3.11. Cielená podpora: znevýhodnené sociálno-ekonomické prostredie

AFEV je francúzska organizácia, ktorá uskutočňuje iniciatívy zamerané na rodičov zo znevýhodneného sociálno-ekonomického prostredia. Je to nezisková organizácia poskytujúca podporu rodičom v znevýhodnených mestských oblastiach. Organizácia AFEV vytvorila sieť 8 000 študentov z celého Francúzska, ktorí dobrovoľne poskytujú dočasné tútorstvo rodičom.

ATD quart monde je francúzska MVO zaoberajúca sa osobami, ktoré žijú alebo žili v chudobe. Okrem iných iniciatív pracuje aj s tzv. ľudovými univerzitami (universités populaires) vo Francúzsku, s cieľom vytvárať a zhromažďovať odborné informácie od členov – účastníkov vo viacerých oblastiach vrátane výchovy detí a vnímania školy.

Beanstalk, a Children’s Literature Charity in England, was founded in 1973. Working closely with partner schools, they recruit, train and support volunteers to provide reading support for children between ages 3 and 13
The volunteers work one-to-one with children (with each volunteer working with one to three children), coming to the school for three hours each week over the course of a school year. To help build the child’s confidence and create trust, they may read, play and talk with the children. The Beanstalk book box is an important resource with appropriate books and games
Volunteers are asked to make a commitment to work with children for a full school year. Over time, the volunteer and the child build a trusting relationship, and the volunteer is able to learn more about the challenges children experience as they are learning.
The Charity currently reaches approximately 11,000 children across England annually.

Systém Care to Learn v Spojenom kráľovstve, konkrétne v Anglicku, môže pomôcť s nákladmi na starostlivosť o deti vrátane zálohy a registračného poplatku, poskytuje maximálne 5-dňovú skúšobnú starostlivosť o deti, pomáha pri zabezpečovaní miesta starostlivosti o deti počas prázdnin a pri doprave detí k poskytovateľovi starostlivosti o deti. V tomto dokumente sa uvádza stručný opis a výsledky najnovšieho hodnotenia opatrenia.

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.).

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.

Diskrečné štipendiá poskytujú podporu znevýhodneným študentom, ktorí nemajú nárok na jednorazovú ročnú platbu v rámci štipendia pre zraniteľných študentov na podporu štúdia, ktorá zahŕňa položky ako sú oblečenie, knihy a iné vybavenie, doprava, strava, študijné výlety pre znevýhodnených 16 až 18-ročných študentov, ktorí nespadajú do kategórie znevýhodnených študentov. Diskrečné štipendiá sa vzťahujú aj na mladistvých delikventov, ktorí nie sú vo väzbe.

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.

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.