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Start date: Sep 1, 2015, End date: Aug 31, 2018 PROJECT  FINISHED 

The Europe 2020 strategy for smart, sustainable and inclusive growth sets targets to lift at least 20 million people out of poverty and social exclusion and to increase employment of the population. Building a more inclusive labour market is a policy objective of the European Commission. The United Nations Convention on the Rights of People with Disabilities is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. Inclusion in education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. EU research showed that local partnerships contribute positively to both the processes and the outcomes of social inclusion. In Work Based learning the right skills for companies/employers for guiding learners enhances the learning in the company. An inherent aspect for social workers is to reduce barriers for learners to access the interventions that are offered. With this project the partners pursue the following common objective: Establish inclusive and accessible VET, in order to secure equal participation in school, work and society, for everyone regardless of individual disposition. Therefore, in this project, 7 VET organisations work together actively with social workers and employers to develop tools for inclusive approaches in education programmes. They want to adress the following needs with this project: - Professionals in VET schools need to develop skills that are necessary to work in a more diverse (school) environment. - Employers need to develop skills to be able to guide diverse learners in apprenticeships (Work-Based Learning). - Social workers need to develop skills to be able to guide diverse learners - Involvement of parents/carers to be able to improve education systems In this project we will work in successive phases: Development Phase (2015-2017) - Training Phase (September 2017) - Pilot phase (October 2017-March 2018) - Follow up phase (March-May 2018) - Dissemination phase (June-August 2018). This project results in practical tools that help professionals and organisations to improve their inclusion programmes and approaches locally/regionally. Organisations will be able to work systematic towards a more inclusive systems and professionals will actually develop their skills. The intellectual output of this project will be: - A Guideline 'How to implement Inclusion in school and its environment': this guideline gives an action plan on how to implement Inclusion in the school and its environment. It describes which steps to undertake to come to an tailer made implementation plan. It focusses on the following subjects - vision and values on inclusion, diversity of the learners, differentiation in and outside the classroom, collaboration between partners, how to involve parents/carers, skills of the guiding staff. The guideline also describes good practices on proven methods for inclusive educational approaches (in school, WBL and social services) - Training Tool 'All on Board': This training tool is a manual that enables trainers to help school personell, social workers and employers to get familiar with the subject inclusion and their development of guiding skills in an inclusive environment. The manual describes a training method that trainers use to organise their training. It focusses on the content/theory but also on the conditions, methodology, working styles and training materials. Beside that we expect the following results: - a project website with information, the guideline, the training Tool will and a learners blog.- During the project a train-the -trainer course will be developed by a professional trainer. There are a lot of policy documents available for improvement of social inclusion, also in education. This innovative project, however, results in practical tools that help professionals and organisations to improve their inclusion. The results and the intellectual output will have an impact on professionals and learners that are involved in the project but also professionals and leaners that are not involved in the project. The training tool and the guide line will be made available freely so that other European organisations and professionals can use it for their own professional development with regard to inclusion. At the longer term teachers, social workers and employers will provide appropriate individualized supports and services. They can vary their styles in and outside the classrooms. When learners are exposed to teaching or guiding strategies that reach them as individual learners, learning and transition to work will be enhanced. Drop out can be prevented and more opportunities can be created.

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