ipa multi-beneficiary programme 2012 “promoting inclusive education” project:

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Interface between country developments and regional initiatives , from national to regional actions- outcomes matter Discussant: Sandra Racionero CREA, University of Barcelona. IPA Multi-beneficiary Programme 2012 “Promoting Inclusive Education” Project: From conceptualisation to actions. - PowerPoint PPT Presentation

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  • IPA Multi-beneficiary Programme 2012 Promoting Inclusive Education Project: From conceptualisation to actionsInterface 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 equityActions that generate both efficiency and equity

  • (1) Public awareness for the importance and benefits from inclusive education

    Occurrences

    Actions which do not generate neither efficiency nor equityScientific Evidence

    Actions that generate both efficiency and equity

  • International Scientific CommunityHarvard UniversityUniversity 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 Societyhttp://www.ub.edu/includ-ed/

  • INCLUD-ED Consortium

  • Heterogeneous groups with several adults in the classroomFamily educationDialogic Reading4. Extending the learning time

    Actions which do not generate neither efficiency nor equity

    Successful Educational Actions (SEA)

  • Heterogeneous groups with several adults in the classroomFamily educationDialogic Reading4. 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)

    Actions which do not generate neither efficiency nor equity

    Successful Educational Actions (SEA)

  • 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 inspectorRoma SecretariatMediator from the BarrioHijas de la Caridad (Daughters of Charity)Cal Federation of Roma AssociationsCoordinator of the Integral Plan for the Milagrosa neighbourhoodSchool head-teacherPresident of the Parents AssociationMain researcher for the Includ-ed projectMixed Committees Successful Educational Actions (SEA)Decisive ParticipationLa Paz school(*) Implementation:resistance of the teaching staff // Roma families decide to join primary and secondary ed. in the same building

  • Mare de Du de Montserrat schoolInteractive GroupsSuccessful 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 HerzegovinaHeterogeneous groups with several adults in the classroom:

  • Mare de Du de Montserrat schoolTutored Libraries (dialogic reading)Successful Educational Actions (SEA)Educative ParticipationIncreasing reading interactions for everyone through community involvement

  • Successful Educational Actions (SEA)

    -Reallocation of existing resources -(*) Implementation

  • Project 6. Spain case studiesMare de Du de Montserrat school

    La Paz schoolSuccessful 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 MethodologymethodKnowledge from the international scientific communityInterpretations of social actors How?Involving end-users and stake-holders from the design of the research to the interpretation of its resultssenior researcherjunior researcherend-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 PalacePOLITICAL 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 PalacePOLITICAL IMPACT(4) Learning and exchange among the school communities E.g. A network of more than 100 Learning Communities schools, Serbia, Albania

  • POLITICAL IMPACT

    European Parliament resolution of 2 April 2009 on educating the children of migrants (2008/2328(INI))

    Council conclusions of 11 May 2010 on the social dimension of education and training (2010/C 135/02)

    Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe 2020 Agenda

    European Parliament resolution of 9 March 2011 on the EU strategy on Roma inclusion (2010/2276(INI))

  • POLITICAL IMPACT

    European Parliament resolution of 2 April 2009 on educating the children of migrants (2008/2328(INI))

    Council conclusions of 11 May 2010 on the social dimension of education and training (2010/C 135/02)

    Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe 2020 Agenda

    European Parliament resolution of 9 March 2011 on the EU strategy on Roma inclusion (2010/2276(INI))Public awarenessSupports further development of existing national frameworks (e.g. Macedonia, Kosovo, Albania, Bosnia Herzegovina)

  • European Parliament resolution of 2 April 2009 on educating the children of migrants (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).SINVITA ALS ESTATS MEMBRESEn relaci a lescolaritzaci 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.7Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe 2020 Agenda

  • European Parliament Resolution, march 2010EU strategy on Roma inclusion80.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 actionsInterface between country developments and regional initiatives , from national to regional actions- outcomes matter

    *Este es el paso que deberan dar las polticas

    Este es el paso que deberan dar las polticas

    *Presentar estas 2 SEAs (que se corresponden con el listado anterior)

    Despus de explicarlas ae podra abrir el debate a partir de aqu a otras actuaciones de xito en sus contextos y/o a la transferibilidad de estas actuaciones a esos contextos (pases).*Presentar estas 2 SEAs (que se corresponden con el listado anterior)

    Despus de explicarlas ae podra abrir el debate a partir de aqu a otras actuaciones de xito en sus contextos y/o a la transferibilidad de estas actuaciones a esos contextos (pases).*Como todo, se hace desde los conocimientos de la Comunidad Cientfica Internacional y la voc de los sujetos (.**IG como ejemplo de Heterogeneous groups con reallocation of resources**IG como ejemplo de Heterogeneous groups con reallocation of resources**IG como ejemplo de Heterogeneous groups con reallocation of resourcesEjemplos de mejora en los resultados en Montserrat i La Paz.Montserrat: comparacion de resultados en competencias bsicas de lengua entre los cursos 2006-2007 y 2007-2008. mejoran en 13 de las 16 competencias lingsticasLa Paz:reas que han mejorado los estudiantes que estaban en 2 en 2006-2007 y en 3 en 2007-2008.A partir de que la escuela empieza a ser CCAA y se introducen SEAs se produce un incremento

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