inclusion and education in european...
TRANSCRIPT
InclusionandeducationinEuropeancountries
INTMEASReportforcontract–2007‐2094/001TRA‐TRSPO
Final report: 14. Experts and PLA
George Muskens Lepelstraat August 2009
This is an independent report commissioned by the European Commission's Directorate-General for Education and Culture. The views expressed are those of the author(s) and do not necessarily represent the official position of the European Commission. Drafts of this report benefited from comments and advice from the consortium’s reference group members and from other experts in this field. Reproduction is authorised provided the source is acknowledged. The electronic version of this report is available at: http://www.docabureaus.nl/INTMEAS.html Available INTMEAS-reports: 1. Summary/sommaire/Zusamenfassung 2. Comparative conclusions 3. Discussion and recommendations 4. France 5. Germany 6. Hungary 7. Italy 8. The Netherlands 9. Poland 10. Slovenia 11. Spain 12. Sweden 13. UK 14. Experts and PLA INTMEAS Reference Group George Muskens, project leader Jaap Dronkers, expert adviser José Ramón Flecha, expert adviser Jill Bourne, expert adviser Danielle Zay, leader French research team Ingrid Gogolin, leader German research team Pál Tamás, leader Hungarian research team Francesca Gobbo, leader Italian research team Michał Federowicz, leader Polish research team Albina Neçak Lük, Sonja Novak Lukanovic, leaders Slovenian research team Mariano Fernándes Enguita, leader Spanish research team Elena Dingu Kyrklund, leader Swedish research team Rae Condie, leader UK research team
Inclusion measures in ‘further’ European countries and educational
regions
INTMEAS Report for contract –2007-2094/001 TRA-TRSPO
Report of the expert survey and national examples as presented at Peer Learning Activities
George Muskens
Lepelstraat, May 2009
I
TABLEOFCONTENTS
1 AIMS .............................................................................................................................................12 RESPONSETOTHEEXPERTSURVEY .................................................................................23 REPORTSOFTHEPEERLEARNINGACTIVITIESPLAS .................................................34 MEASURESFORKEEPINGEARLYSCHOOLLEAVERSABOARD..................................45 PRIORITYMEASURES .............................................................................................................66 INCLUSIVEEDUCATIONMEASURES ...................................................................................87 SAFEEDUCATIONMEASURES,MEASURESAGAINSTBULLYINGANDHARASSMENT ................................................................................................................................ 108 CONCLUSIONS,SUMMARY.................................................................................................. 118.1 MEASURESTOREDUCEEARLYSCHOOLLEAVING:......................................................................... 128.2 PRIORITYMEASURES .......................................................................................................................... 128.3 INCLUSIVEEDUCATIONMEASURES .................................................................................................. 138.4 SAFEEDUCATIONMEASURES ............................................................................................................ 14
1
1 Aims
IntheEU‐MemberStatesthatwerenotcoveredbyourtennationalresearchteamswehavecarriedoutanexpertsurveyoninclusionmeasuresineducation,andwehaveaddedexamplesaspresentedatPeerLearningActivities.Therefore,thematerialsinthepresentreportareadditionaltothemaincomparativeassessmentofinclusionmeasuresintenMemberStates.Additionalinformationwaswelcomefortwomajorreasons,being:
Mostreliableknowledgeoninclusionmeasuresregardsqualitativeknowledge,certainlyasfarasimplementation,effectsandwiderapplicabilityisconcerned.Nothingoronlyafewthingsarereallysureandevidencebasedpoliciesandpractice.Inthisrespect,thewiderandricherourknowledgebasewouldbethebetter.Itwouldmean:morecasesandenrichedassessment.Therefore,wewantedtoextendthescopeoftheprojectbyexpertreportsoncasesandcountriesthatwerenotrepresentedamongthetencountries.
ThetencountriesshouldnotbeseenasarepresentativesampleofallEU‐MemberStates.Theyareacollectionoftencountries,withdifferenteducationalarrangementsandpolicies.ForthewiderinterpretationoftheoutcomesadditionalinformationfromtheotherMemberStateswouldbewelcomeandneeded.
Afterthefirstphaseoftheprojectwehaveconcludedthatalltermsofreferenceoftheprojectweretobefocussedonsixmajorframesofinclusionmeasuresinmainstreameducation.Theseframeswere:
Howtokeepearlyschoolleaversaboardorhowtoreintegratethemafterleavingtheschooltooearly?
Whatprioritymeasuresaresetoutandappliedinschoolsfortargetgroupsofpupilsatrisk?
Whatinclusivemeasuresaresetoutandappliedforpupilswithhandicaps,disabilitiesandspecialneeds?
Whatmeasuresshouldensuresafeeducationforallpupils,andparticularlyforpupilsatriskofbullyingandharassment?
Whatmeasuresshouldsupportschoolsandstaff?FortheexpertsurveyandPLA‐analysisthelastfocuswasdropped,asitmightcoveratoowiderangeofpossiblemeasuresorregardtheimpliciteffectsofmeasuresthatarenotdirectlyaimingattheinclusionofpupilsatriskinmainstreameducation.Therefore,wehaveaskedtheexpertsandcheckedthePLA‐reportsformeasuresasundertaken,ontheimportanceofthemeasuresandonevaluationresearchasavailableconcerningfourissues,namely:
Measurestoreduceearlyschoolleaving. Measurestoimprovethechancesofdisadvantagedpupils, Measurestoincludepupilswithahandicap,withrestrictionsand/orspecialneedsinmainstreameducation,
Measuresagainstbullyingandharassment.Thequestionswereformulatedasopenquestionsinafour‐questionquestionnaire.Furthertothequestionsshortexplanationshavebeenincludedinthequestionnaire,namely:
Earlyschoolleaving–thisregardsthefullorpartialdropoutofpupils,notbeingintheinterestofthepupilsthemselvesnorinthatofsociety.FortheEuropeansocieties,thepupilsshouldatleastreachadecentlabourmarketqualificationatthe
2
levelofISCED3C,i.e.alevelthatincludessomeuppersecondaryeducation.Pupilsmaynotbeinterestedinreachingthatlevelbecauseoflostmotivationandamultitudeoftroubles,orbecausetheyobviouslyareunabletopasstestsandexaminationsatthelevelofISCED3C,orbecausetheyfindtheirwayonthelabourmarketandinsocietywithoutpassingISCEDlevel3C.AccordingtotheLisbonDeclarationthenumberofearlyschoolleaversistoohighinallormostmemberStatesoftheEU;in2010thenumbershouldbehalvedcomparedtothenumbersin2001.
Improvedchancesfordisadvantagedminorities–mostEuropeancountrieshavesetoutprioritypoliciesandmeasurestoimprovethechancesofpupilsbelongingtodisadvantagedminorities.Itregardsdisadvantagesthatfollowfrominequitiesinsocietyandthatareindependentoftheindividualcapacitiesofthepupils.Asaresult,thepupilsareatriskofexclusionfromeducationandsociety,whereastalentsmaygetlost.Sourcesofsuchinequitiesmaybegender,ethnicity–immigrantand/orindigenous,class,andhandicaps.Asfarasmeasuresareundertakeninyourcountry:forwhichdisadvantagedgroups?
Inclusiveeducationforpupilswithhandicaps,specialneeds,etc.–invaryingdegreestheEuropeancountrieshaveimplementedinclusivepoliciesandmeasuresinmainstreameducationforpupilswithhandicaps,specialneeds,etc.Inthiswaytheexclusionanddiscriminationofchildrenandyoungpeoplewithhandicapsandspecialneedsistobecounter‐acted,whileatthesametimehighesteffortistobemadetoassure‘appropriateandtailor‐madeeducation’inrelationtothehandicaps,specialneeds,etc.Invaryingdegrees,thelatterissuehasbeenanargumentinfavouroragainsteducationinspecialschoolsandinstitutions.Pleaserevealthepositionofyourcountryinthisrespect.
Bullyingandharassment–inpracticebulliedandharassedpupilsareatriskofmarginalisationandexclusionfromschoolsandclasses,whilebulliesandpupilsorstaffthathasharassedpupilsareatriskofseveredisciplinarymeasures,includingforcedexpulsionfromschoolandeducation.Inawiderframe,safeeducationalconditionsforallpupilsweretobesafeguarded.Weshouldassessthemeasuresthatenhancesuchconditionsandthatshoulddiminishbullyingandharassmentineducation.Wewouldbehelpedbyyourinformationconcerningmeasuresinyourcountry.
2 Responsetotheexpertsurvey
Withinthetightconditionsoftimeandbudgetwehaveapproached27selectedexpertsintheseventeencountries.Throughtheongoingsnowball‐method5furtherexpertswereaddedtoourgroup,onrecommendationoftheircolleagues.AllexpertsrepresentthefullEU‐level1orlevel2expertiseinthefiledofprimaryandsecondaryeducation,and/orrelatedfieldssuchaseducationalpoliciesoryouthatriskofexclusionandearlyschoolleaving.
Notallwereeffectivelycontactedorwereabletorespondtothequestionnaire.Wehavereceivedvaluableresponsefrom:
Belgium(FlemishCommunity),Dr.PetervanPuyenbroeck,Antwerp, Belgium(FrenchCommunity),Dr.DraganaAvramow,CSPCBrussels, Bulgaria,Prof.KrassimiraDaskalova,St. Kliment Ohridski University Sofia CzechRepublic,Prof.JanJirak,CharlesUniversityPrague;Prof.MilanPol,MasarykUniversityBrno,
Cyprus,Dr.ChristosPanayotopoulos,IntercollegeNicosia, Denmark,Prof.NielsEgelund,UniversityofÅrhus, Finland,Prof.MaritaMäkinen,UniversityofTampere,
3
Greece,Dr.RomanGerodimos,UniversityofBournemouth Latvia,Prof.BrigittaZepa,BalticInstituteofSocialSciencesRiga Malta,Dr.MaryAnneLauri,UniversityofMalta Portugal,Prof.CandidaFerreira,TechnicalUniversityofLisbon;Prof.OlgaPombo,UniversityofLisbon,Prof.CristinaMariaCoimbraVieira,UniversityofCoimbra,LuisaMarroni,UniversityofCoimbra
SlovakRepublic,Dr.GabrielBianchi,SlovakAcademyofSciencesBratislava
Thepresentreportisbasedupontheirresponsetothequestionnaire.
3 ReportsofthePeerLearningActivitiesPLAs
EUeducationandtrainingpolicyhasbeengivenaddedimpetussincetheadoptionoftheLisbonStrategyin2000,theEU'soverarchingprogrammefocusingongrowthandjobs(PresidencyoftheEuropeanCouncil,2000March).EUMemberStatesandtheEuropeanCommissionhaveinrecentyearsstrengthenedtheirpoliticalcooperationthroughtheEducationandTraining2010workprogram(EuropeanCommission,2008).Therearethreeoverallobjectives:
Improvingthequalityandeffectivenessofeducationandtrainingsystems; Facilitatingaccesstoeducationandtrainingsystems;and OpeningupEUeducationandtrainingsystemstothewiderworld.
ThephilosophyisthatMemberStatescanlearnalotfromeachother.TheCommissionorganisespeerlearningactivitiesbetweenmemberstatesinterestedinjointlydevelopingnationalpoliciesandsystemsinspecificfields.TheirmainworkingmethodistheidentificationandplanningofPeerLearningActivities(PLAs).ThePLAsareaprocessofcooperationatEuropeanlevelwherebypolicymakersandpractitionersfromonecountrylearnfromtheexperiencesoftheircounterpartselsewhereinEuropeinimplementingreformsinareasofsharedinterestandconcern.ThefollowingrelevantPLAshavetakenplacesince2007:
HowcanTeacherEducationandTrainingpoliciesprepareteacherstoteacheffectivelyinculturallydiversesettings?Olso,20‐05‐2007,
Validationofnon‐formalandinformallearningforteachersandtrainersinvocationaleducationandtraining,Lisbon,14‐01‐2008,
Fightagainstfailureatschoolandinequalityineducation,Paris,12‐11‐2007, (De)segregationineducation,Budapest,25‐04‐2007, Preventativeandcompensatorymeasurestoreduceearlyschoolleaving,Dublin,31‐01‐2007,
Schoolintegrationofimmigrantchildren,positivediscriminationmeasures,supporttoschooldrop‐outs,Brussels,09‐10‐2006.
ThereportsofthePLAshavebeenpublishedonaspecialwebsite,beingtheknowledgesystemforlifelonglearning,http://kslll.net.
ExamplesofinclusionmeasuresfromMemberStatesthatwerenotcoveredbyourtenresearchteamsandtheresponsetotheexpertsurveyhavebeenaddedtotheresponseandthereportoftheexpertsurvey,asfurthernationalexamples.Theseregardsexamplesin:
Ireland,
4
Turkey.
Theseexampleshavebeenincludedinthepresentreport.
4 Measuresforkeepingearlyschoolleaversaboard
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
Belgium,FlemishCommunity
Thetransitionfrominsertionclassestomainstreameducationistobeimproved,astoavoidcomparativelyhighnumbersofearlyschoolleavingamongside‐instreamers.
Mostschoolsarecontrollingfortruancyeffectively.
Time‐outprojects.Since2006budgetsareavailableforlocaltime‐outproject,short‐stayaswellaslong‐stay.Mostschoolsarecontrollingfortruancyeffectively.Specialpositioniscreatedtosupportfrequentabsentees,i.e.theJoJo.JoJosareyoungstartersonthelabourmarket,whoareworkingasmentorsoftheabsentees,whileinthemeantimefinishingtheiruppersecondaryeducation.Absenteesareapparentlyratherfrequentlyforeignpupils,whohavefollowedinsertionclassesbefore.Earlyschoolleaversmaybefoundandguidedbyyouthcoaches,asinAntwerp.
Belgium,FrenchCommunity
Allmeasuresareactuallybottom‐upmeasuresinthesensethattheyfollowfromactiveplanningandactiononbehalfoftheschools.However,theyareunderpinnedbytargetedlegislation,e.g.onSAS,which means a space of transition. SAS offers a sort of sabbatical period so as to allow pupils to explore other fields of activities.
Theeffectsofthemeasureshavenotbeenevaluatedsystematically.Withregardtodualcourses(schoolincombinationwithtrainingonthejob),thatshouldkeepearlyschoolleaversfromuppervocationaltrainingaboard,theoutcomemightbecontradictoryinthesensethatonlyaminorityappearedtodojobsinthesectoroftraining.Itiscommonsenseknowledgethatfundinghasbeentoolimited.
Intheframeofthreelinestheschoolsareencouragedtotakeactionagainstearlyschoolleaving.Theseare:• Priority education, e.g. additional
funding in relation to apparentdeficiencies and disadvantages ofpupils,
• Special services against school failure,i.e. re‐insertion classes and reboundarrangementsfordropoutsandpupilsatriskofdroppingout,
• Encouragement of dual courses in thestreamsand tracksofuppervocationtraining, where the pupils at risk ofdroppingoutareconcentrated.
Bulgaria InBulgariameasuresarementionedthatshouldsupportthegroupsofpupilsathighestriskofexclusionfromeducation,immediatelyorinalaterphase.TheRomachildrenarementionedasthegroupathighestrisk.Themeasuresareappliedinthegrades1‐4ofcompulsoryeducation.Thenationalprogramincludesmeasuressuchasfreetextbooksandmaterials,freetransportation,freegoodbreakfast.
Themeasuresaresupposedtobeaneffectivefirststeptowardstheinclusionoftargetgroupsatrisk.
Cyprus Ratherlowpriority,asnumbersofearlyschoolleaversaremoderateApprenticeschemefordropoutsfromlowersecondaryeducation–dualcoursesEveningandover‐nightschools,with800dropoutsfromprimaryandlowersecondaryeducation
CzechRepublic
Numbersofearlyschoolleaversarelow,apartfromtargetgroupsasrisk,particularlyRomachildren.Compulsoryeducationuptotheageof15,sanctioned.Curriculumreform.
Romateachingassistants.Noevaluationresearchbutexperienceshowedrelativelygoodresults.
Schoolcounsellorsandotherspecialisedstaff.
Denmark Numbersaremoderate.Municipalpsychologicalservices.RegionalYouthandCareerCounsellingServices
5
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
Irelandsource:(Cluster"AccessandSocialInclusioninLifelongLearning")
DEIS–Recentpolicyplanagainsteducationaldisadvantages:• Home School Community Liaison,
aimed at establishing collaborationbetweenparentsandteachers.
• School Completion Programme, apositive discrimination measure,targeting those in danger of drippingout. Clusters of school receive extrafunding.
• YouthReach, second chance educationforunemployedearlyschoolleavers.
• Area Partnerships, since the 90’s;specificfocusoneducation.
Finland Comprehensiveandcompulsoryeducationuntiltheageof18.ThenumbersthathavenotreachedtheISCED3C‐levelthenisverylow:0,3%(EUROSTAT7,9%in2007).Ratherhighnumbersareout‐placedinspecialeducation(almost8%)
Earlysupportmeasuresandindividualtracksforthe55thatmaynotreachtherequestedlevelatage18.
Greece Nothighestpriority:numbersaremoderateanddeclining(underEU‐average),while82%hascompleteduppersecondaryeducation;lowersecondaryeducationiscompulsoryandsanctioned.Newmeasures:interculturaleducation,additionalteachingsupport,TransitionObservatory.
Earlyschoolleavingconcentratedinmalegroupsatrisk.Repressiveapproachappearsnottobeeffective.Specialassessmentandprogressionprovisionsforpupilsfromforeigncountries.Observedgapbetweennationalpolicymakingandthepromotionofnewmeasuresatthegrassrootslevelofthelocalcommunities.
Latvia Earlyschoolleavingisincreasing,by1000pupilsinsixyears.Romachildrenarethemostimportantgroupatrisk.Report:Youthandinter‐Ethnicschools(DAPHNEProject)
Possiblemeasures:Involvementofschoolsocialworkers.Furthersupportpersonnelfortheschoolsandtheteachers(notenoughbudget).AdaptedcurriculaforpupilsatriskandinneedPedagogicalcorrectionandre‐insertionorreboundclasses,uptothreeyears..
Malta Sanctionsofobviousabsenteeism. Theissuewouldbelessurgentthan(European)statisticsappeartosuggest.Inefficientcourtproceedingswithregardtosanctionsandfines.
Improvedregistrationofabsenteeism.Incase,interventionbyaSocialWorker.
Portugal Compulsoryeducationuptograde9;sanctionsandfines.Sanctionsforemployers,whoemployyoungpeopleintheircompulsoryeducationage.Grantsandfurthersupportfordisadvantagedpupilsandfamilies.Increased school autonomy that should improve the pupils´ learning processes The Integrated Program of Education and Training intents to prevent children/adolescent from risk situation of child labour Reinforcement and training of teachers in some areas considered as “key areas”
Goodresultsinthe1990s,butnofurtherimprovementthereafter.
Furtherjobtrainingopportunitiesfordropouts.The school is responsible for the implementation for taking measures, with a permanent evaluation of them and of the results. Alternative School Trajectories, if needed Courses of Education and Training for pupils older then 15 years old Territories for priority measures and intervention Individualized teaching or domestic teaching Mobile education for children of itinerant professionals Flexible curriculum management Full‐timeschools The schools have been indicating a decrease in the number of dropouts
6
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
Slovakia Stronginter‐relationshipbetweenearlyschoolleavinganddisadvantages,particularlyincaseofRomachildren–formeasures;seeunder.
Turkey(PLAmeeting,seefootnote)
InTurkey,theMinistryofSocialandtheMinistryofEducationhavelaunchedaprogramonReducingSocialRisk.Theaimistodevelopasocialaidwebinordertosupportpoorchildrentoaccessbasiceducationservices.Afinancialaidisgiventounderprivilegedfamiliesatconditionthattheybringtheirchildrentoschoolandtohealthservices.Additionalsupportisgiventogirls.
(),returningtoschoolhasbeenprovidedtothe10‐14agedchildrenthatareoutoftheeducationsystemintheframeof“CompensationEducation”.Thestudentswhobecomesuccessfulinthiseducationsystemhavethechanceofcontinuingtotheireducationbysettlingthemtotheclassesaccordingtotheirages.640.000studentshavetakenadvantageofthiseducationtilltheendof2006.
5 Prioritymeasures
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
Belgium,FlemishCommunity
Extensionofcompulsoryeducationforall2,5‐4yearisconsideredastoguaranteefullparticipationinpres‐schooleducation.
TheFlemishauthoritieshaveissuedlegislationwithregardtoGOK,beingpriorityeducationfordisadvantagedpupils,e.g.inrelationtohomelanguageuse,lowculturalcapitalfromhomeorpoverty,othersocio‐economicdisadvantages,ormoderateindividualdisorder.InthisframeaGOK‐budgetisavailablefortheschoolswithhighnumbersofdisadvantagedpupils.
SchoolsmayusetheGOK‐budgetthatisallocatedtothemformeasures,suchas:• Remedialteaching,• Additionalclassesandhours,• Language education in Dutch as second
language(afterlanguagetests),• Interculturaleducation,• Orientationclassesforfurthereducation,• Socio‐emotionaldevelopmenttraining,• Participationofpupilsandparent.
Belgium,FrenchCommunity
DecreeonPositiveDiscriminationBridgeclassesfornewcomers(French,civiceducation,mathandscience)
Bridgeclasseshaveproventobeeffective;theytakeoneweekuptooneyear.Tutoringhasalsoproventobeuseful.Somelackofco‐operationfromsometeachers,whomaybereticenttowardsstudentsenteringtheschool.
Tutoringuniversityandcollegestudents,helpingdisadvantagedpupilsinthetransitionphasefromsecondarytotertiaryeducation.
Bulgaria Anti‐discriminationprogramme2006‐2015,fortheintegrationofRomachildrenandotherdiscriminatedgroupswithoutsegregation.Remaining gender discrimination, especially concerning the content of the textbooks. They continue to perpetuate the old gender stereotypes. Lack of gender sensitivity is a common feature for the whole educational system.
5500pupilsand300teachersuntil2010
Cyprus ZonesofEducationalPriority,since2003onapilotbasis,forzoneswithhighconcentrationsofethnicminorities(TurkishCypriots),immigrants,asylumseekers,amongothers.Literacyprogrammetotacklefunctionalilliteracyattheendofcompulsoryeducation,Specialneedseducationandindividualisedprogrammes
Ongoingevaluationresearch.Permanentworkinggroupforthepromotionofliteracyandschool.Nationwideindividualassessmentoffunctionalilliteracy.
7
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
CzechRepublic
Applicablelawswithregardtospecialneedschildren,including“sociallydisadvantaged”children
Obviouslynoteffective,particularlyamong/forRomachildrenchildren.Thesearelabelledasbeing“unadaptable”.LinkingtheRomafamiliesandtheschoolsarepotentiallyverypromising.Thelocalcentresfortheintegrationofminoritiesareviewedasbeingeffective.
RomaschoolassistantsPreparatoryandinsertionclasses.LinkingtheRomafamiliesandtheschools.Localcentresfortheintegrationofminorities.
Denmark EnforcedlanguagescreeningforproficiencyinDanish,attheageof3and6.Incaseofneed,supplementarylanguagestimulationwilltakeplace(from2009onwards).1975‐2002mothertongueeducationforbilingualchildren.
Finland Debateon(new)immigrationandeducationisgoingon.Offeredispreparatoryeducation(insertionclasses)fornewcomers.
TeachingforLappishchildrenatLappishlanguageschools.TheowncultureoftheRomaniepeopleistakenintoaccount.
Greece Implementationofprogrammesandcurriculaforinterculturaleducation(Roma,Muslims).
Quiteeffectiveminimumframeworkoverthelasttenyears(SupportCentres,InterculturalEducation).However:reaminglowschoolparticipationinsecondaryeducationofRomachildren.Howevertoo:latentdiscriminationandstigmatisationinthenationalcurriculum(e.g.predominanceoftheGreek‐OrthodoxChristianreligion).
Supportprogrammesfordisadvantagedpupils,particularlypupilswithahandicap–developedbynationalexpertcentres.Relianceonthenationalombudsman(Children’sAdvocate)incaseofdiscrimination
Latvia BilingualclassesfortheRussianetc.minorities,astoensurethelearningofLatvian.
TheLatvianknowledgehasincreasedamongminoritychildren.AttitudestowardsLatviaandLatvianremainednegative,andreformwasevaluatedcontroversially.
Malta None Trainingofstaffinmulticulturalknowledgeandskills.Ownschoolprojectsandinitiatives.
Portugal Entitlementforsocialinsertionrevenues(verymoderate).Expertcentresfortherelevanthandicaps,tosupportinclusiveeducation
Nodecreaseofthepoorpopulation.ImmigrantsfromLatinAmerica(Brazil)andAfrica(formercolonies).Strongrhetoricaldiscourseonmulticulturalsociety.Mother‐tongueeducationifappropriate
SocialhousingprogramsGoodwillandscarcemeasuresinsomeschoolsSchoolforchildrenoftravellingpeopleMobileSchoolFull‐timeschoolsIndividualized/domesticteachingSpecialisedprofessionals
8
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
Slovakia TheSchoolActof2008hasformalisedtherightsofthechildandstudentsandhasbannedallformsofdiscriminationandsegregationineducation.Governmentaldefinitionofasociallydisadvantagedenvironment,withfinancialbenefitsforsociallydisadvantagedchildren:smallerclasses,special‘zero’‐classes(preparatoryclasses)GovernmentresolutionsontheeducationofRomachildren,since2003.Obligatorypre‐schooleducation,fromage4onwards.ConsultationwithAmnestyInternationalandtheMinorityCounciloftheGovernmentonspecialRomaschool,andRomainspecialeducation.NationalprioritywithregardtotheinclusionofRoma.
RomaeducationalexpertcentreinPresov.Severalproposedmeasuresremainedunused,suchas‘individualeducation’–reasons:missingtrainingandskillsofteachers,missingmaterialsandequipment,missingstandards.Manyfurtherobstaclesinpractice.Controlmechanismsinhandsofregionaleducationalauthorities,andtheStateSchoolInspectorate.
Assistantteachers.Improvedcurricula.NationalpilotprojectinthePresovregion.Co‐operationwithparents.Publicrelationsandpublicawarenesscampaigns.PHARE‐supportedprojectsfortheintegrationofRomachildren.OpportunitiesforRomalanguageeducation.NationalGuidanceandDecreeonSpecialSchoolEnrolmentProcedures.
6 Inclusiveeducationmeasures
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
Belgium,FlemishCommunity
NationalbudgetsareavailableforspecificGON‐support,i.e.supportofpupilswithanindicationintheautismspectre.Further‘difficult’pupilsaretobemanagedintheframeofpriorityeducation,ifapplicable.
ThemodelofinclusiveeducationwasintroducedratherlatelyintheFlemishCommunity.
SupportbyGON‐guides,oftenbeingspecialistpedagogues.Specialprogrammes:TEACCH(TreatmentandEducationofAutisticandrelatedCommunicationhandicappedChildren),STICORDI(stimulating,compensating,remedialteaching,dispensating).Inclusiveeducationusuallyregardsthefollowingsuccessivesteps:• Individualplan,• Empowering learning environment as
createdbytheteachersthemselves,• Additional care as offered by GOK‐ or
GIN‐teachers,incaseofneed,• Furtherindividualmeasures,ifneeded.
Belgium,FrenchCommunity
CentresforPsychological,MedicalandSocialServicesgivesupporttothemainstreamschoolsinrelationtopupilswithspecialneeds.
50%ofthechildrenwithspecialneedsanddisabilitiesarereceivingeducationinmainstreamschools.Nocomprehensiveevaluation
Bulgaria Thenumberofincludedpupilsinmainstreameducationhasrisenfrom700toaround5500inthreeyearstime.
90projectsforimprovedarchitecturalaccessof55schools,withstatefunding
Cyprus Inclusiveeducation,since1999,inmainstreamclassesorinspecialclassesofmainstreamschools.Onlypupilswithseveredifficultiesareeducatedinspecialschools.
Programmesforspecialeducation.550specialisedsupportstaff.In‐servicetraining.N.B.Notenough,withproblemsrelatedtostepsfromprimarytosecondaryeducation.
CzechRepublic
Newlegislationunderway,allocatingtrackmoneyfortheinclusiveeducationofhandicappedetc.pupils.
Effectivemeasuresforthefullintegration. Anyprogramsforthefullintegrationofhandicappedpupilsinmainstreameducation.Expertsupportcentresandspecialisedstaff
9
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
Denmark Inclusiveifpossible 3.8%ofallpupilsiseducatedinspecialschools.Increasedsegregationsincetwentyyears,particularlyinthefieldofADHD,autism,Asperger,andsocialoremotionalproblems.
Finland Newlegislationandimplementationof‘appropriateeducation’forspecialneedspupils,basedupontheirindividualtroublesandcapacities.Publicdebateonpupils’welfareandstress.
Greece ImplementationofSpecialEducationActandextensionofspecialschools.
Longstandingexclusion,discriminationandmarginalisationofhandicappedetc.children/pupils.Improvementssincesome10years(e.g.legalframeworkfornon‐discrimination).Investmentsneededinarchitecture,facilitiesandequipment.Needtoincludedisabledstudentsintomainstreameducation.Insufficientteachertraining.
Onlineresourcesandcivilsocietywebsites.Expertsupportanddiagnosticscentres.Needforculturalchange.
Latvia Recentchangesareintroducedinthedirectionofinclusiveeducation.
Soviethistory:institutionalisedtreatmentofhandicappedetc.children/pupils.Stillprevalentmodel.Stillinsufficientteachertraining
Parentalsupportprograms.Europeanfunding(ESF)Individualisededucationandhomeeducation,ifpossibleandwanted.
Malta InclusiveEducationAct2000,InclusiveandSpecialEducationAct2005.
Onlyfewpupilsinspecialschools. Expertsupportcentres(formerspecialschools)Teachertrainingmaterialsandsupportstaff;upgradedqualification.
Portugal Inclusiveeducationispromoted.TheMinistryofEducationhasdevelopedmeasuresrelatedtothetrainingandstabilityofteachersinschools,totheenlargementoftimetable,tothemaintenanceofa“fulltimeschool”,andbydisseminatingthe“goodpractices”TheclassesforSEN‐pupilsareshorter(maximumof20)andtheperclassislimited(maximumof2)Evaluationof‘inclusiveeducation’isinthemaking
Butnoteasytogetthenecessaryadditionalhumanresources.Portugalisnotyetabletoassureatrueappropriateeducativeregimeforhandicappedetc.pupils.
SEN‐pupilshavetherighttoberecognizedintheirspecificityandtobenefitfromtheavailabilityofappropriateeducativeanswersAdaptedmaterialsandequipment.Teachertraining.Parentscomplainthattheypreferspecialeducationfortheirchildren.
Slovakia Specialschoolsforchildrenwithahealthdisadvantage.Inclusiveeducation(orbetter‘integration‐oriented’education)inmainstreamschools,inspecialclassesorinmixedclasses.‘Integration’means:adaptationofthehandicappedetc.pupilstotherequirementsoftheschools,andnotviceversa:schoolsshouldadapttothespecialneedsofthepupils.
AssistantteachersSpecialtextbooksSpecialequipment,Rightofusingsignlanguage,Braillewriting,etc.
10
7 Safeeducationmeasures,measuresagainstbullyingandharassment
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
Belgium,FlemishCommunity
No‐Blameapproach–child‐orientedapproachofbullies;apparentlyandevidence‐basedsuccessfulasunderlinedatnationalexpertconferencesandattheFlemishConsultationPlatformconcerningBullying.Keyperson:schoolco‐ordinator(oftentheremedialteacher).Sevensteps,i.e.• Meetingwiththevictim,• Bringing all together, who were
involved,• Explanationoftheproblem(s),• Sharedresponsibilities,• Groupsproposalsfroimprovement,• Grouptakesaction,• Meetingwitheachchildindividually.
Belgium,FrenchCommunity
Violenceisageneralcharacteristicofschoolswithahighconcentrationofchildrenfromlowsocio‐economicbackgroundandimmigrantchildren.Mediatorsshouldbeeffectiveforchildrenwhoareapparentlyunabletocopewiththeirhighemotions.
Mediators,whoaretofacilitatecommunicationMobilemediationteams,interveningattherequestoftheheadofaneducationalestablishment
Bulgaria Nostatemeasures. Permanentmediacoverageonviolenceinschools,etc.
Cyprus EducationalPsychologyServices:preventiveprogrammes.EuropeanDAFNI‐program.Evaluationofthe11pilots.Lackofofficialnumberswithregardtobullyingandharassment.Anecdotalevidence.Smallscalestudies.
PilotsoftheMinistryin11schools.
CzechRepublic
Publicdiscussion.New:attentionforcyber‐bullying.
In‐servicetrainingofteachersandstaff.Protectionofteachers.Measurestakenbytheprincipal.Teacherscanconfiscatemobiletelephones.Defensivereactionsofparentsagainst‘repressive’teachersandschools.
Denmark Researchproject(1millioneuro).Publicattention.Children’sCouncil.CentreforEnvironmentalIssues(aroundtheschool)
Schoolsshoulddealwiththeissue.
Finland Multi‐professionalformsofcollaborationwhichsurpassadministrativeboundarieshavebeendeveloped.Theregulationsconcerningprofessionalconfidentialityarebeingchangedtotheeffectthatanorganiserofeducationwillhavebetteraccesstonecessaryinformationforthebenefitofthechildrenconcerned.
Mostschoolsareinvolvedintheprojectcalled“NiceSchool”,whichintendstofindpracticalwaysofpreventingbullyinginthewholeofFinland.Themostrecentresultsshowthatthisconsistentandlong‐lastingprogrammehashelpedtodecreasebullyingconsiderably.
11
Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures
Greece Directrelationwiththeexclusionofdisadvantagedanddiscriminatedpupils.Lowonbullyingandharassmentorlowontransparencyontheissue?Mediaattentionfor‘happyslapping’andotherincidents.Banonmobiletelephonesinschools?
Latvia Nodata,nomeasures
Malta Victimsandperpetratorsarereferredtoschoolcounsellors.
Portugal Localpoliceintervention,ifneeded.Inlastyears,severalstudiesrefertoanincreaseinthenumberofbullyingsituationsinschools,notclarifyingifthisfactisduetoagreaterfacilityofstudentstoexplain/complainabouttheseveralsituationstowhichtheyaresubjectedorifthisfactisduetoarealincreaseofbullyinginschools.
InterventionstrategiescanbedevelopedbyServicesofPsychologyandGuidance,inschoolsorbygroupsofschoolsIndividualizedvictimsupport,suchas:• Amoreprivateroom,• Alaptopwithinternetaccess,• Teacherofsupport,• AspecialistfromtheServicesof
PsychologyandGuidance.Additionalhumanresourcesandspecialists,althoughfinancingtheseisratherdemanding.Schoolsshouldeducate,notpunishthepupils,includingthe‘bullies’.However,teachersarenowendowedwithseverallegalmeans,necessaryforthemaintenanceoftheirscholarauthority.MobileschoolIndividualized/domesticteaching
Slovakia MethodicalguidanceoftheMinistrytopreventbullyingandharassmentinschools.ImplementationofOECD‐Network.
Nationalwebpage.Trainingofpreventioncoordinators.Monitoringftheissueintheschools.Sensitisingparents,etc.
Reluctantresponseoftheschoolsandstaff(schoolpoliciestopreventtobeidentifiedasaschoolwheresuchthingshappen;keepingthebadnewsoutofthemedia).
8 Conclusions,summary
Theresponsetotheexpertsurveyhasenrichedandextendedtheknowledgebaseconcerninginclusionandeducation,andparticularlytheknowledgebaseconcerningstrategies,policiesandmeasuresintheframeof:
Thereductionofearlyschoolleavingandthereintegrationofearlyschoolleavers, Priorityeducation, Inclusiveeducation, Safeeducationingeneralandthereductionofbullyingandharassmentinparticular.
Theresponsereconfirmedtherichvarietyofpossiblestrategies,policiesandmeasuresasundertakeninthecountriesconcerned.ManyorevenmostoftheseappeartobeworthfurtherattentionofEuropean,national,regionalandschool‐relatedactors,offeringinterestingexamplesandideas.TheyweretobeincorporatedinaEuropeanknowledgecentreformeasurestoenhanceinclusionineducation.Mostworthwhilearethebottom‐upmeasuresandpractices,ingeneralandthosethathavebeenevaluated,inparticular,i.e.thepracticesandexamplesthatarelistedincolumn3and4oftheschemesabove.
12
8.1 Measurestoreduceearlyschoolleaving:
Truancycontrol(Belgium,FlemishCommunity), Time‐outprojects(Belgium,FlemishCommunity), Mentoringandcoachingforearlyschoolleaversandjobstarters(Belgium,FlemishCommunity),
Re‐insertionclassesandreboundarrangements(Belgium,WalloonCommunity), Prioritymeasuresfordisadvantagedpupilsatriskofearlyschoolleaving(Belgium,WalloonCommunity),
Dualvocationalcourses(Belgium,WalloonCommunity), Schoolcounsellorsandotherspecialisedstaff(CzechRepublic), Comprehensiveandcompulsoryeducationuntiltheageof18(Finland), Earlysupportmeasuresandindividualtracks(Finland), Apparentlyineffectiverepression(Greece), Involvementofschoolsocialworkers(Latvia), Furthersupportpersonnelfortheschoolsandtheteachers(Latvia), Adaptedcurriculaforpupilsatriskandinneed(Latvia), Pedagogicalcorrectionandre‐insertionorreboundclasses,uptothreeyears(Latvia),
Improvedregistrationofabsenteeism(Malta), Incase,interventionbyaSocialWorker(Malta), Furtherjobtrainingopportunitiesfordropouts(Portugal), AlternativeSchoolTrajectories,ifneeded(Portugal), Individualizedteachingordomesticteaching(Portugal), Flexiblecurriculummanagement(Portugal), Full‐timeschools(Portugal), Compensationeducation(Turkey).
8.2 Prioritymeasures
Acentralbudgetforpriorityeducationasavailableforschools,tobeusedfor:• Remedialteaching,• Additionalclassesandhours,• LanguageeducationinDutchassecondlanguage(afterlanguagetests),• Interculturaleducation,• Orientationclassesforfurthereducation,• Socio‐emotionaldevelopmenttraining. Participationofpupilsandparent(Belgium,FlemishCommunity), Tutoringuniversityandcollegestudents(Belgium,WalloonCommunity), Bridgeclasses(Belgium,WalloonCommunity), LinkingRomafamiliesandschools(CzechRepublic), Romaschoolassistants(CzechRepublic), Preparatoryandinsertionclasses(CzechRepublic), Localintegrationcentres(CzechRepublic), Lappishlanguageschools(Finland), Supportcentresforinterculturaleducation(Greece), Supportprogrammesfordisadvantagedpupils,particularlypupilswithahandicap–developedbynationalexpertcentres(Greece),
Relianceonthenationalombudsman(Children’sAdvocate)incaseofdiscrimination(Greece),
Trainingofstaffinmulticulturalknowledgeandskills(Malta), Ownschoolprojectsandinitiatives(Malta), Mother‐tongueeducation(Portugal), Socialhousingprograms(Portugal), Goodwillandscarcemeasuresinsomeschools(Portugal), Schoolforchildrenoftravellingpeople(Portugal),
13
MobileSchool(Portugal), Full‐timeschools(Portugal), Individualized/domesticteaching(Portugal), Specialisedprofessionals(Portugal), RomaeducationalexpertcentrePresov(Slovakia), NationalpilotprojectinthePresovregion(Slovakia), PHARE‐supportedprojectsfortheintegrationofRomachildren(Slovakia), OpportunitiesforRomalanguageeducation(Slovakia), Assistantteachers(Slovakia), Improvedcurricula(Slovakia), Co‐operationwithparents(Slovakia), Publicrelationsandpublicawarenesscampaigns(Slovakia), NationalGuidanceandDecreeonSpecialSchoolEnrolmentProcedures(Slovakia).
8.3 Inclusiveeducationmeasures
NationalbudgetsareavailableforGON‐supportofpupilswithanindicationintheautismspectre(Belgium,FlemishCommunity),
SupportbyGON‐guides,oftenbeingspecialistpedagogues(Belgium,FlemishCommunity),
Specialprogrammes:TEACCH(TreatmentandEducationofAutisticandrelatedCommunicationhandicappedChildren),STICORDI(stimulating,compensating,remedialteaching,dispensating)(Belgium,FlemishCommunity),
Inclusiveeducationusuallyregardsthefollowingsuccessivesteps(Belgium,FlemishCommunity):• Individualplan,• Empoweringlearningenvironmentascreatedbytheteachersthemselves,• AdditionalcareasofferedbyGOK‐orGIN‐teachers,incaseofneed,
Furtherindividualmeasures,ifneeded.(Belgium,FlemishCommunity), 90projectsforimprovedarchitecturalaccessof55schools,withstatefunding(Bulgaria),
Programsforspecialeducation(Cyprus), 550specialisedsupportstaff(Cyprus), Specialisedin‐servicetraining(Cyprus), Programsforthefullintegrationofhandicappedpupilsinmainstreameducation(CzechRepublic),
Expertsupportcentresandspecialisedstaff(CzechRepublic), Onlineresourcesandcivilsocietywebsites(Greece), Expertsupportanddiagnosticscentres(Greece), Parentalsupportprograms(Latvia), Europeanfunding(ESF)(Latvia), Individualisededucationandhomeeducation,ifpossibleandwanted(Latvia), Expertsupportcentres(formerspecialschools)(Malta), Teachertrainingmaterialsandsupportstaff;upgradedqualification(Malta), SEN‐pupilshavetherighttoberecognizedintheirspecificityandtobenefitfromtheavailabilityofappropriateeducativeanswers(Portugal),
Adaptedmaterialsandequipment(Portugal), Specialisedteachertraining(Portugal), Assistantteachers(Slovakia), Specialtextbooks(Slovakia), Specialequipment(Slovakia), Rightofusingsignlanguage,Braillewriting,etc.(Slovakia).
14
8.4 Safeeducationmeasures
No‐Blameapproach–child‐orientedapproachofbullies;apparentlyandevidence‐basedsuccessfulasunderlinedatnationalexpertconferencesandattheFlemishConsultationPlatformconcerningBullying(Belgium,FlemishCommunity),
Keyperson:schoolco‐ordinator(oftentheremedialteacher)(Belgium,FlemishCommunity),
Sevensteps,i.e.• Meetingwiththevictim,• Bringingalltogether,whowereinvolved,• Explanationoftheproblem(s),• Sharedresponsibilities,• Groupsproposalsfroimprovement,• Grouptakesaction,• Meetingwitheachchildindividually(Belgium,FlemishCommunity).
Apparentlyeffectivemediators(Belgium,WalloonCommunity), Mediators,whoaretofacilitatecommunication(Belgium,WalloonCommunity), Mobilemediationteams,interveningattherequestoftheheadofaneducationalestablishment(Belgium,WalloonCommunity),
PilotsoftheMinistryin11schools(Cyprus), In‐servicetrainingofteachersandstaff(CzechRepublic), Protectionofteachers(CzechRepublic), Measurestakenbytheprincipal(CzechRepublic), Teacherscanconfiscatemobiletelephones(CzechRepublic), Defensivereactionsofparentsagainst‘repressive’teachersandschools(CzechRepublic),
Researchproject(1millioneuro)(Denmark), Publicattention(Denmark), Children’sCouncil(Denmark), CentreforEnvironmental(Denmark), Issues(aroundtheschool)(Denmark), Schoolsshoulddealwiththeissue(Denmark), Theproject“NiceSchool”,whichintendstofindpracticalwaysofpreventingbullyinginthewholeofFinland.Themostrecentresultsshowthatthisconsistentandlong‐lastingprogrammehashelpedtodecreasebullyingconsiderably(Finland),
Banonmobiletelephonesinschools?(Greece), Victimsandperpetratorsarereferredtoschoolcounsellors(Malta), InterventionstrategiescanbedevelopedbyServicesofPsychologyandGuidance,inschools,orgroupsofschools(Portugal),
Individualizedvictimsupport,suchas:• Amoreprivateroom,• Alaptopwithinternetaccess,• Teacherofsupport,• AspecialistfromtheServicesofPsychologyandGuidance(Portugal),
Additionalhumanresourcesandspecialists,althoughfinancingtheseisratherdemanding(Portugal),
Schoolsshouldeducate,notpunishthepupils,includingthe‘bullies’(Portugal), Teachersarenowendowedwithseverallegalmeans,necessaryforthemaintenanceoftheirscholarauthority(Portugal),
Mobileschool(Portugal), Individualized/domesticteaching(Portugal), Nationalwebpage(Slovakia), Trainingofpreventioncoordinators(Slovakia), Monitoringftheissueintheschools(Slovakia), Sensitisingparents.(Slovakia). Reluctantresponseoftheschoolsandstaff
15
TheresponseisfurtherdiscussedinthefinalINTMEAS‐report“ConclusionsandRecommendations”.Thepresentreportisanattachmenttothatreport.