Reinforcement of competencies of teachers and other educational staff in the area of including pupils coming from socio-culturally disadvantaged

About this project

<p>The chance for good-quality education of children highly correlates with the socio-economic status of their parents. The key to the situation could be the provision of support to schools and teachers directly in practice by the use of inclusive education principles, and by reinforcing cooperation between teachers and members of school counselling centres along with the academic members. One of the significant aspects of the support is the transfer of international experiences of Donor countries. &nbsp;</p> <p>The primary aim of the project is to support educational staff, their further education, and methodical leadership in order to create an inclusive environment intended for pupils coming from socioeconomically disadvantaged and culturally different environments and for pupils with special educational needs. The project team will provide counselling for schools; along with the project’s websites, phone and e-mail consultations, online consultation will be available as well. One of the project’s outcomes will also be a planned monograph containing the results of the project team’s research aimed at the influence of social exclusion towards pupils and their families, on the specific features of Romani pupils and Romani families, and on the strategies of working with Romani children. Other outcomes will be provided by the methodology via the practical handbook consisting of examples of good practice and experiences coming from practice. Workshops intended for teachers from practice will be organized in terms of theoretical and practical creative events based on the knowledge and experience transfer between project participants, experts from practice, and academic members. &nbsp;</p> <p>The expected outcome of the project is to increase the competencies of participant teachers in working with Romani pupils and with pupils coming from socially and culturally disadvantaged environments.</p>

Bilateral cooperation results

The collaboration with both partners was notably intensive and dynamic. Acquiring insights from abroad, particularly through visits to schools and engaging with their leadership and educators, proved to be invaluable. Both foreign partners played integral role in shaping the development of the monograph and methodology, while sharing their rich experiences with inclusion. Continued collaboration is anticipated, with plans for further joint endeavours.

Project partners

• University of Iceland Donor project partner· Iceland
• VID Specialized University Donor project partner· Norway