3. Podpora pre žiakov

3.7. Monitorovanie ohrozených žiakov

Môže sa stať, že žiaci prechádzajú ťažkým obdobím vo svojom sociálnom a/alebo rodinnom živote, alebo majú negatívne skúsenosti so školou, v dôsledku čoho zídu zo správnej cesty. Je veľmi dôležité, aby sa včas zistili poruchy učenia, sociálno-emocionálne ťažkosti alebo odcudzovanie, a to ešte pred tým, než sa prejavia v podobe absentérstva v škole alebo nevhodného správania. Školy musia v spolupráci s rodinou zaviesť systém včasného varovania a monitorovania. Účinná identifikácia problémov a monitorovanie by sa nemali vnímať ako byrokratický a disciplinárny proces, ktorý len zaznamenáva a reaguje na prípady absentérstva alebo nevhodného správania, ale skôr ako (výstražný) systém slúžiaci na podporu. Je dôležité, aby žiaci vedeli, že niekomu na nich záleží a že sa o nich niekto stará.

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Zdroje materiálov ( Hľadať vo všetkých zdrojoch )

Upozorňujeme vás, že v súčasnosti je obsah stránok so zdrojmi k dispozícii len v angličtine.

AFYA

AFYA stands for ‘Health & Wellbeing’ in Arabic and Swahili. The project aims to promote the holistic health of people with refugee and migration experiences and work responsibly and confidentially with sensitive topics related to trauma and mental health.

Oblasť: 3. Podpora pre žiakov

Podoblasti: 3.1. Zabezpečenie dobrých podmienok pre žiakov; 3.7. Monitorovanie ohrozených žiakov; 3.9. Utečenci, migranti a Rómovia

Jazyk: EN

Krajina: Rakúsko

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.).

Oblasti: 1. Riadenie školy; 2. Učitelia; 3. Podpora pre žiakov; 4. Zapojenie rodičov

Podoblasti: 1.1. Kultúra a prostredie v škole; 1.2. Plánovanie a monitorovanie v školách; 2.3. Počiatočné vzdelávanie učiteľov a kontinuálny profesijný rozvoj učiteľov; 3.4. Učebné plány a vzdelávacie dráhy; 3.7. Monitorovanie ohrozených žiakov; 3.11. Cielená podpora: znevýhodnené sociálno-ekonomické prostredie; 5.1. Multidisciplinárne tímy

Jazyk: EN

Krajina: Srbsko

CroCoos (Cross-sectoral cooperation focused solutions for the prevention of early school leaving project)

The CroCooS - Prevent dropout! project was developed in the framework of the EC proposal "Implementation of the European strategic objectives in education and training" under the Lifelong Learning Programme to support innovative policy solutions to reduce and prevent early leaving from education and training (ELET). The main aim of the CroCooS project, which was implement between 2014 and 17, was to contribute to the development of an institutional early warning system (EWS) for preventing early leaving from education and training. It also tested its applicability with national pilots focusing on contextual factors affecting the evaluation.
Regional needs addressed included: sensitizing the staff of each school on the need to address the problem of dropout; actively involving teachers in monitoring students and working with them; developing better relationships between students and teachers; strengthening pupils' sense of belonging to the class and the school; developing relationships of trust by being supportive and ensuring a safe school climate.

Oblasti: 1. Riadenie školy; 3. Podpora pre žiakov

Podoblasti: 1.2. Plánovanie a monitorovanie v školách; 3.7. Monitorovanie ohrozených žiakov

Jazyk: EN

Krajina: Maďarsko; Slovinsko; Srbsko

Danish Production Schools

The Danish Production schools were created in the 1980s with the aim of combating youth unemployment. Production Schools offer alternative education opportunities to improve labour market integration. The fundamental aim of this type of school is to create a practical learning environment to support young people to complete and earn qualifications in general and vocational upper secondary education and/or maintain a job. The students are offered the opportunity to develop professional, social and personal skills through counselling, participation in practical work experience and production in different workshops ranging from areas such as metalwork, carpentry and textile work in theatre, media and music-based workshops. The focus is on social, personal and physical skills which are complemented by more formal knowledge and skills. Learning processes are organised through workshops and classroom teaching, but every young person is free to organise an individual course where they may challenge themselves and build their confidence.
The most significant challenge for production schools is to prepare and motivate “non-academic” students for the ordinary school system. The last legislative change in 2006focused the aims of Production Schools so that its most important task has been to build a bridge to vocational education and training through relevant practical and academic qualifications. In 2009, there were over 6,000 students in production schools. The student capacity at each school can vary from 20-25 to over 200. Generally speaking the schools are small, with half of the schools accepting fewer than 50 students. Today there are 78 Production Schools in Denmark.

Oblasti: 1. Riadenie školy; 3. Podpora pre žiakov

Podoblasti: 1.1. Kultúra a prostredie v škole; 3.3. Kariérové poradenstvo a podpora; 3.4. Učebné plány a vzdelávacie dráhy; 3.7. Monitorovanie ohrozených žiakov; 3.11. Cielená podpora: znevýhodnené sociálno-ekonomické prostredie

Jazyk: EN

Krajina: Dánsko

Dannewerkschule Schleswig

Dannewerkschule Schleswig, Germany is a comprehensive lower secondary school offering grades 5- 10, a quarter of which have a migratory background and learning German as a second language. The school aims to be a place of learning where students with different talents and personalities are welcome and can use a wide blend of learning environments and tools.

 

 

 

 

Oblasti: 3. Podpora pre žiakov; 5. Zapojenie zainteresovaných strán

Podoblasti: 3.1. Zabezpečenie dobrých podmienok pre žiakov; 3.2. Účasť žiakov na živote školy; 3.3. Kariérové poradenstvo a podpora; 3.5. Učenie a hodnotenie; 3.7. Monitorovanie ohrozených žiakov; 5.4. Partnerstvá: komunitné organizácie a občianska spoločnosť

Jazyk: EN

Krajina: Nemecko

ESL - monitoring and prevention solutions (Przedwczesne kończenie nauki - monitoring i przeciwdziałanie)

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.

Oblasti: 1. Riadenie školy; 2. Učitelia; 3. Podpora pre žiakov

Podoblasti: 1.1. Kultúra a prostredie v škole; 1.3. Vedenie školy; 3.7. Monitorovanie ohrozených žiakov; 3.11. Cielená podpora: znevýhodnené sociálno-ekonomické prostredie

Jazyk: EN

Krajina: Poľsko; Spojené kráľovstvo; Taliansko

Essunga Municipality Schools

Essunga, a Swedish municipality, transformed the ranking of its schools from the bottom to the top of the national school league tables between 2007 to the top in 2010. Essunga has three elementary schools and one lower secondary school (grades 6-9). With 5,500 citizens, it is one of the smallest municipalities in the country. The increase in levels of achievement is attributed to a research-based approach of inclusive education. For years, the three elementary schools in Essunga had consistently experienced low educational levels. An increasing number of students were refugees or in “family placements”. In 2007, only 76% of students were eligible for upper secondary school and 20% of these were placed in special education classes. These results compelled political and school leaders and school staff to identify targeted measures to address these challenges. The municipality focused on interventions at school and in the local community to prevent school absence and increase attendance.

Oblasti: 1. Riadenie školy; 2. Učitelia; 3. Podpora pre žiakov

Podoblasti: 1.1. Kultúra a prostredie v škole; 1.3. Vedenie školy; 2.1. Zručnosti a spôsobilosti učiteľov; 3.5. Učenie a hodnotenie; 3.7. Monitorovanie ohrozených žiakov; 3.10. Cielená podpora: špeciálne výchovno-vzdelávacie potreby a poruchy učenia

Jazyk: EN

Krajina: Švédsko

Evaluation environment for fostering intercultural mentoring tools and practices at school (E-EVALINTO) (Evalvačné prostredie na podporu interkultúrnych mentorských nástrojov a postupov v škole)

E-EVALINTO sa usiluje o podporu vzájomného mentorstva s cieľom zredukovať predčasné ukončenie školskej dochádzky medzi študentmi z rodín migrantov a uznať hodnotu interkultúrnosti, ako aj vytvoriť rámec IKT pre hodnotenie, riadenie a rozvoj činností pre interkultúrne kontexty. Tento projekt financovaný zo zdrojov programu Erasmus+ sa zameriava na rozhodovacie procesy a identifikáciu rôznych modelov v analyzovaných situáciách.

Oblasti: 1. Riadenie školy; 3. Podpora pre žiakov

Podoblasti: 1.1. Kultúra a prostredie v škole; 1.4. Spolupráca v rámci vzdelávacích systémov; 3.1. Zabezpečenie dobrých podmienok pre žiakov; 3.2. Účasť žiakov na živote školy; 3.3. Kariérové poradenstvo a podpora; 3.4. Učebné plány a vzdelávacie dráhy; 3.5. Učenie a hodnotenie; 3.7. Monitorovanie ohrozených žiakov; 3.8. Cielená podpora: jazyk; 3.9. Utečenci, migranti a Rómovia; 3.11. Cielená podpora: znevýhodnené sociálno-ekonomické prostredie

Jazyk: 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

Krajina: Cyprus; Poľsko; Taliansko; Írsko; Španielsko

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.

Oblasti: 3. Podpora pre žiakov; 5. Zapojenie zainteresovaných strán

Podoblasti: 3.3. Kariérové poradenstvo a podpora; 3.7. Monitorovanie ohrozených žiakov; 5.2. Siete zainteresovaných strán; 5.4. Partnerstvá: komunitné organizácie a občianska spoločnosť

Jazyk: EN

Krajina: Grécko; Rumunsko; Taliansko; Španielsko

ICAM: Including Children Affected by Migration

The ICAM (Including Children Affected by Migration) programme is an Erasmus+ programme designed to ensure that children who have been affected by migration can access education. The programme helps schools to create a safe and secure environment for children affected by migration to enable them to take full advantage of their education.The ICAM (Including Children Affected by Migration) programme is an Erasmus+ programme designed to ensure that children who have been affected by migration can access education. The programme helps schools to create a safe and secure environment for children affected by migration to enable them to take full advantage of their education.

Oblasti: 1. Riadenie školy; 2. Učitelia; 3. Podpora pre žiakov

Podoblasti: 1.1. Kultúra a prostredie v škole; 2.1. Zručnosti a spôsobilosti učiteľov; 2.2. Učitelia a ich vzťah so žiakmi a rodičmi; 3.1. Zabezpečenie dobrých podmienok pre žiakov; 3.2. Účasť žiakov na živote školy; 3.7. Monitorovanie ohrozených žiakov; 3.9. Utečenci, migranti a Rómovia

Jazyk: EN

Krajina: Belgicko; Francúzsko; Rumunsko; Spojené kráľovstvo; Taliansko; Španielsko

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