5.2 Mreže deležnikov

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.

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.

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. 

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.

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.

Mreža za preprečevanje osipa zagotavlja vrsto storitev in strokovnega znanja. Vsak projekt je edinstven, usmerjen v posebne ciljne skupine in sam pridobi potrebna sredstva. Poudarek je na preprečevanju zgodnjega opuščanja šolanja in ponovni vključitvi učencev, ki so opustili šolanje. Osrednja služba za pomoč uporabnikom zagotavlja podporo učencem in šolam. Pogosto odsotni učenci so napoteni na center za usmerjanje učencev, ki je del šolske mreže, v katero spada šola. Center za usmerjanje učencev po potrebi zaprosi za pomoč osrednjo službo za pomoč uporabnikom, ki lahko prek mreže različnih organizacij ponudi prilagojene podporne ukrepe in dejavnosti učencem, ki bi lahko ali so opustili šolanje.

The aim of the report Nordic Projects to Combat School Dropout is to improve and inspire new initiatives for young people, and to create enriching contacts between actors and organisations in the Nordic region.
The Nordic Web Resource on Dropout from Upper Secondary Education was a project commissioned by the Nordic Council of Ministers and run by the Nordic Welfare Centre between 2012 and 2015. The aim of the project was to compile good examples of initiatives aimed at increasing the proportion of young people in the Nordic region who complete upper secondary education.

Odbor za zdravstveno in državljansko vzgojo vključuje vse člane izobraževalne skupnosti ter lokalne partnerje osnovne ali srednje šole (lokalno upravo, policijo, sodstvo in združenja). Odbor, ki mu predseduje ravnatelj šole, je dejaven na področju državljanske vzgoje, in sicer pripravi načrt za preprečevanje nasilja, predlaga pobude za podporo staršem v težkih razmerah in boj proti socialni izključenosti ter opredeli program zdravstvene in spolne vzgoje, ki je namenjen spodbujanju varnega vedenja. Odbor CESC v načrtu združuje različne ukrepe, da bi se učenci pripravili na delovanje in skupno življenje ob spoštovanju enakosti spolov ter sprejemanje odločitev in uveljavljanje svojih državljanskih pravic.

Flamsko ministrstvo za izobraževanje si je v sistemu z visoko stopnjo avtonomije šol, kakršna je v Flandriji, prizadevalo za vzpostavitev okvira z jasnimi smernicami za šole in lokalne organe (ki so odgovorni za šolsko izobraževanje) o vzpostavitvi lokalnih mrež sodelovanja. Ključni osnovni pogoji dobrega lokalnega sodelovanja so: jasne vloge in odgovornosti, realistični cilji, sodelovanje vseh deležnikov in razvoj lokalnih ukrepov.