2017 / 2019



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.



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 main results to be achieved by the project are: an Improved organizational settings in schools leading to a smoother transition across levels, improved knowledge about strategies facilitating transition among headmasters, policy makers and civil servants; improved skills of the teachers pertaining learning environment fostering school results and integration, Improved knowledge about practices on management of multicultural classes; Virtual and real learning spaces in schools improved.


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