Tüm kaynakları ara

AFEV is a French organisation that implements initiatives that put parents from disadvantaged socio-economic background at the centre of their approach. It is a non-profit organisation involved in the provision of parenting support in disadvantaged urban areas. AFEV has recruited a network of 8,000 students all across France who volunteer to provide temporary tutoring to parents.

ATD quart monde is a French NGO involving individuals who experience or have experienced poverty.Among other initiatives, it works with ‘folk universities’ (universités populaires) in France, with the aim to generate and gather expert knowledge from its members - participants on a number of issues, including parenting and perception of school.

CHILD-UP, göçmen çocuklarla çalışan profesyonelleri destekleyebilecek diyalog yöntemleri hakkında bilgi sağlamayı amaçlamaktadır. Okulları, sosyal hizmetleri, kabul merkezlerini, eğitim ve arabuluculuk kurumlarını ve politika yapıcıları hedeflemektedir. Projede, inovasyon ile kendini kanıtlamış gelenekler birleştirilmekte ve katılımcı öğrenmeye, entegrasyona, yüksek kaliteli eğitime ve korumaya nasıl katkıda bulunulacağıyla ilgili bir anlayış geliştirilmektedir.

NESET - Network of Experts on Social Aspects of Education and Training publishes reports for policy makers and practitioners interested in promoting equity and inclusion in education and training across the European Union. This paper seeks to examine strategies for establishing community based lifelong learning centres in EU Member States. It explores evidence and research on the benefits and advantages of establishing such centres, as well as the barriers and difficulties impeding both the establishment and effectiveness of such centres. The report concludes that community based lifelong learning centres can simultaneously provide instantiations of a range of key lifelong learning objectives, such as active citizenship, social cohesion/inclusion, personal and social fulfillment, intercultural dialogue, as well as employment pathways.

The aim of the project Creating Peace is to encourage and coach students with special educational needs to develop their transversal skills, especially interpersonal and intrapersonal skills and critical reading and thinking to help them to integrate more easily into local society.

During the first year, students learned about the Thirty Years´ War, how it influenced lives of people and how peace was reached. They looked for successful solutions of conflicts in their national history in general, discussed other possibilities and tried to draw inspiration from it for their lives. Students were coached to improve their critical reading and thinking. They expressed their impressions and feelings through comic, art object, song, rap, drama, etc.

E-COURSE projesi, yeni gelen göçmen ve mülteci çocukların Almanya, Yunanistan, İtalya, Fransa ve Kıbrıs'ta ilkokul eğitimine erişimlerini, katılımlarını ve öğrenme performanslarını iyileştirmeyi ve Avrupa düzeyinde ev sahibi toplumlara genel entegrasyonlarını teşvik etmeyi amaçlamaktadır.

Ebeveynlerin Evrak Çantası (La Mallette des parents), 2008'den beri yürütülmektedir ve ebeveynleri çocuklarının eğitimine daha fazla dahil etmeyi amaçlayan ve halihazırda devam eden bir programdır. Fransa Eğitim Bakanlığı'nın doğrudan yetkisi altındaki Académie de Creteil tarafından yönetilmektedir ve şu anda Fransa'da 80 okulda yürütülmektedir.

The 'Feel Well, Learn Better (Aller bien pour mieux comprendre - ABMA)' measure builds on the consideration given to pupils' overall health to improve the school environment and school achievement, thus reducing health inequalities. It promotes harmonious interactions and well-being among pupils and staff. This is a pilot programme that will run for 3 years until 2016, under the Lyon Education Authority, in partnership with the National Institute for Prevention and Health Education.

The 'Guide for Roma school mediators/assistants', prepared by the Council of Europe, is aimed primarily at all categories of staff from the Roma community working to improve schooling conditions for Roma children. It is intended to provide staff with wide ranging tools and practical guidelines that can be adapted to different contexts. The guide considers the profiles of school mediators and assistants and their role in facilitating relations between the school and the Roma community(ies), between teachers and other school staff and parents of Roma children. The guides content is therefore designed to help improve the work of Roma school mediators and assistants and reduce the impact of any undesirable effects by providing structured day-to-day activity and highlighting aspects of mediation that are often not used in practice.