PICELS (Promoting Inclusion to Combat Early School Leaving)
PICELS is being led by the Universidad Pablo de Olivide in Sevilla, Spain. This is a project lasting through 2022. PICELS is an Erasmus+ project that aims to promote intercultural education for student engagement. In many countries within the EU, students with a migrant background are at a higher risk of leaving school early and PICELS aims to address the inclusive and intercultural aspect of students school experience as an important part of the puzzle to improve the well-being and longevity of students’ school careers.
PICELS brings together teachers and researchers, with both teams collaborating and participating in a project to further the cause of early school leaving among the students with a migrant background. The essential feedback and experience of teachers is placed within an established academic framework that allows the project to produce two essential outputs. Firstly a pan-European mapping of successful intercultural and inclusive practices in th classrooms, which includes a set of indicators with which teachers can evaluate their own practices in the classroom. Secondly, a teacher training guide based on the above-identified effective practices. In addition to these outputs, teachers training and multiplier events highlight the work that will take place through 2022. A PICELS website will be launched in the autumn of 2020.
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Educational Needs of Teachers in the EU for Inclusive Education in a Context of Diversity (INNO4DIV)
This is a project led by for the Joint Research Center (JRC) of the European Commission. The project builds on the insights from research that teachers in the EU struggle to address increasing diversity in classrooms and often lack the necessary competences to successfully manage this diversity. The IAIE is responsible for identifying inspiring practices across the EU, as well as outside the EU, that focus on both pre-service and in-service education and training relating to intercultural competences. Approximately 25-30 practices/initiatives will be written up in detail. The project should be completed by the end of 2020.
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The IAIE is presently partnering with other international organizations, led by the Kreisau Initiative in Germany, on two on-going projects relating to human rights education and its connection to international justice issues:
Model International Criminal Court is a simulation of trials before the ICC for high school and university students from around the Globe. Students travel to Poland and take the roles of defense, prosecution, judiciary or the media in this week-long program. The program takes place annually.
Just Now is a project that will run from 2017-2019, involving partners from Germany, Croatia, the Netherlands (IAIE), and Poland. The core of the activities revolves around the creation of a toolbox of activities for human rights education, with a special emphasis on international justice issues. The German language website is active and several other languages are to be added in 2018/2019.
The IAIE had the responsibility for the creation of 3 short animation films for the project:
From Aztec to Aboriginals, Inca to Inuit, every culture has its own answer to the fundamental questions of our existence. The Big Myth celebrates our rich, cultural diversity, telling the world’s oldest stories with the world’s newest learning tools, showing 25 different stories of creation from around the world. For children aged 4-14.
GRUNDTVIG Learning Partnership
Using traditional and new media to increase the impact of adult education initiatives to fight prejudice, xenophobia and discrimination; this project was a GRUNDTVIG Learning Partnership project, consisting of 6 organizations from 4 countries: the Netherlands, France, the UK, and Turkey. It aimed at exchanging different European adult education strategies using traditional and new media to increase the impact of initiatives to fight prejudice, xenophobia and/or discrimination mechanisms. Special emphasis was put on low-threshold non-formal strategies targeting learners from underprivileged or marginalized backgrounds.
Over a period of two years, from 2012 – 2014, the partner organisations exchanged best practices in adult education to use traditional media (newspapers, documentaries, etc.) or new media (the internet, social media, phone-based applications, etc.) to fight various forms of prejudice, xenophobia and discrimination (racism, antisemitism, islamophobia, antitsiganism, homophobia, sexism, social marginalization, etc.). Their strategies were accessible and transferable in a low-income context.
INSETROM was a Lifelong Learning/Comenius project that took place from Dec. 1st 2007- November 30th 2009.
It aimed to facilitate school and Roma family partnerships in order to establish an environment of collaboration and shared goals for children’s education. This took place through teacher training in methods to engage Roma parents as active agents in their children’s education. Partners from 8 countries took place in this project, including Austria, Cyprus, Greece, Italy, the Netherlands, Romania, Slovakia and the United Kingdom.
Teacher training and school practice; the INTER Network aimed to improve the quality of education and contributed to innovation in schools by assisting them in the adoption / implementation of an intercultural approach, fostering reflection on cultural diversity and providing a scenario in which to cooperate, exchange and elaborate practical tools for initial and in-service teacher training.
The target groups were both teacher trainees as well as in-service teachers and other school staff undertaking continuing education.
The participating institutions were:
• Universidad Nacional de Educación a Distancia de España (UNED)
• Universidad Complutense de Madrid (UCM)
• Consejo Superior de Investigaciones Científicas (CSIC)
• Ministerio de Educación. Centro de Investigación y Documentación Educativa (CIDE)
• Colegio de Educación Infantil Rosa Chacel
• Colegio Público Miguel de Cervantes
• Fundación Hogar del Empleado (FUHEM)
• Centro di Studi Interculturali – Departamento di Scienze dell’Educazione Universita de Verona
• Associazione Formazione e Ricerca Internazionale - AFORII
• Istituto Comprensivo 17 “Montorio”
• Latvijas Universitate
• Malti Media House Company Limited
• Université de la Reunion – Faculté des lettres el des Sciences Humaines - ORACLE
• International Association for Intercultural Education
• Navreme Knowledge Development
• ECORYS Polska Spółka
• Universidade do Porto
• Escola Superior de Educaçao Paula Frassinetti
• Education Research Institute
• Nottingham Trent University
• Colégio do Sardão
• Universitetet i Oslo
This European project took place between 2009 and 2011. It was a Key Activity 4 (KA4) project in scope of the Life Long Learning Programme (LLP) of the European Commission.
The consortium included international educational organisations, universities and research centres, which worked together on Good Practices for Dissemination and Valorisation of Educational Projects.
The main aim was to carry out European studies about successful educational projects and to evaluate them based on specifically defined criteria. The final products of this process are a handbook for project co-ordinators, a best-practice catalogue and recommendations.