IPA Multi-beneficiary Programme 2012 “Promoting Inclusive Education” Project: From conceptualisation to actions
Interface between country developments and regional initiatives , from national to regional actions- outcomes matterDiscussant: Sandra RacioneroCREA, University of Barcelona
Actions which do not generate
neither efficiency nor equity
Actions that generate both efficiency and
equity
Occurrences
Actions which do not generate neither
efficiency nor equity
Scientific Evidence
Actions that generate both efficiency and
equity(1) Public awareness for the importance and benefits from
inclusive education
European Framework Programmes of Research
International Scientific Community
Harvard University University of Wisconsin-Madison
(*) Serbia (from a medical model to a social one)
FP6 -028603- 2SIXTH FRAMEWORK PROGRAMME
PRIORITY 7Citizens and Governance in a Knowledge-based Society
Includ - EDInclud - ED
http://www.ub.edu/includ-ed/
INCLUD-ED Consortium
Actions which do not generate neither
efficiency nor equity
Successful Educational Actions
(SEA)
1. Heterogeneous groups with several adults in the classroom
2. Family education
3. Dialogic Reading
4. Extending the learning time
1. Heterogeneous groups with several adults in the classroom
2. Family education
3. Dialogic Reading
4. Extending the learning time
Actions which do not generate neither
efficiency nor equity
Successful Educational Actions
(SEA)
1. Heterogeneous groups with several adults in the classroom
2. Family education
3. Dialogic Reading
4. Extending the learning time
1. Heterogeneous groups with several adults in the classroom
2. Family education
3. Dialogic Reading
4. Extending the learning time
(3) Competencies and practices for inclusive
education
(2) Key stakeholders’ capacities for inclusive
education policy making
(*) Lack of preparation of teachers and other professionals (Turkey, Serbia, Albania) – Teacher education should be based on research (Kosovo?, Albania, Bosnia Herzegovina)
Family and community participation for efficient and equitable inclusive education
Family and community participation for efficient and equitable inclusive education
(*) “Teachers should not be left alone” (Albania)
(*) The low SES barrier (Turkey) can be overcome through these types of involvement
Education inspector
Roma Secretariat
Mediator from the Barrio
Hijas de la Caridad (Daughters of Charity)
Calí Federation of Roma Associations
Coordinator of the Integral Plan for the Milagrosa neighbourhood
School head-teacher
President of the Parent’s Association
Main researcher for the Includ-ed project
Mixed Committees
Successful Educational Actions (SEA)Decisive Participation
La Paz school
(*) Implementation:resistance of the teaching staff // Roma families decide to join primary and secondary ed. in the same building
Mare de Déu de Montserrat school
Interactive Groups
Successful Educational Actions (SEA)Educative Participation
- Small and heterogeneous groups of students - 4-5 adults with different backgrounds, one per group. Also the special ed teacher- Dialogic Learning - The teacher manages the classroom(*) Difference (also that of the Roma) is a resource for everyone to
learn more. Crotia (Roma and deficit thinking), (*) More resources in the classroom: Serbia, Albania, Bosnia Herzegovina
Heterogeneous groups with several adults in the classroom:
Mare de Déu de Montserrat school
Tutored Libraries (dialogic reading)
Successful Educational Actions (SEA)Educative Participation
Increasing reading interactions for everyone through community involvement
Successful Educational Actions (SEA)
-Reallocation of existing resources -
(*) Implementation
Project 6. Spain case studies
Mare de Déu de Montserrat school
La Paz school
Trends in the students' enrolment
0
50100
150
200
250300
350
400
1994
-199
519
95-1
996
1996
-199
719
97-1
998
1998
-199
919
99-2
000
2000
-200
120
01-2
002
2002
-200
320
03-2
004
2004
-200
520
05-2
006
2006
-200
720
07-2
008
2008
-200
920
09-2
010
2010
-201
1
Enrolledstudents
Successful Educational Actions (SEA)Outcomes
18 November 2009European Parliament, Brussels
INCLUD-EDSuccessful Educational Actions
November 2009
6th December 2011
Successful Educational Actions
Universal and Transferrable
Critical Communicative Methodology
method
Knowledge from the international scientific
community
Interpretations of social actors
How? Involving end-users and stake-holders from the
design of the research to the interpretation of its
results
senior researcher junior researcher
end-user
(2) Key stakeholders’ capacities for inclusive education policy making
The results of the SEAs are generating policies that extend SEAs to other schools
Minister of Education in the Basque Government presented: A plan to support the transformation of all schools based on INCLUD-ED results.
City Councils, trade unions, political parties, teachers, students, family associations, community organisations, the media, migrant associations, Roma associations…
1200 participants in Opera Palace
POLITICAL IMPACTPOLITICAL IMPACT
The results of the SEAs are becoming the ground of policies that extend the SEAs to other schools
Minister of Education in the Basque Government presented: A plan to support the transformation of all schools based on INCLUD-ED results.
City Councils, trade unions, political parties, teachers, students, family associations, community organisations, the media, migrant associations, Roma associations…
1200 participants in Opera Palace
POLITICAL IMPACTPOLITICAL IMPACT
(4) Learning and exchange among the school communities
E.g. A network of more than 100 Learning Communities schools, Serbia, Albania
POLITICAL IMPACTPOLITICAL IMPACT
European Parliament resolution of 2 April 2009 on European Parliament resolution of 2 April 2009 on educating the children of migrants (educating the children of migrants (2008/2328(INI)2008/2328(INI)))
Council conclusions of 11 May 2010 on the social Council conclusions of 11 May 2010 on the social dimension of education and training (2010/C 135/02)dimension of education and training (2010/C 135/02)
Communication from the EC (January 2011). Tackling Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe early school leaving: A key contribution to the Europe
2020 Agenda2020 Agenda
European Parliament resolution of 9 March 2011 on the European Parliament resolution of 9 March 2011 on the EU strategy on Roma inclusion (2010/2276(INI))EU strategy on Roma inclusion (2010/2276(INI))
POLITICAL IMPACTPOLITICAL IMPACT
European Parliament resolution of 2 April 2009 on European Parliament resolution of 2 April 2009 on educating the children of migrants (educating the children of migrants (2008/2328(INI)2008/2328(INI)))
Council conclusions of 11 May 2010 on the social Council conclusions of 11 May 2010 on the social dimension of education and training (2010/C 135/02)dimension of education and training (2010/C 135/02)
Communication from the EC (January 2011). Tackling Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe early school leaving: A key contribution to the Europe
2020 Agenda2020 Agenda
European Parliament resolution of 9 March 2011 on the European Parliament resolution of 9 March 2011 on the EU strategy on Roma inclusion (2010/2276(INI))EU strategy on Roma inclusion (2010/2276(INI))
(1) Public awarenessSupports further development of existing national frameworks (e.g. Macedonia,
Kosovo, Albania, Bosnia Herzegovina)
European Parliament resolution of 2 April 2009 European Parliament resolution of 2 April 2009 on educating the children of migrants on educating the children of migrants
(2008/2328(INI))(2008/2328(INI))
Improving measures for integration: the Parliament stresses the need to integrate migrants and social categories (such as Roma people) in society. Integration must be based on the principles of equal opportunities in education, ensuring equal access to quality education. Any solutions –whether temporary or permanent- that are based on segregation must be rejected.
10. Promote successful inclusive education approaches for all pupils, including those with special needs, by making schools learning communities in which a sense of inclusion and mutual support is nurtured and in which the talents of all pupils are recognised. (p.8).
S’INVITA ALS ESTATS MEMBRESEn relació a l’escolarització primerenca, a
Schools as ‘learning communities’ agree on a common vision, basic values and objectives of school development. It increases the commitment of pupils, teachers, parents and other stakeholders and supports school quality and development. ‘Learning communities’ inspire both teachers and pupils to seek improvement and take ownership of their learning processes. It creates favourable conditions also for reducing school drop-out and for helping pupils at risk of dropping out.
Tackling early school leaving: A key contribution to the Europe 2020 Agenda , p.7
Communication from the EC (January 2011). Tackling early Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe 2020 school leaving: A key contribution to the Europe 2020 AgendaAgenda
European Parliament Resolution, march 2010European Parliament Resolution, march 2010EU strategy on Roma inclusionEU strategy on Roma inclusion
80. Calls on the Commission and the Member States to combat every form of social and educational exclusion of the Roma.
84. Calls on the Commission to support initiatives which have proved effective in preventing any form of segregation and prioritise inclusive projects that promote educational success and involve the participation of Roma families
IPA Multi-beneficiary Programme 2012 “Promoting Inclusive Education” Project: From conceptualisation to actions
Interface between country developments and regional initiatives , from national to regional actions- outcomes matter
