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Description
The aim of the project is to prepare and disseminate a model for the process of planning, creating and implementing solutions strengthening PF of the school. Focused primarily on developing social, civic and personal competencies in S while strengthening the inclusiveness of pedagogical activities. Recipients of the project will be 620 T and 160 institutions. The expected results include FT support programs, a guide, an internet course, workshop programs, recommendations and good practices.Those activities will contribute to enriching the T substantive resources at the level of knowledge,attitudes and competencies, which will affect the quality of hours available to FT and strengthen theeffect of the schools planned pedagogical processes. In long term perspective the project will contribute to development of CEOs offer of support for schools in realizing their pedagogical and inclusive function and will allow the methodology to reach new recipient groups
Summary of project results
The aim of the project was to prepare and disseminate a model process of planning, creating and implementing solutions to strengthen the formative function of school, aimed at teaching students social-emocional and civic competencies, while strengthening the inclusiveness of educational activities. As a result of these initiatives, unique and innovative solutions have been developed for (1) individual teachers (a publication for teachers, an online course, a series of webinars) and (2) entire schools (a guide for leaders, presenting a participatory model for planning, monitoring and evaluating the school''s formative activities; workshop scenarios; as well as a publication containing recommendations and good practices collected during the piloting of the model). (1) The solutions for individual teachers provide a holistic view of the process of tutoring at schools. They are a response to the frequent in Polish schools action and ad hoc activities, which do not constitute a coherent concept. All materials emphasize the subjectivity of students, show the potential of diversity, inclusiveness and cooperation. Interest in the webinars showed a great need for this topic (1634 participants, over 4400 views on YT). Two editions of the online course were attended by 230 teachers - 100% of those completing the course would recommend it to other educators. (2) Solutions for schools present a structured approach to the development of pedagogical-preventive programs (obligatory documents in Polish schools), based on reliable diagnosis and listening to the voice and needs of students and parents. They constitute an answer to a quite common problem of creating unrealistic documents, in which planned activities are incoherent and superficial. The model was piloted in 10 schools - 9 of them declare that they will involve students and parents in planning pedagogical activities in subsequent years. In the long-term perspective, the project will contribute to the CEO''s development of the offer of support for schools and teachers in the realization of the pedagogical function, taking into account the inclusive perspective. The experience gained in the project is already being implemented in other CEO programs. This will make it possible to reach new groups of recipients with the proposed methodology.
Summary of bilateral results
The role of the Partner was primarily expert. In accordance with the assumptions in the application and division of tasks, a representative of the Human Rights Academy has conducted a learning meeting for the employees and collaborators of the Leader (Center of Citizenship Education), presenting the methods of work in human rights education applied and developed by HRA. In addition, the partner conducted an open webinar "Inclusive education as realization of human rights in school practice" and a workshop for teachers participating in the dissemination conference. The collaboration went very well and was enriching for both parties. The clash of perspectives was particularly valuable, as it showed the mechanisms for inclusion in education already operating in Norway, which still need to be developed in the everyday practice of Polish schools. The possibility to use training tools developed by the Partner, which can be applied both with teachers and students, was also important. They have met with great interest of the people participating in the online workshops (teachers and Leader''s staff). After the grant ends we will continue our cooperation with HRA on other activities of the CCE (e.g. project on anti-discrimination education).