1. Governação escolar

1.2. Planeamento e monitorização escolar

As escolas que pretendam adotar uma «abordagem escolar integrada» para resolver problemas complexos devem envolver-se sistematicamente em planeamento estratégico colaborativo. Vão necessitar de um processo para integrar todas as suas atividades num plano coerente e monitorizar e avaliar o seu progresso. O plano de desenvolvimento/melhoria da escola serve de documento de referência que orienta as atividades da escola e facilita a monitorização e a autoavaliação. Enquanto plano estratégico, deve fixar de forma clara e simples as prioridades da escola, as principais medidas que adotará para elevar os padrões, os recursos necessários e as principais realizações e metas que tenciona alcançar num determinado período.

 

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Recursos ( Pesquisar todos os recursos )

Note que por enquanto o conteúdo nas páginas de recursos só está disponível em inglês.

Combating drop-out and early school leaving (ESL) in Serbia

UNICEF Serbia and the civil society organisation Centre for Education Policy with the support of the Ministry of Education, Science and Technological Development Republic of Serbia  implemented the project “Combating Early School Leaving in Serbia”.

This project aimed to contribute to decreasing drop-out and early school leaving of children and adolescents through development, establishment, and implementation of the school-based model for early identification of children at risk of dropping out and intervention in situations where dropping-out is taking place.

Combating drop-out and ESL in Serbia has been recognised as a policy priority area.  The Strategy for Education Development in Serbia 2020 (SEDS 2020) calls for the provision of high-quality education for all, an increase of students’ coverage and attainment at all levels of education by maintaining the relevance of education and increasing efficiency. The Strategy implementation is primarily focused on the development of human capital in Serbia, thus underlines importance of the inclusion of pupils from vulnerable and marginalised groups (Roma and children from poor families, children with disabilities and from rural areas etc.).

Áreas: 1. Governação escolar; 2. Professores; 3. Apoio aos alunos; 4. Participação dos pais

Subáreas: 1.1. Cultura e clima escolar; 1.2. Planeamento e monitorização escolar; 2.3. Formação inicial de professores e desenvolvimento profissional contínuo de professores; 3.4. Programas curriculares e percursos educativos; 3.7. Acompanhamento de alunos em situação de risco; 3.11. Apoio seletivo: origem em meios socioeconómicos desfavorecidos; 5.1. Equipas multidisciplinares

Língua: EN

País: Sérvia

Comparative study on Quality Assurance in EU School Education Systems

The study covers quality assurance (QA) policies, procedures, activities and practices in EU 28 school educational systems at the following levels (1) primary; (2) lower-secondary; and (3) upper-secondary (general education). It identifies different types of QA systems and approaches across EU school educational systems, their drivers, the activities and tools which make them up, and actors involved. It also identifies results and outcomes of effective QA across the EU school education systems, as well as key strengths and weaknesses in how QA is currently conducted and general trends. Considering current weaknesses in QA across EU school educational systems and the EU?s new mandate to support national efforts in this area, the study also considers potential EU actions in the field to add value to what is happening at the national level. The study report also presents ten case studies of good practice in QA.

Área: 1. Governação escolar

Subáreas: 1.1. Cultura e clima escolar; 1.2. Planeamento e monitorização escolar; 1.3. Direção escolar

Língua: EN

País: Albânia; Alemanha; Bulgária; Bélgica; Chipre; Croácia; Dinamarca; Eslováquia; Eslovénia; Espanha; Estónia; Finlândia; França; FYROM (Macedónia); Grécia; Hungria; Irlanda; Islândia; Itália; Letónia; Lituânia; Luxemburgo; Malta; Noruega; Países Baixos; Polónia; Portugal; Reino Unido; República Checa; Roménia; Suécia; Sérvia; Turquia; Áustria

E-tool for preventing bullying

Swedish education is built on respect for human rights and fundamental democratic values such as inviolability of human life, equal value of all people, respect for the individual?s personal integrity and gender equality. In accordance with these values, there is a strong emphasis that all education should be inclusive and actively prevent discrimination and harassment in all forms, which includes bullying.

Áreas: 1. Governação escolar; 3. Apoio aos alunos

Subáreas: 1.1. Cultura e clima escolar; 1.2. Planeamento e monitorização escolar; 3.1. Bem estar dos alunos

Língua: EN

País: Suécia

Eliot Bank primary school self-evaluation

UK Ofsted (school inspectorate) presents the reasons behind continuous outstanding performance of Eliot Bank primary school. It has developed robust systems for monitoring and evaluation so that it knows what works well and what can be improved further. The school's evaluation process includes a wide range of stakeholders and strategies, but it has always remained focused on pupils achieving the highest possible outcomes. School provision is continuously modified in order to narrow the attainment gap for those pupils at risk of not attaining the levels expected for their age.

Área: 1. Governação escolar

Sub-área: 1.2. Planeamento e monitorização escolar

Língua: EN

País: Reino Unido

Guide pratique pour le Plan de reussite scolaire

This manual explains the purpose, objectives and steps of developing a school improvement plan, with practical examples, forms and advice for school heads and teachers.

Área: 1. Governação escolar

Sub-área: 1.2. Planeamento e monitorização escolar

Língua: FR

País: Luxemburgo

Indicators to monitor school effectiveness

Indicators on early school leaving and on learning improvement are used in Portugal to promote quality improvement of students? performance and recognise/reward the good work undertaken by all the public schools.

Áreas: 1. Governação escolar; 3. Apoio aos alunos

Subáreas: 1.2. Planeamento e monitorização escolar; 1.4. Cooperação dentro dos sistemas educativos; 3.7. Acompanhamento de alunos em situação de risco

Língua: EN

País: Portugal

My education, my job, my future

My education, my job, my future is a project that aims to prevent early school leaving and to encourage and inspire students to continue school.

In this project, students had the opportunity to learn about various jobs that exist today in their country and in Europe, as well as to learn about future jobs. Various workshops had been organised to help them discover their skills and to help them to choose the right path for their future career. Students learned the basic steps of how to start up their own business. Through this project students were encouraged to develop their 21st century skills such as communication, collaboration, critical thinking & creativity and understood how important education is for their future career as well as for their development and personal life.

Áreas: 1. Governação escolar; 3. Apoio aos alunos; 5. Participação das partes interessadas

Subáreas: 1.1. Cultura e clima escolar; 1.2. Planeamento e monitorização escolar; 1.3. Direção escolar; 3.1. Bem estar dos alunos; 3.3. Orientação profissional e apoio; 3.4. Programas curriculares e percursos educativos; 5.3. Parcerias: empregadores e empresas; 5.4. Parcerias: organizações comunitárias e sociedade civil

Língua: EN

País: Chipre

Rights Respecting Schools Award (RRSA), UK

Rights Respecting Schools (RRS) is a UNICEF-UK driven approach that integrates the UN Convention on the Rights of the Child (UNCRC) as a whole school approach to child rights education. The overall aim of the approach is to create a participative, inclusive, and safe school culture, where respect for every member of the school community is guaranteed. The UNICEF Child Rights Education (CRE) Toolkit provides guidance on how to become a Rights Respecting School. Schools adapt the RRS approach to their context. The approach influences relationships between every actor in the school environment and is applicable in any school context. The framework outlined in the RRS toolkit is intended to provide a central organising principle for the entire school and, by extension, for the families and community in which the school is situated. There are three phases of development. The second and third phases (Levels 1 and 2) are similar. The aim is to execute the action plan that is developed during the Recognition of Commitment phase in order to reach the four standards of the RRSA: 1. Rights-respecting values underpin leadership and management 2. The entire school community learns about the CRC 3. The school has a rights-respecting ethos 4. Children are empowered to become active citizens and learners.

Áreas: 1. Governação escolar; 2. Professores; 3. Apoio aos alunos; 4. Participação dos pais; 5. Participação das partes interessadas

Subáreas: 1.1. Cultura e clima escolar; 1.2. Planeamento e monitorização escolar; 1.3. Direção escolar; 2.1. Aptidões e competências dos professores; 2.2. Os professores e o seu relacionamento com alunos e pais; 3.1. Bem estar dos alunos; 3.2. Participação dos alunos na vida escolar; 4.1. Comunicação e informação; 4.3. Espaços para os pais e participação nas atividades educativas; 5.4. Parcerias: organizações comunitárias e sociedade civil; 2.4. O bem-estar dos professores

Língua: EN

País: Reino Unido

School Leadership Toolkit

The European Policy Network on School Leadership- EPNoSL has developed a tool to reflect upon, identify challenges and prioritize areas for policy action to support and enhance school leadership for equity and learning. It addresses policy makers, school authorities, school actors, researchers and leadership training institutes. The School Leadership Toolkit is designed to support analyses of the ways different school leadership policies and programs interplay and influence the overall capacity of school leaders and their schools to effectively and persistently address equity and learning challenges in their schools. It contains a range of useful materials, videos, case studies and toolsets on different aspects of school leadership.

Área: 1. Governação escolar

Subáreas: 1.1. Cultura e clima escolar; 1.2. Planeamento e monitorização escolar; 1.3. Direção escolar; 1.4. Cooperação dentro dos sistemas educativos

Língua: EN

País: Albânia; Alemanha; Bulgária; Bélgica; Chipre; Croácia; Dinamarca; Eslováquia; Eslovénia; Espanha; Estónia; Finlândia; França; FYROM (Macedónia); Grécia; Hungria; Irlanda; Islândia; Itália; Letónia; Lituânia; Luxemburgo; Malta; Noruega; Países Baixos; Polónia; Portugal; Reino Unido; República Checa; Roménia; Suécia; Sérvia; Turquia; Áustria

School self-evaluation and School development plans

The paper provides a summary on key elements and processes of school self-evaluation, central/national evaluation and school development plans. It is derived from information and examples from the various members of the ET 2020 Working Group on Schools Policy (2014-15). Information was available from Sweden, Norway, Poland, Lithuania, Estonia, Hungary, Portugal, Italy, Luxembourg, England and Malta.

Área: 1. Governação escolar

Sub-área: 1.2. Planeamento e monitorização escolar

Língua: EN

País: Albânia; Alemanha; Bulgária; Bélgica; Chipre; Croácia; Dinamarca; Eslováquia; Eslovénia; Espanha; Estónia; Finlândia; França; FYROM (Macedónia); Grécia; Hungria; Irlanda; Islândia; Itália; Letónia; Lituânia; Luxemburgo; Malta; Noruega; Países Baixos; Polónia; Portugal; Reino Unido; República Checa; Roménia; Suécia; Sérvia; Turquia; Áustria

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