Sideis

2017 / 2019

Sideis

Description

The partnership of “SIDEIS: Developing strategies for innovative learning contexts fostering integration in schools” is trilateral and it is led by a SERN. It comprises four municipalities, one association of schools, two schools and a university.
The target groups of the project are: teachers at pre-school, primary and lower secondary level, Headmasters and school leaders, educators policy makers.

The recent migration waves have been posing increasing challenges to the national education systems and to the quality of education and learning at large. In particular, the presence of an increasing number of pupils with a foreign background in pre- schools, primary schools and lower secondary schools has opened up questions about how to adapt the learning context to a situation characterised by the presence of pupils in the classes not only with different cultural background but different levels of language knowledge.

Because of this there is a need to address more effectively the organisational settings of schools in relation to the continuity between levels (pre-school and primary and primary and lower secondary). There is a need to rethink learning spaces (both virtual and real) and methods facilitating integration while offering opportunities for development and achievements to all students. Finally, there is a need to train the teachers and other staff to deal more effectively with a multicultural situation in the class.

 

Objectives

The project "SIDEIS: Developing strategies for innovative learning contexts fostering integration in schools" aims to create the conditions for the creation of a learning context at local level and at school level which is able to meet the challenges posed by the recent migration waves.
The specific objectives are:
1. To exchange good practices on the organizational settings facilitating transition across the different educational levels especially for those with a foreign background
2. To reflect upon and adapt solutions which can lead to learning spaces producing a faster integration without jeopardize achievements of the whole class
3. To identify training needs of teachers in relation to learning spaces and the specificities of multicultural classes and define a training path.

The activities foreseen by the project consist of four transnational meetings for coordination, management and evaluation; three transnational seminars targeting transition between school cycles, learning environments and skills of the teachers, a pilot training based on the exchange of practices targeting teachers. The project foresees also five local dissemination meetings.

 

Project results/Products

The project has now entered it second year of the implementation phase. The work programme of the first year has been particularly rich in terms of activities carried out and results achieved.
More specifically the partnership has implemented two of the four Transnational Project Meetings (as illustrated more in detail below)and three of the four LTTA foreseen by the proposal.
The three LTTA activities have set the basis for the preparation and implementation of the fourth which will be key to the development of the main product of project (i.e a training module equipping teachers in fostering learning environment facilitating inclusions).
On the basis of the indicators collected the project partnership has already achieved fully some of the planned expected results and it is in the process of achieving the others.
In particular in relation to Specific Objective (SO) 1 To exchange good practices on the organizational settings facilitating transition across the different educational levels especially for those with a foreign background.
The partners thanks to the results of the LTTA have clearly improved knowledge about strategies facilitating transition among headmasters, policy makers and civil servants (R1.2). At the same some of the partners are planning to test small pilot activities
aimed at facilitating transition (R.1.1)
When it comes to local school policies and support projects to schools more focused on issues pertaining transition, data will be collected during the second year of the project as these are more long-term processes.

As for Specific Objective 2, to reflect upon solutions which can lead to learning spaces producing a faster integration without jeopardizing achievements of the whole class, the partnership has achieved important results thanks to the first LTTA (as indicated by the evaluation indicators results emerged from the second and third seminar). There has been an intense exchange of practices in relation to virtual and real learning environment across the partners and increased knowledge about the management of multicultural classes in the three countries.

Finally as far as the SO 3 is concerned i.e. the identification training needs of teachers in relation to learning spaces and the specificities of multicultural classes and definition of a training paths, the results are only initial as this will be the focus of the second
year of the project. Let alone the indications an elements emerged from the LTTAs a specific questionnaire elaborated by the University of Parma has been distributed in September 2018 with the aim of collecting the view of the teachers and more in general of the participants in the project activities about the training needs they recognise as key (following their participation in the LTTAs). The results of this activities summed up to the results of the LTTA and of the local dissemination activities are expected to lead to the achievement of three results connected to the objective.

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