3. Podpora učencem

3.4 Izobraževalni program in učne poti

Ključnega pomena je, da učenje postane relevantno za življenje učencev. Ustrezni in spodbudni izobraževalni programi pomagajo učiteljem oblikovati učne ure, ki motivirajo. Izobraževalni programi morajo omogočati individualizirane oblike poučevanja in učenja, da bi olajšali pridobivanje znanja ter razvoj spretnosti in kompetenc po najboljših močeh vsakega otroka, obenem pa ohraniti kakovostno vsebino in visoka pričakovanja. Izobraževalni programi morajo biti na vseh stopnjah usklajeni z naslednjimi ravnmi izobraževanja in usposabljanja ali alternativnimi potmi usposabljanja.

Pokaži več

Gradiva ( Išči po vseh virih )

Trenutno so gradiva na voljo samo v angleškem jeziku.

Action Antibullying (AAB)

The project partners designed and implemented a new anti-bullying programme in schools in five EU countries. It drew on the experiences of existing programmes and practices originated by the project partners working in different cultural contexts.  It provided further evidence of effective approaches to the reduction of bullying in schools that will inform the development of improved child centred, whole school strategies for adoption at European level.

Področja: 1. Šolsko upravljanje; 2. Učitelji; 3. Podpora učencem; 5. Sodelovanje deležnikov

Podpodročja: 1.1 Kultura in vzdušje v šoli; 1.3 Vodstvo šole; 1.4 Sodelovanje znotraj izobraževalnih sistemov; 2.1 Spretnosti in kompetence učiteljev; 2.2 Učitelji in njihovi odnosi z učenci in starši; 3.4 Izobraževalni program in učne poti; 3.10 Usmerjena podpora: posebne izobraževalne potrebe in učne težave; 5.4 Partnerstva: organizacije v skupnosti in civilna družba

Jezik: EN

Država: Italija; Romunija; Slovenija; Združeno kraljestvo; Španija

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.).

Področja: 1. Šolsko upravljanje; 2. Učitelji; 3. Podpora učencem; 4. Vključenost staršev

Podpodročja: 1.1 Kultura in vzdušje v šoli; 1.2 Šolsko načrtovanje in spremljanje; 2.3 Začetno izobraževanje in stalni profesionalni razvoj učiteljev; 3.4 Izobraževalni program in učne poti; 3.7 Spremljanje učencev s tveganjem; 3.11 Usmerjena podpora: slabše socialno-ekonomsko ozadje; 5.1 Multidisciplinarne skupine

Jezik: EN

Država: Serbia

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.

Področja: 1. Šolsko upravljanje; 3. Podpora učencem

Podpodročja: 1.1 Kultura in vzdušje v šoli; 3.3 Karierna orientacija in podpora; 3.4 Izobraževalni program in učne poti; 3.7 Spremljanje učencev s tveganjem; 3.11 Usmerjena podpora: slabše socialno-ekonomsko ozadje

Jezik: EN

Država: Danska

DOBRO IZBERI – POMOČ OTROKOM PRI ODLOČANJU O NJIHOVI PRIHODNOSTI

Učenci si lahko z dobro izbranimi šolskimi predmeti povečajo možnosti za prihodnji uspeh. Ta projekt starše in učence vključi v proces sprejemanja dobro premišljenih odločitev o šolskih predmetih. Zagotavlja informacije o flamskem izobraževalnem sistemu.

Področja: 3. Podpora učencem; 4. Vključenost staršev; 5. Sodelovanje deležnikov

Podpodročja: 3.2 Sodelovanje učencev v šolskem življenju; 3.3 Karierna orientacija in podpora; 3.4 Izobraževalni program in učne poti; 3.9 Usmerjena podpora: migranti, Romi; 4.1 Komunikacija in informacije; 4.3 Prostor za starše in njihovo vključevanje v izobraževalne dejavnosti; 5.4 Partnerstva: organizacije v skupnosti in civilna družba

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

Država: Belgija

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.

Področja: 1. Šolsko upravljanje; 2. Učitelji; 3. Podpora učencem; 4. Vključenost staršev; 5. Sodelovanje deležnikov

Podpodročja: 1.1 Kultura in vzdušje v šoli; 1.2 Šolsko načrtovanje in spremljanje; 1.3 Vodstvo šole; 2.1 Spretnosti in kompetence učiteljev; 2.2 Učitelji in njihovi odnosi z učenci in starši; 3.1 Dobro počutje učencev; 3.2 Sodelovanje učencev v šolskem življenju; 3.4 Izobraževalni program in učne poti; 3.5 Učenje in ocenjevanje; 3.6 Razširjeno in obšolsko učenje; 3.8 Usmerjena podpora: jezik; 3.9 Usmerjena podpora: migranti, Romi; 3.10 Usmerjena podpora: posebne izobraževalne potrebe in učne težave; 3.11 Usmerjena podpora: slabše socialno-ekonomsko ozadje; 4.1 Komunikacija in informacije; 5.2 Mreže deležnikov

Jezik: EN

Država: Avstrija

InnoOmnia

InnoOmnia, in the city of Espoo, Finland, was founded in 2011. It is the first multi-sector vocational education centre in Finland where entrepreneurs may run their businesses jointly with students and teachers. Work and vocational education are part of a blended learning approach. One of the key aims of the programme is to improve the appeal of vocational education, and to offer “21st century learning” opportunities.
Services include:
1. Entrepreneurship support for current and aspiring entrepreneurs, primarily in arts and crafts or the service sectors.
2. Work-based/on-the-job learning programmes
3. Innovation and piloting of new teaching methods in the context of vocational education, g, e.g. gamification, mobile learning, entrepreneurial teaching methods
4. Teacher and school leader professional development for K-12 and vocational sectors

Področja: 1. Šolsko upravljanje; 2. Učitelji; 3. Podpora učencem; 5. Sodelovanje deležnikov

Podpodročja: 1.1 Kultura in vzdušje v šoli; 2.1 Spretnosti in kompetence učiteljev; 2.2 Učitelji in njihovi odnosi z učenci in starši; 3.2 Sodelovanje učencev v šolskem življenju; 3.3 Karierna orientacija in podpora; 3.4 Izobraževalni program in učne poti; 3.6 Razširjeno in obšolsko učenje

Jezik: EN

Država: Finska

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. 

Področja: 1. Šolsko upravljanje; 2. Učitelji; 3. Podpora učencem; 4. Vključenost staršev; 5. Sodelovanje deležnikov

Podpodročja: 1.1 Kultura in vzdušje v šoli; 1.2 Šolsko načrtovanje in spremljanje; 1.3 Vodstvo šole; 2.1 Spretnosti in kompetence učiteljev; 2.2 Učitelji in njihovi odnosi z učenci in starši; 2.3 Začetno izobraževanje in stalni profesionalni razvoj učiteljev; 3.1 Dobro počutje učencev; 3.2 Sodelovanje učencev v šolskem življenju; 3.3 Karierna orientacija in podpora; 3.4 Izobraževalni program in učne poti; 3.5 Učenje in ocenjevanje; 3.6 Razširjeno in obšolsko učenje; 3.7 Spremljanje učencev s tveganjem; 4.1 Komunikacija in informacije; 4.2 Vključitev staršev v šolsko upravljanje; 4.3 Prostor za starše in njihovo vključevanje v izobraževalne dejavnosti; 4.4 Družinsko učenje; 5.1 Multidisciplinarne skupine; 5.2 Mreže deležnikov; 5.3 Partnerstva: delodajalci in podjetja; 5.4 Partnerstva: organizacije v skupnosti in civilna družba

Jezik: EN

Država: Španija

JOPO – PRILAGODLJIVO OSNOVNO IZOBRAŽEVANJE

Finska razvija inovativne učne metode in postopke za zadovoljevanje individualnih potreb z učenjem na podlagi dejavnosti, poučevanjem majhnih skupin, učenjem na delovnem mestu in različnimi učnimi okolji za zmanjšanje osipa.

Področja: 2. Učitelji; 3. Podpora učencem; 5. Sodelovanje deležnikov

Podpodročja: 2.1 Spretnosti in kompetence učiteljev; 2.3 Začetno izobraževanje in stalni profesionalni razvoj učiteljev; 3.4 Izobraževalni program in učne poti; 3.6 Razširjeno in obšolsko učenje; 3.10 Usmerjena podpora: posebne izobraževalne potrebe in učne težave; 5.1 Multidisciplinarne skupine; 5.3 Partnerstva: delodajalci in podjetja; 5.4 Partnerstva: organizacije v skupnosti in civilna družba

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

Država: Finska

KONTROLNI SEZNAM IN PRIPOROČILA ZA PREPREČEVANJE IZOSTAJANJA OD POUKA IN OSIPA

Nedvomno je v številnih primerih izostajanja od pouka in zgodnje opustitve šolanja potrebno zdravstveno, psihološko, socialno, izobraževalno in pravno posredovanje, vendar raziskave tudi jasno kažejo, da imajo lahko v vseh primerih odločilen vpliv šole in učitelji. Ta dokument vsebuje kontrolni seznam za samoocenjevanje šol, 59 podrobnih priporočil za izboljšanje prisotnosti pri pouku, sodelovanja učencev in šolske kulture, pa tudi predloge dogovorov o vedenju ter primere vprašalnikov za učitelje in starše. Priporočeni ukrepi so usmerjeni zlasti v ciljno skupino učiteljev, ravnateljev in staršev. Dokument je prevod priročnika, ki so ga pripravili Erna Nairz-Wirth, Klaus Feldmann in Barbara Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

Področja: 1. Šolsko upravljanje; 2. Učitelji; 3. Podpora učencem; 4. Vključenost staršev; 5. Sodelovanje deležnikov

Podpodročja: 1.1 Kultura in vzdušje v šoli; 2.3 Začetno izobraževanje in stalni profesionalni razvoj učiteljev; 3.1 Dobro počutje učencev; 3.3 Karierna orientacija in podpora; 3.4 Izobraževalni program in učne poti; 3.6 Razširjeno in obšolsko učenje; 3.7 Spremljanje učencev s tveganjem; 4.1 Komunikacija in informacije; 5.2 Mreže deležnikov

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

Država: Avstrija

Learning hub at the TGM (Technologisches Gewerbemuseum)

The learning hub was implemented at the TGM (an upper-level secondary technical college) as a school experiment in the school year 2016/17. It has been implemented in the school’s Information Technology (IT) Department in two of the four classes in the first year (i.e. grade 9).

In the learning hub students study self-regulated 20 hours per week. Of these 20 hours, 9 hours relate to general education subjects (German, English and Mathematics) and 11 hours involve vocational education subjects (Software Engineering, Systems Engineering, Media Technology, Network Technology). The other 6 school subjects (Geography, History and Political Education, Natural Sciences, Religion, Sports, Computer Workshop), which encompass 13 hours per week, are still taught by using traditional methods of teaching.

Področja: 1. Šolsko upravljanje; 2. Učitelji; 3. Podpora učencem; 4. Vključenost staršev

Podpodročja: 1.1 Kultura in vzdušje v šoli; 1.2 Šolsko načrtovanje in spremljanje; 1.3 Vodstvo šole; 2.1 Spretnosti in kompetence učiteljev; 2.2 Učitelji in njihovi odnosi z učenci in starši; 3.2 Sodelovanje učencev v šolskem življenju; 3.4 Izobraževalni program in učne poti; 3.5 Učenje in ocenjevanje; 3.7 Spremljanje učencev s tveganjem; 4.1 Komunikacija in informacije

Jezik: EN

Država: Avstrija

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