà ċivili

Lingwa: EN

Pajjiż: Awstrija; Italja; Polonja; Spanja; Turkija; Ġermanja

Junior Job Coach – Supporting the first steps at working life

The Junior Job Coach project was created to help young vulnerable students who may lack social experience and skills when taking their first steps into the workplace. The project carefully matches them with a well-trained junior coach who at a distance from the workplace can offer immediate support and advice.

Qasam: 3. Appoġġ lill-istudenti

Suboqsma: 3.3. Gwida u appoġġ dwar il-karrieri; 3.7. Monitoraġġ tal-istudenti f’riskju; 3.10. Appoġġ immirat: il-ħtiġijiet edukattivi speċjali u d-diffikultajiet fit-tagħlim; 3.11. Appoġġ immirat: Sfond soċjoekonomiku żvantaġġat

Lingwa: EN

Pajjiż: Awstrija; Olanda; Renju Unit; Rumanija; Spanja

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

RESL.eu Toolkit for identifying and monitoring students and schools at risk of ESL

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.

Oqsma: 1. Il-governanza tal-iskejjel; 3. Appoġġ lill-istudenti

Suboqsma: 1.1. Il-kultura u l-klima fl-iskejjel; 1.2. L-ippjanar u l-monitoraġġ tal-iskejjel; 3.7. Monitoraġġ tal-istudenti f’riskju

Lingwa: EN

Pajjiż: Awstrija; Belġju; Portugall; Spanja; Svezja; Ungerija

Young AduLLLt Project

The international comparative research project “Policies Supporting Young Adults in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe” (YOUNG_ADULLLT) focuses on lifelong learning (LLL) policies for young adults, at upper secondary school level and beyond, in particular those in situations of near social exclusion.

The report examines the relationship and complementarity between LLL policies and young people’s social conditions, and assesses the potential implications and effects on young adults’ life courses. The project is conducting a critical analysis of current developments of LLL European policies in order to prevent ill-fitted policies from worsening existing inequalities. It will also identify best practices and patterns of coordinating policy-making at local/regional level.

Oqsma: 3. Appoġġ lill-istudenti; 5. L-involviment tal-partijiet interessati

Suberja: 3.7. Monitoraġġ tal-istudenti f’riskju

Lingwa: EN

Pajjiż: Awstrija; Bulgarija; Finlandja; Italja; Kroazja; Portugall; Renju Unit; Spanja; Ġermanja

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