Involvering av interessenter

Interessentnettverk

When many different stakeholders are involved in developing and implementing a strategy to address early school leaving, it may be necessary to create formalised structures to support their work. All stakeholders need to have a common understanding of the challenges they are seeking to address and share a common goal and approach. Support structures and coordinating mechanisms should also be in place to ensure dialogue and a reciprocal flow of information between the school and a wider set of stakeholders, as well as with the relevant public authorities. Effective stakeholder networks must involve an appropriate set of stakeholders, who understand the local circumstances and context and who are able to intervene locally in the problems which are putting learners at risk of early school leaving. A wide range of stakeholders and professionals who could contribute to the network should be identified; they should be invited and involved from the start of the process.

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Boa Água school's response to COVID 19 school's closure

Prior to the COVID-19 pandemic and school shutdown in Portugal, the Boa Água school has initiated a number of new pedagogies to support student learning, including mixed commission, interactive groups and dialogic gatherings. These new methods had been introduced as part of the INCLUD-ED project, which the school joined in 2017.

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Rom for foreldre og involvering i undervisningsaktiviteter; Familielæring; Tverrfaglige grupper; Interessentnettverk

Språk: EN

Land: Portugal

Checklist and recommendations for prevention of absenteeism and school drop-out

It is undeniable that medical, psychological, social, educational and legal interventions are required in a number of cases of truancy and early school leaving, but research also shows clearly that in all cases, school and teaching staff can have a decisive influence. This document comprises a checklist for self-assessment of schools, 59 detailed recommendations for improvement of school attendance, pupil engagement and school culture, as well as proposals for behaviour agreements and examples of questionnaires for teachers and parents. The recommended measures are primarily directed at the target group of teachers, principals and parents. The document has been translated from the manual by Nairz-Wirth, Feldmann, Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

Picture: Shutterstock.com

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Skolekultur og skoleklima; Lærerutdanning og kontinuerlig profesjonsfaglig utvikling for lærerne; Elevenes trivsel; Karriereveiledning og støtte; Læreplan og læringsveier; Utvidet læring og læring utenfor læreplanen; Oppfølging av risikoutsatte elever; Kommunikasjon og informasjon; Interessentnettverk

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

Land: Østerrike

Drop-out network and Central helpdesk in Antwerp city

The Drop-out prevention network provides a whole suite of services and expertise. Each project is unique, focused on specific target groups and attracts its own level of funding. Emphasis is put on prevention of early school leaving and re-integration of pupils who have dropped out of school. The Central Helpdesk provides support to pupils and to schools. Frequently absent students are referred to the Pupil Guidance Centre attached to the school network which the school is part of. Where necessary the Pupil Guidance Centre seek the help of the Central Helpdesk. The Helpdesk can offer tailored support measures and activities to pupils at risk or those who have dropped out through the network of different organisations.

Område: Involvering av interessenter

Underområder: Tverrfaglige grupper; Interessentnettverk; Partnerskap: Samfunnsorganisasjoner og lokalsamfunn

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

Land: Belgia

Godalen and Thor Heyerdahl Upper Secondary Schools in Norway

In order to prevent drop-out, the Godalen and Thor Heyerdahl Upper Secondary Schools in Norway have focused on improving and strengthening their school leadership strategies. The schools have established a range of measures to support teachers and young people alike.

Områder: Skoleledelse; Lærere; Støtte til elever; Involvering av interessenter

Underområder: Skoleledelse; Lærere og deres relasjoner til elever og foreldre; Karriereveiledning og støtte; Læreplan og læringsveier; Læring og vurdering; Interessentnettverk

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

Land: Norge

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.

Områder: Støtte til elever; Involvering av interessenter

Underområder: Karriereveiledning og støtte; Oppfølging av risikoutsatte elever; Interessentnettverk; Partnerskap: Samfunnsorganisasjoner og lokalsamfunn

Språk: EN

Land: Hellas; Italia; Romania; Spania

Health and Citizenship Education Committee (CESC) in France

The Health and Citizenship Education Committee involves all members of the educational community and the local partners of the primary or secondary school (local government, police, justice and associations). Chaired by the school head, the committee is active in citizenship education, drawing up the plan for the prevention of violence, proposing initiatives to support parents in difficult situations and combating social exclusion, defining a health and sex education programme aimed at promoting safe behaviour. The CESC brings together a variety of measures, with the aim of preparing pupils to act and to live together, with respect for equality between women and men and to make choices and exercise their citizenship rights.

Områder: Støtte til elever; Involvering av interessenter

Underområder: Elevenes trivsel; Interessentnettverk

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

Land: Frankrike

IndY (Individualized Learning at the school centre Ybbs)

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.

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Skoleledelse; Lærernes ferdigheter og kompetanse; Lærere og deres relasjoner til elever og foreldre; Elevenes trivsel; Elevenes deltakelse i skolehverdagen; Læreplan og læringsveier; Læring og vurdering; Utvidet læring og læring utenfor læreplanen; 3.9. Flyktninger, migranter og sigøynere; Målrettet støtte – vanskeligstilt sosioøkonomisk bakgrunn; Kommunikasjon og informasjon; Interessentnettverk

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT

Land: Østerrike

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. 

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Skoleledelse; Lærernes ferdigheter og kompetanse; Lærere og deres relasjoner til elever og foreldre; Lærerutdanning og kontinuerlig profesjonsfaglig utvikling for lærerne; Elevenes trivsel; Elevenes deltakelse i skolehverdagen; Karriereveiledning og støtte; Læreplan og læringsveier; Læring og vurdering; Utvidet læring og læring utenfor læreplanen; Oppfølging av risikoutsatte elever; Kommunikasjon og informasjon; Foreldreinvolvering i skoleledelse; Rom for foreldre og involvering i undervisningsaktiviteter; Familielæring; Tverrfaglige grupper; Interessentnettverk; Partnerskap – arbeidsgivere og bedrifter; Partnerskap: Samfunnsorganisasjoner og lokalsamfunn

Språk: EN

Land: Spania

Local Stakeholder Cooperation Framework

In a system with high levels of school autonomy such as the one in Flanders, the Flemish Ministry of Education has been working on establishing a framework with clear guidelines for schools and local authorities (who are those responsible for school education) on how to establish local networks of cooperation. The key prerequisites of good local cooperation are: clear roles and responsibilities, realistic goals, involvement of all stakeholders, development of local actions.

Område: Involvering av interessenter

Underområde: Interessentnettverk

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

Land: Belgia

Manchester Communication Academy (MCA)

Manchester Communication Academy (MCA) works to improve outcomes for children, families and the community. This secondary academy opened in 2010 to serve one of the most disadvantaged inner-city neighbourhoods in England. From the outset, the academy’s sponsor, a large employer in the city, wanted the school to help to contribute to a vibrant and sustainable neighbourhood, and committed to addressing the many inter-related economic, social and physical challenges which characterise the neighbourhood. This mission has directly shaped the academy programme, which places equal importance on ‘teaching and learning’ and ‘social investment’. The school’s social investment department is a highly distinctive feature of its overall strategy for addressing the impacts of disadvantage on young people’s education and wider life chances.

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Skoleledelse; Lærernes ferdigheter og kompetanse; Lærere og deres relasjoner til elever og foreldre; Lærerutdanning og kontinuerlig profesjonsfaglig utvikling for lærerne; Elevenes trivsel; Elevenes deltakelse i skolehverdagen; Karriereveiledning og støtte; Læreplan og læringsveier; Læring og vurdering; Utvidet læring og læring utenfor læreplanen; Oppfølging av risikoutsatte elever; Målrettet støtte – vanskeligstilt sosioøkonomisk bakgrunn; Foreldreinvolvering i skoleledelse; Rom for foreldre og involvering i undervisningsaktiviteter; Familielæring; Tverrfaglige grupper; Interessentnettverk; Partnerskap – arbeidsgivere og bedrifter; Partnerskap: Samfunnsorganisasjoner og lokalsamfunn

Språk: EN

Land: Storbritannia

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