another education - interkulturelles netzwerk

InterculturalLifeHundestedSkoleStichtingSchoolclashinterkulturellesnetzwerke.V.

Anothereducation

Formalandnon-formallearninginEurope

Erasmus+ Anothereducation

2

"TheEuropeanCommissionsupportfortheproductionofthispublicationdoes

notconstituteanendorsementofthecontentswhichreflectstheviewsonlyof

theauthors,andtheCommissioncannotbeheldresponsibleforanyusewhich

maybemadeoftheinformationcontainedtherein."

ThisworkislicensedundertheCreativeCommonsAttribution-NonCommercial-

NoDerivatives4.0InternationalLicense.Toviewacopyofthislicense,

visithttp://creativecommons.org/licenses/by-nc-nd/4.0/.

Erasmus+ Anothereducation3

SUMMARY

1. Introduction p. 4

2. EducationalGoals p. 62.1.Whatisasuccess? p. 62.2.Contentknowledgeofcoresubjectsandinterdisciplinarythemes p. 62.3.Learningandinnovationskills p. 72.4.Information,mediaandtechnologyskills p. 82.5.Lifeandcareerskills p. 8

3. Presentationofthepartners p. 93.1.HundestedSkole p. 93.2.InterculturalLife p. 93.3.interkulturellesnetzwerke.V. p. 113.4.StichtingSchoolclash p. 13

4. Research p. 14

5. BestPractices p. 155.1.VisittoTrasmulas(Spain) p. 155.2.VisittoHundested(Denmark) p. 165.3.VisittoVenloandEindhoven(Netherlands) p. 175.4.VisittoNeuruppin(Germany) p. 18

6. Successfactors p. 206.1.Learningmethods p. 206.2.Characteristicsoftheeducator p. 266.3.Organizationalfactors p. 286.4.Societalfactors p. 29

7. Applicationoftheresultsforschools p. 31

8. Applicationoftheresultsforeducation p. 36

9. Conclusion p. 41

10. Descriptionofthevisitedorganizations p. 42


1. Introduction

ConstantchangesintheEuropeansocietiesrequireareviewofourunderstandingofeducationandlearning.Scientistsandeducatorsrequireanadaptationofthestructureandcontentofeducation,whichtakeintoconsiderationthelatestoutcomesofresearchinthefieldoflearningtheoryinthecontextofchangingsocialstructuresandglobalization.Asearlyas1997,theDelorsCommissionofUNESCOdefinestheimportanceofalearningcommunityinwhichfourpillarsstandnexttoeachother:learningtogainknowledge,learningtolivetogether,learningtoact,andlearningtobe.

Thecommissionstressestheimportanceofself-responsibilityinlifelonglearning.Usingeducationasaseedtocreateanewhumanismiscrucialforustosurviveashumanity.Basedontheseappeals,considerationsweredevelopedtocreatean“educationofsustainabledevelopment”,theprinciplesofwhichshouldbeanchoredinalleducationalsystems.TheOECDhasalsodescribedcorecompetencies,whichhavetobeacquiredinalleducationalsystemsinordertomasterthecollectivechallenges.Thecoreofthesekeycompetencesisformingthecapabilitytothinkindependentlyasanexpressionofmoralandintellectualmaturity,aswellastakingoverresponsibilityforone’sownlearningandacting.Weassumethatfortheimplementationoftheseeducationalconcepts,anextensivechangeisneededinnon-formalandmoresointheformaleducationalsector,whichwillenableacultureofdevelopmentofpotential,astheGermaninitiative“SchulenimAufbruch”callsfor.

Intheframeofthediscussionofanewlearningcultureintheeducationalfield,thefocushasshiftedtogivehigherregardtonon-formalandinformallearningandexperience.Itisincreasinglyassumedthateducationisoccurringnotonlyinformalsettings,butalso(andevenmoreso)innon-formalandinformalprocesses,withoutregardtoplaceorage(lifelonglearning).

Thefourpartnerorganizationsworkwithintheirnationalandeducationalcontextsontheintersectionbetweenformalandnon-formaleducation.TheHundestedSchoolfromDenmarkisimplementingnew,non-formaleducationmethodsinaneverydayschoolsituation.


SchoolclashfromVenlo,theNetherlands,isworkingespeciallywithVET-studentsinthenon-formalareabyorganizingtrainingsforDutchVET-schoolinwhichthestudentsacquireprofessionalskills,butalsolinguisticandinterculturalcompetences.BothInterculturalLifefromSpainandInterkulturellesNetzwerkfromGermanyareworkinginthefieldofadulteducation.Theycarryouttrainingsandseminarsoutsidetheregularin-servicetrainings.

Allthepartnerscooperatewithschoolsanduniversitiesandwithpartnersworkingwithnon-formaleducation.Theyareworkingattheintersectionofthesetwo,oftendistinct,educationalfields.Theyleavebehindtheclassic,regularmethodsandapproachesinordertoadapttheireducationalofferstothechangingrequirementsofoursocieties.Thegoalofthestrategiclearningpartnershipwastounderstandandgettoknowtheeducationalareainourcountries.Subsequently,wegottoknowthespecificeducationaloffersofthedifferentpartners.

Duringthemobilitieswewereabletodiscovereducationalorganizations,whichwereintheprocessofchange.Toachievethisgoal,ourteamswereresponsiblefortrainingthemultipliersofthefourEuropeanorganisationswhoparticipatedinthisprojectwhichlastedintotal24months.Localworkersofadulteducationorganisations,schools,anduniversitiesmetwiththeworkersofthefourpartnerorganisationsinordertolearnfromeachother.Betweentheprojectmeetings,theresultsofthemobilitiesregardingthepotentialofinnovationwerediscussedanddemonstrated.

Together,wewereabletodefinesuccessfactors.Ourcorequestionwas:whichfactorscanpredictthesuccessofeducation?Thesefactorsfunctionondifferentlevels:thefinancialresourcesandthelearningenvironmentplayanimportantrole,butsodotheappliedlearningmethodsandconcepts.Itappearsalsothattheeducationandmotivationoftheeducationalstaffhasacrucialrole.

Theprojectmeetingsalwaysfunctionedinthesameway.Initially,wefocusedonmakinganinventoryofthelearningfieldofthefourstructuresandtheirlocalpartners:whichclassiceducationalconceptsexistintheirenvironment,andwhichalternativeconceptsandmethodsweredevelopedoverthepastyears?Inthiscase,itseemsimportanttostresstherealityoftheformalandnon-formaleducationalsituations.Afterwards,wevisitedpartnerorganizations,whichwerelocatedattheintersectionbetweenformalandnon-formaleducation.Theregionalpartnersweremostlyschools,whichcarryoutalternativeeducationalconcepts,butalsouniversitiesandorganisationsforadulteducation.


2. EducationalGoals

Inthisresearch,Europeanprofessionalsinthefieldofformaleducationandnon-formaleducationwillcooperatetoinvestigatenon-formalmethods,whichcanbeimplementedinformaleducationcontexts.Furthermore,theywillresearch“bestpractices”informaleducation,wherenon-formalmethodsaresuccessfullyimplemented,andtheywillresearchandidentifythesuccessfactors,whichpredictthissuccess.

2.1.Whatisasuccess?

Inordertosearchforthesuccessfactorsofthe“bestpractices”,wehavetodefineinmoreconcretetermswhatismeantby“success”.Whichcompetences,knowledge,andabilitiesmustthelearnergaininordertobeagoodworkerandcitizeninthisnew,changingsociety?WewillfocusonthecompetencesbroughtupbythePartnershipfor21stcenturyskills(P21).ThisAmericanorganizationwasfoundedasanon-profitorganizationbyacoalitionthatincludedmembersofthenationalbusinesscommunity,educationleadersandpolicy-makers.1

Thiscoalitionofexpertsdefinedarangeofskillsandknowledge,whichareneededinthenewservice-basedeconomy.Firstofall,theydefinecontentknowledgeofcoresubjectsandinterdisciplinarythemes,whichareimportantinthe21stcentury.Furthermore,theydefineingreaterdepththelearningskills,likelearningandinnovationskills,digitalliteracyskillsandcareerandlifeskills.

2.2.Contentknowledgeofcoresubjectsandinterdisciplinarythemes

ExceptforthecontentknowledgeofcoresubjectssuchasEnglish(inthecaseofothercountries,ofthenationallanguage),readingorlanguagearts,foreignlanguages,arts,mathematics,economics,science,geography,history,governmentandcivics,theP21believeschoolsmustmovebeyondafocusonbasiccompetencetopromotethe

1www.p21.org/aboutus/history


understandingofacademiccontentatmuchhigherlevelsbyweaving21stcentury,interdisciplinarythemesintotheircurricula.

o Globalawarenesso Financial,economic,businessandentrepreneurialliteracyo Civicliteracyo Healthliteracyo Environmentalliteracy

2.3.Learningandinnovationskills

P21alsodefinedlearningandinnovationskills,whichareessentialinordertopreparelearnersforthefuture,inthe21stcentury.TheseskillsarealsoknownasthefourC.

o Creativityandinnovation-ThinkCreatively-WorkCreativelywithOthers-ImplementInnovations

o Criticalthinkingandproblemsolving-ReasonEffectively-UseSystemsThinking-MakeJudgementsandDecisions-SolveProblems

o Communication-Articulatethoughtsandideaseffectivelyusingoral,writtenandnon-verbalcommunicationskillsinavarietyofformsandcontexts

-Listeneffectivelytodeciphermeaning,includingknowledge,values,attitudesandintentions

-Usecommunicationforarangeofpurposes(e.g.toinform,instruct,motivateandpersuade)

http://www.p21.org/our-work/p21-frameworkhttp://www.p21.org/about-us/p21-framework/262http://www.p21.org/about-us/p21-framework/260http://www.p21.org/about-us/p21-framework/261


-Utilizemultiplemediaandtechnologies,andknowhowtojudgetheireffectivenessaprioriaswellasassesstheirimpact

-Communicateeffectivelyindiverseenvironments(includingmulti-lingualones)

o Collaborationskills-Demonstrateabilitytoworkeffectivelyandrespectfullywithdiverseteams-Exerciseflexibilityandwillingnesstobehelpfulinmakingnecessarycompromisestoaccomplishacommongoal

-Assumesharedresponsibilityforcollaborativework,andvaluetheindividualcontributionsmadebyeachteammember

2.4.Information,mediaandtechnologyskills

Inatechnologicalandmedia-suffusedenvironment,theP21statesthattobeeffectiveinthe21stcentury,citizensandworkersmustbeabletocreate,evaluate,andeffectivelyutilizeinformation,media,andtechnology.Theydefinethreesortsofliteracy,whichareimportantinordertolearn:

o Informationliteracy

o Medialiteracy

o ICTliteracy

2.5.Lifeandcareerskills

Furthermore,theP21statesthat,alongsidecontentknowledgeandthinkingskills,learnersalsohavetoacquiresocialandemotionalcompetencestonavigatecomplexlifeandworkenvironments.Theessentiallifeandcareerskillsinclude:

o Initiative&SelfDirection

o Social&Cross-CulturalSkills

o Productivity&Accountability

o Leadership&Responsibility

o Flexibility&Adaptability

http://www.p21.org/component/content/article/2224


3. Presentationofthepartner

3.1.HundestedSkole

HundestedSkoleisapublicprimaryandsecondaryschoolinHundested(Denmark).Theschoolcounts800pupilsaged6to15,andapproximately80teachersandeducators.Theschooldaygoesfrom8amuntil3pm.ThesubjectsareDanish,Mathematics,Art,English,German,French,Christianity,History,Sport,andNaturalSciences.Afterthe9thgradethestudentshavetopassexamsindifferentsubjectstocontinuetheirschoolcareer.

Duringtheacademicyear2015/2016,theschoolwillstartanewcoursefromthe7thtothe9thgrade(pupilsaged13to15)called“Fromlocaltoglobal”.Theintentionistore-thinktheschoolsystem.Byexperiencingthelocalenvironmentandvisitinglocalbusinesses,wewantourpupilstotakeresponsibilityforthemselvesintheirlocalenvironment.Withasolidknowledgeoftheirownbackground,itwillbeeasierforthemtonavigatetheworld.

HundestedSkoleLerbjergvej1B,3390Hundested47971600hundestedskole@halsnaes.dkwww.hundestedskole.skoleporten.dk/sp

3.2.Interculturallife

TheSpanishpartnerofthe“AnotherEducation”projectisInterculturallifefromTrasmulas,avillagenearGranada.Interculturallifeisanassociation,whichisactiveinthefieldofnon-formaleducation.Withourprojectsandseminars,weofferaframeforcreativeandpermanentlearningexperiences,whichallowtheparticipantstodeveloptheirinteraction,reflectionandsocialactionabilities.Ourmainaimistofosterkeycompetences,whichareimportanttoliveinamodern,globalisedworld,suchasinterculturalcompetence,communicationskills,andcriticalthinking.


Wepromoteinterculturallearning,participationanddemocraticcitizenship,genderjustice,environmentalawareness,andinclusionofmarginalgroups(ethnicminorities,migrants,youngpeoplewithfeweropportunities,personswithspecialneeds,etc.).Ourmaintargetgroupsareyoungpeopleandothersocialgroupswithfeweropportunities,aswellassocialworkers,youthworkersandteachers.Inourprojectswecooperatewithschools,vocationaltrainingcentres,universities,NGOsandpublicbodiesonalocal,regional,butalsoonaninternationallevelinordertopromoteyouthexchanges,localandinternationaltrainingcourses,networkingprojects,andtheEuropeanVoluntaryService.

Ourworkisbasedontheprinciplesofactiveeducation,aneducationalapproach,whichdefinestheindividualastheactorofitsowneducationalprocess.Ourmethodsfacilitatecooperationandparticipation,andofferopportunitiestodiscoverothersocialandculturalrealities,toact,tocommunicate,toreflectandthustolearn.Thelearningprocessunitesthecognitive,theaffective,andtheaction-orientedlevels.Inouractivitiesweusecreativemethodssuchasvideo,photo,theatre,andmusic.

Weusuallycooperatewithformaleducationorganizations,whichareopentoneweducationalconceptsandmethods,inordertodevelopcommonstrategieswithaholisticapproachandtocreatenewopportunitiesforourlearners.Thislearningpartnershipwasaspecialopportunityforustolearnfromotherinnovativeeducationalconceptsandexperiencesintheinterfaceofnon-formalandformallearning.

Interculturallife–activeeducationforaninterculturalworldC/Barriobajo1618328Trasmulas–GranadaTel:+34644307531info@intercultural-life.comwww.intercultural-life.comwww.facebook.com/interculturallife


3.3.interkulturellesnetzwerke.V.

interkulturellesnetzwerkisaGermanorganisation,whichwasfoundedin1996inordertoenablethepersonalexchangeofdifferentpeople,cultures,andreligions,withtheaimtoencourageinternationalunderstandingandsolidarity.Weofferpersonstheopportunitytogettoknowotherpersons,countries,andwaysoflivinginthecontextofinternationalmeetings,aswellastoexchangeexperienceswitheachotherabouttheirownsituation.Theaimofourworkistosupportinterculturallearningandtoimprovetheparticipants'socialskillsandcompetences.Byquestioningcommonconceptssuchasforeignersandforeignness,participantscangettoknowthemselvesandothersbetter,andthenbegintoquestionthemselves.Inthisprocessweseeanopportunitytorecognizeandworkonrigidperceptionsandprejudicesinordertolaythefoundationsformutualunderstanding.Oneofthegoalsofthemeetingsistoacceptbeingdifferentasoneformofbeingequal.Duetolanguagebeinganessentialelementinexchanges,weofferlinguisticanimationtraining.Youthexchangescanhavedifferenttypesofcontent.Programmescanincludesportsoractivitiessuchascanoeingandclimbing,aswellasmedia-basedactivitiesorproduct-orientatedprojectsrelatedtoartorculturaltopicssuchastheatre,photography,andvideo.Therangeoftopicsalsoincludesthematicprogrammes,suchaslookingforhistoricaltraces,anti-racistwork,orecologicalissues.Besidestheyouthexchangeswealsooffertrainingsforadultsinthecontextoflife-longlearning,whereweapproachissuessuchasinterculturalorpoliticaltopicsandmethods.Wehaveofferedinterculturalbasictrainingsformorethan20years.

Ourworkisadaptedtotheneedsofeachdifferentgroupandwearealwaysopentodevelopnewmethodsandideas.WeworkwithpartnersinalmostallEUcountriesandwithEastandSouth-EastEuropeaswellastheMediterraneanregion.Weareanumbrellaorganisationfor6associationsinGermany.

OurmotivationtoparticipateinthisstrategicpartnershiparisesfromadeepfrustrationwiththeformaleducationalsysteminGermanyandinEurope.Unfortunately,ourexperienceisthatthenaturalcuriosityoftheunknownandthefunoflearningarewithdrawnbyformaleducation.Inthecourseofoureducationalprogramme,weoftenworkwithparticipants,whicharetraumatizedbyformaleducation.Thisisveryclearinthecaseofourlanguageprogramme:adults,whohadseveralyearsoflanguagelessonsatschool,arenotabletocreatethemostsimplesentencesinaforeignlanguage.Inouropinion,thisisnotduetotheweakcompetencesofthelearnerortheirincapability,but


ratherbecauseofaneducationalsystemdevelopedinthe19thcentury,whichisnotadaptedtocurrentneedsanddemands.

Thisiswhyourapproachtoadulteducationfollowsaconcretemodel:weofferseminarsandtrainingsforpeoplefromthemostdifficultcultures,linguisticbackgrounds,andexperiences.Participatinginourprojectsisalwaysvoluntary,andbecauseofthiswecanalwaysexpecthighermotivation.Weoffertheparticipantsgoodworkingconditions.Weprovideaniceworkspace,whichsupportsapleasantworkatmosphere.Theteamiscompetent.Inamultilingualcontext,wealwaysoffertranslation,inordertogiveeveryparticipantthechancetoexpresshimorherselfinhis/hermothertongue.

Itisimportanttostressthatlearningtakesplaceeverywhereandineverysituation:informallearningsituations,aswellasinnon-formalandinformalmoments.Achangeinthehierarchyofknowledgeistakingplace.Everyoneislearningandeducating.Thisisonlypossibleinalesshierarchical,morerespectfullearningenvironment.Themethodsweproposearealsospecific:weoffermethods,whichstimulatestrongexperiences.Thisexperienceisthenevaluatedandstructuredtheoretically.Weoftenpromoteeducationopportunitiesforinterculturaleducationprofessionalsandteachers.

interkulturellesnetzwerke.V.KarlMarxStr.33/3416816NeuruppinTel.:03391/348383Fax.:03391/348384nrp@interkulturelles-netzwerk.dewww.interkulturelles-netzwerk.dewww.facebook.com/interkulturelles.netzwerk


3.4.StichtingSchoolclash

StichtingSchoolclashoffersinnovativenon-formalmethodsinthefieldofcommunitybuilding,inclusion,anti-biaseducation,interculturallearninganddiversity,andaimstostimulateparticipantsinthesearch,discussion,andrecognitionofcommonopinions,ideas,andsolutionsregardingthesethemes.Ourgoalistopromotetheinteractionbetweenstudents,byusinggamesandtasksfromthefieldsofinterculturallearning,socialinclusion,anddiversity.Schoolclashbuilduponastructuralcollaborationwithseveralschools(onanationalandinternationallevel)andthereforehasalong-termexperienceinhostingandguidanceofstudentsfromsecondaryschoolsandvocationalschools.Furthermore,Schoolclashusestheirexpertiseandexperienceinnon-formaleducationtoeducateteachers,youthtrainers,andotherprofessionalsinthesocial-culturalworkingfieldaroundthesethemes.

StichtingSchoolclashtakespartinthisprojectbecausetheybelievethatchangeisneededinthelearningmethodsofeducation.IntheEuropeanUnion,eachcountryisworkingontheirsownideastochangetheeducationsystem,andthereisnotenoughexchangebetweencountries.Bypromotingtheexchangeof“bestpractices”inEurope,wecanlearnfromeachotherandcreateabettersystem.

StichtingSchoolclashAcaciaweg15915GCVenlowww.schoolclash.euinfo@schoolclash.euwww.facebook.com/schoolclash


4. Research

ThegoalofthisstrategicpartnershipfundedbyErasmus+istovisit“bestpractices”ofnon-formalmethodsinformalcontextsinSpain,Denmark,theNetherlands,andGermany.Withateamofprofessionalsworkinginformalandnon-formalcontextsfromthedifferentcountries,wewilldiscussthedifferent“bestpractices”anddeducethesuccessfactors,whichcanpredictthesuccessofthese“bestpractices”andcanbegeneralisedtoothernon-formalmethodsinaformalcontext.

Thisprocesswillbecarriedoutindifferentphases:

Firststep:Visiting“bestpractices”Duringthefirstyearoftheproject,wewillvisitdifferent“bestpractices”inthedifferentcountries,whichareworkingwithnon-formalmethodsinaformalcontext.Theprojectswillbeselectedbyeachcountrycoordinator.Duringthestudyvisit,theformalandnon-formaleducationprofessionalswillacquireinsightregardingthesemethodsandwillthenevaluatethem.Suchanevaluationwillaimtodeterminethefactorswhichcanpredictthesuccessofthismethod,butalsoitschallengesandrecommendations.

Secondstep:DeducingataxonomyofsuccessfactorsAfterthefirsttwomeetings(inSpainandDenmark),theconclusionsderivedoftheevaluationswillbeorganizedintoataxonomyofsuccessfactors.Regardinglearningtheoriesof(non-)formaleducation,wewillclassifythedifferentsuccessfactorsintoataxonomyofterms.Wewillthenorderthetermsaccordingtorelevancythatisthefrequencyatwhichtheyappearinthedifferentevaluations.Afterwards,wewillalsodeducefromtheevaluationsofthestudyvisitsintheNetherlandsandinGermany.

Thirdstep:MaterialisingthesuccessfactorsAfterthefourmeetingsinthedifferentcountries,wewillhaveataxonomyofsuccessfactorsandwewillprovetherelevancyandvalueofthedifferentsuccessfactorsbasedonliteratureandtheoriesabout(non-)formallearning.Wewillpublishtheseinthishandbook.


5. BestPractices

Thefourorganizations'staffmembersmetsixtimesoverthecourseofthisErasmus+learningpartnership.Twoofthesemeetingwereheldforlogisticpurposes:onlytheteamleadersparticipatedinthesemeetings,inordertodiscusstheadministrativeaspectsoftheproject.Duringtheotherfourmeetings,thedifferentorganizations'staffmembershadthechancetogettoknowtherealityoftheeducationalsystemsinthedifferentcountries.Firstofall,thetraditionaleducationalsysteminthedifferentcountrieswasexplained,andinasecondphasethestaffmembershadtheopportunitytodiscoverthepartner'seducationalpractices.Itwasoftenpossibletoexperiencethepartner'sactualeducationmethods.

Duringthesecondpartofthemobilities,wevisitedselectedpartnerorganisations,whichworkontheintersectionbetweenformalandnon-formaleducation.Eachpartnerorganizationwasresponsibleforchoosingtheprojectstobevisitedintheircountry.Weoftenvisitedschoolsofeducation,participatedintrainingsorganizedbypartnerorganization,orwevisitedinstitutionsthatweresignificantlydifferentfromthetraditionalnationaleducationsystem.

Thevisitedprojectsconcepts,approachesandmethodswereevaluatedbythewholeteam.Wealsoofteninvitedtheprojects'staffmemberstoaskquestionsaboutourlearningpartnership,aswenoticedthattherewasalargeinterestinourresearchproject.

Thegoaloftheproject'sintensiveresearchwastoextractsuccessfactorsforsuccessfuleducation.Theresultswillbedescribedinthenextchapters.Thevisitedprojects'descriptionsandcontactinformationarelistedalphabeticallyintheappendix.

5.1.VisittoTrasmulas(Spain)from23to27January2016

DuringourstudystayinSpain,wevisiteddifferenteducationalorganisationsinGranadaandMalaga.Wevisitedthreeprimaryschools(ColegioPadreManjón,ColegioLuisadeMarillac,andColegioRectoraAdelaidadelaCalle),onesecondaryschool(InstitutodeEducaciónSecundariaAlhambra),andtwoeducationalprojectsworkingincooperationwiththeuniversitiesofGranadaandMalagaaswellastheDelegationofEducationinGranada.


Thehostingorganisationchosepartnerinstitutionswithwhichtheyhaveconductedsuccessfulnon-formaleducationprojects,andwhichhaveimplementednon-formallearningmethodsinaformaleducationenvironment.

Onecoreelementofourvisitsisconsideringlearningcommunitiesasasuccessfulconcepttoreduceschoolfailureandtoimprovetheschoolclimate.GoodpracticesconcerningthisconceptarefoundattheColegioPadreManjónandtheColegioLuisadeMarillac.DanielaPaduafromtheProfessoriate,CommunicationandEducativeinvestigationgroupofMalagaUniversityexplainedthehistoryandtheroleoftheuniversityindevelopingthisconcept.Furthermore,theColegioLuisadeMarillacisaninterestingexampleofinclusiveeducationinaverydifficultanddisadvantagedenvironment.Anotherimportantapproachistheenquirybasedprojectwork,putintopracticebytheColegioRectoraAdelaidadelaCalleandtheColegioLuisadeMarillac.

Wealsowantedtoshowanexampleofsuccessfulcooperationbetweenschools,university,andpublicadministration:PIIISA,aprojectthatofferspupilstheopportunitytodosmallresearchestutoredbyscientists.

5.2.VisittoHundested(Denmark)from6to10April2016

Denmarkhasalongtraditionofinclusiveeducation.Untiltheageof15,99percentofthestudentswithspecificlearningdifficultiessuchasdyslexiaareeducatedalongsidestudentswithnolearningchallenges.Firstofall,wevisitedtheHundestedSchool.Weobservedtheprojectsbeingcarriedoutinsidetheschool,whichguaranteethatallthestudents,withandwithoutlearningdifficulties,receiveagoodeducationinaccordancetotheirneeds.

Forinstance,wevisitedtheP-class,whichisaclasswherethepupilsmightspendashorterorlongerperiod.Theyareorientatedtothisclassbytheirmainclass'sformteacherbecauseofbehaviouralproblems.

Furthermore,wewereabletoobservethatduringthatweek,the9thgradestudentswereworkingonaprojectthattheyhadchosenbythemselves.Wealsovisitedtwoprojects,whichfocusonthechildrenwhodonotfitintheregularschoolsystem.


ThefirstonewevisitedisProduktionsskolen(TheProductionSchool).Thisprojectoffersindividualcoursesbasedonpracticalworkandproductionforyoungpeopleunder25whoareinaninappropriatetrainingsituation.

Lastbutnotleast,wevisitedSputnikinCopenhagen.Sputnikisaprivatealternativetoregulareducation.Learnerswhodonotfitintheregulareducationsystemattendthisschool.Wevisitedthedepartmentthattakesinstudentswithautismspectrumdisordersandmentalvulnerability,whichcoversforinstanceinfantileautism,atypicalautismandAsperger’ssyndrome,butalsocross-diagnosessuchasADD,OCD,anxiety,andsoon.

5.3.VisittoVenloandEindhoven(Netherlands)from30Novemberto3December2016

ThestudyvisittotheNetherlandstookplaceintheregionofNoord-BrabantandNoord-Limburg.Thisregionisespeciallyknownfortheirinnovativetechnologicalandcreativeindustry.Inthisregion,thereisaparticularneedforwell-educatedtechnologicalemployees,butashortageoflearnerswhoarewillingtostudyinthisworkfield.Thisiswaywevisitedsomeorganisationsinwhichcompanies,universities,schools,andotherinstitutionsarecooperatinginordertopromotescienceandtechnologyinschools.

Forexample,wevisitedTilburgUniversityJunior,anorganizationfundedbytheTilburgUniversity,whichpromotesscienceinschools.Theyorganiselessonsinprimaryandsecondaryschools,incooperationwithscientistsfromtheuniversity.Furthermore,theyorganizeeventswherefamousscientistsfromdifferentworkfieldstalkabouttheirscientificworkinaneasy,accessibleway.

WealsovisitedCodeBrabant,aninitiativerunbyTilburgUniversityandBibliotheekMidden-Brabant(LibraryofTilburg).Thisorganisation'sgoalistopromotecodingappliedtovideogames,robots,andcomputeranimations,foreveryone.WealsovisitedDeOntdekfabriek,aprivatemuseum,whichpromotestechnologyinaninteractivewayforchildrenandyoungsters.Thisorganisationisfundedmostlybybigtechnologicalcompaniesintheregion,suchasASMLandPhilips,andcooperateswithuniversitiesaswellasprimaryandsecondaryschools.


Lastly,wevisitedtwosecondaryschools.TheNetherlandshaveatraditionofeducationalfreedom.Thismeansthatthereschoolandstateareseparatedandthatalltheschools,whetherprivateorpublic,arefundedbythestate.Thisresultsintheestablishmentofmanynewschooltypesintheeducationspectrum.

Wevisiteda“regular”secondaryschool,withatraditionallyCatholicbackground(asmostschoolsinthesouthoftheNetherlands).Thisschool,hetTheresialyceum,focusesonintellectualaptitude,culture,andinternationalrelations.

Additionally,wevisitedtheDemocratischeSchoolofEindhoven(DOE040),aschoolforlearnersaged4to21workingwiththeideasofdemocraticeducation.Thisschool'seducationmethodstakeintoaccounttheinterestsandneedsofthelearnersandeachlearnerdeterminestheirowncurriculum.

5.4.VisittoNeuruppin(Germany)from18to22January2017

InGermany,thelearningphasetookplaceinNeuruppin.interkulturellesnetzwerkcooperatesinNeuruppinandinBerlinwithdifferenteducationalorganizations,whichadapttheireducationalpracticetosociety'sdemands.Wevisitedtwoschoolswithwhichthehostingorganizationcooperates.Someoftheteacherswereabletoattendoneofitsinterculturalormethodologicaleducationaloffers.

NeuruppinislocatedintheEasternpartofGermany.Manyeducatorsinalleducationalfieldsarequiteoldandkeptaveryhierarchicaleducationalstructure.Theypassthisexperiencefurtherontothelearners,whichhavetoadapttothesystemordropout.Moderneducationalapproachesarerareinthisregion,especiallywhenitcomestoformaleducation.Incontrastwiththeoldsystem,theMontessorischulefocusesontheindividualwishesanddemandsofeachlearner.Withthisinmind,specificmaterialsandmethodsweredevelopedandwewereabletolearnaboutthemthankstothispartnership.TheEvangelischeSchuleNeuruppin,honouredin2012asbestschoolofGermany,functionsinasimilarway.Inthiscasealsothefocusissetonanintegraldevelopmentofthelearnersandarespectfulcoexistence.Theschooloffersmanyworkinggroups,alsoincooperationwithexternal


partnersandusesmanyproject-basedmethods.Thelearnersaretaughtearlyontotakeoverresponsibilityfortheirowneducation.

InBerlin,wevisitedtheGerman-FrenchYouthOffice,whichdedicatesapartoftheirworktotheeducationofinterculturaleducatorsandteachers.Together,weexperimentedwithlinguisticanimation,amethod,whichaimstoliftlinguisticblockadesandtosupportsimplecommunication.

Finally,wevisitedSchuleimAufbruchGgmbH.Thisorganisationmonitorsthetransformationprocessofschoolsfromaclassiceducationalconcepttoaneducationalapproachinwhichthefocusissetonthelearner'sdevelopmentoftheirpotential,involvingalltheeducationalstakeholders(themanagement,teachers,learners,parents,andsocialworkers).


6. Successfactors

Duringtheobservationof“bestpractices”inthefourphasesoftheprojectinthedifferentcountries,wecollectedmanyspecificsuccessfactors.Afterthefourphasesandinordertogeneralizethem,westrivedtocreateataxonomyofsuccessfactors.Wefoundthatthedifferencescanbedividedintodifferentdimensions.

Firstly,wefoundmethodologicalsuccessfactors,whichcorrespondtotheprojectschosenlearningmethod.Althougheachmethodhasitsowncharacteristics,thereisalsoalargeoverlapbetweenthedifferentapproaches.Secondly,weobservedsuccessfactorsrelatedtotheteachers'attitudeandcharacteristics.Thirdly,wefoundsuccessfactors,whichinvolvedtheinstitution'sorganisation.Finally,wefoundsuccessfactorswithasocietaldimension.

6.1.Learningmethods

Enquiry-basedlearningInmany“bestpractices”theprojectleadersmentioneddifferentmethodswhichimitatethethinkingprocessinascientificresearch.Thesemethodsareusedmostlyinthelastphaseofsecondaryeducation,forinstanceintheprojectsoftheWetenschapsknooppuntandinColegioRectoraAdelaidadelaCalle'sPIIISAinGranada,inordertopreparethelearnertotheuniversity'sscientific-basedworkingmethods,butalsoinprimaryeducationasinColegioLuisadeMarillacinGranadatopromotecriticalthinking.

Manymethodscouldbereducedtothetheoreticalprinciplesofenquiry-basedlearning.Enquiry-basedLearning(EBL)isusedhereasabroadumbrellatermtodescribeapproachestolearningthataredrivenbyaprocessofenquiry.Thetutorestablishesthetaskandsupportsorfacilitatestheprocess,butthestudentspursuetheirownlinesofenquiry,drawontheirexistingknowledgeandidentifytheconsequentlearningneeds.

Barrett,T.,MacLabhrainn,I.,Fallon,H.,(Eds.),HandbookofEnquiryandProblem-basedLearning:IrishCaseStudiesandInternationalPerspectives.AISHE&CELT:NUIGalway.


Thecharacteristicsofenquiry-basedlearningarethefollowing:

o Engagementwithacomplexproblemorscenariothatissufficientlyopen-endedtoallowavarietyofresponsesorsolutions

o Studentsdirectthelinesofenquiryandthemethodsemployedo Theenquiryrequiresstudentstodrawonexistingknowledgeandidentifytheir

learningneedso Tasksstimulatecuriosityinthestudents,encouragingthemtoactivelyexploreand

seekoutnewevidenceo Responsibilityfallstothestudentforanalysingandpresentingthatevidencein

appropriatewaysandinsupportoftheirownresponsetotheproblem

Duringtheobservationofthedifferentbestpractices,wetooknotethatthecycleofenquiry-basedlearningoftenconsistsinfivephases:ask,investigate,create,discussandreflect.

Enquiry-basedlearningmodel


Problem-basedlearningmethodTheproblem-basedlearningisrelatedtotheenquiry-basedmethod.Problem-basedlearningisaninstructionalmethodthatinitiatesstudents’learningbycreatinganeedtosolveagenuineproblem.Inmany“bestpractice”examples,thestartingpointisanactualexistingproblem.Wenoticedthisinalllevelsofeducation.

Themethod,takingaproblemasastartingpoint,isusedinmany“bestpractices”,butiscalleddifferently.ThemethodisusedforexampleatprimaryschoolColegioLuisadeMarillacinGranadaandatCodeBrabantinTilburg.Weobservedthatthismethod,withanactualandrealproblemasstartingpoint,increasestheinterestofthelearners,becauseoftheconnectionthetaskhaswiththerealworld.Furthermore,thismethodisconnecteddirectlywiththeconceptofproblem-solvingcompetences,whichisoneofthe21stcenturyskills'mostimportantcompetences.

Experientiallearningandpractice-basedlearning

Experientiallearningistheprocessoflearningthroughexperienceandismorespecificallydefinedas“learningthroughreflectionondoing”.ExperientiallearningfollowsthefourphasesofKolb'slearningmodel.Firstly,anindividualoragroupstartswithaconcreteexperience.Inthismodel,onelearnsbydoingsomething,ratherthanbywatchingorreadingaboutit.Thesecondstepisthereflectiveobservation.Thelearnerstepsbackfromtheactivityandreflectsuponwhatheorshehasdoneandexperienced.Inthethirdstep,abstractconceptualisation,thelearnermakescomparisonsbetweenwhathasbeendone,reflectedupon,andwhatheorshealreadyknows.

Thefinalstageofthelearningcycle(activeexperimentation)iswhenthelearnerconsidershowheorsheisgoingtoputwhattheyhavelearntintopractice.Planningenablesnewunderstandingandtranslatesitintopredictionsastowhatwillhappennext,orwhatactionsshouldbetakeninordertorefineorrevisethewayataskistobehandled.Practice-basedlearningor“hands-onlearning”isrelatedtoexperientiallearning,butdoesnotnecessarilyhavetoinvolvethestudentsreflectingontheirproduct.


ReflectivemodelaccordingtoKolb

Different“bestpractices”usepractice-basedlearning,asisthecaseofProduktionsskolen(Germany),CodeBrabant(TheNetherlands),Ontdekstation(TheNetherlands)andColegioRectoraAdelaidadelaCalle(Spain).Itseemsthatthereisalargedifferenceinthelevelofreflectioninthedifferentsteps.

Cooperativelearning&PeerlearningInmost“bestpractice”projects,theenquiry-basedlearningmethodiscombinedwithcooperativelearning,whichwillbediscussedlater.Inthesecases,theprojectswillalsopromotecompetencesasleadershipandcollaborativeworking.

Cooperativelearningisdefinedasfollows:studentsworkingtogetherto"attaingroupgoalsthatcannotbeobtainedbyworkingaloneorcompetitively".Thepurposeistopromotethelearner'sinvolvementinthelearningprocess.Asdescribedbefore,cooperativelearningisanimportantaspectinthepreviouslymentionedlearningconcepts.TedPanitz(1996)described50benefitsofcooperativelearning,amongthemsocialandpsychologicalbenefits:

Panitz,T.(1996).Adefinitionofcollaborativevs.cooperativelearning.RetrievedJune28,2012,http://www.nicole-brown.co.uk/reflective-model-according-to-kolb/


Social:thecooperativelearningmodelpromotessocialinteraction.Thelearnerwilllearntointeractwithothersandthiswillhelppromotecommunicationskills.Thelearnerwilldevelopskillsthatareimportantinordertofunctioninsocietyandintheworkplace,suchasleadership,decisionmaking,trustbuilding,communicationandconflictmanagement.

Psychological:becauseofthefactthatthecooperativelearningmodelpromotesthelearner'sinvolvementinthelearningprocess,thelearnerwilldevelopalargerintrinsiclearningmotivationtolearnbythemselves.JohnsonandJohnsonclaim,"cooperativelearningexperiencespromotemorepositiveattitudes"towardlearningandinstructionthanotherteachingmethodologies.

Oneoftheprinciplesofcooperativelearningispeer-learning.Theworkinggroupsincooperativelearningcanbeheterogeneousorhomogeneous.Especiallyinheterogeneousgroups,whichholdlearnerswithdifferentlearninglevels,thelearnerscanlearnfromeachother,whichcanhavebenefitsforeveryoneinthegroup.Thiscanbeusefulintheconceptofinclusiveeducation.

MultipleintelligencesIn1983,HowardGardnerintroducedtheconceptofmultipleintelligences.Hisideawasthatintelligencecannotbededucedfromthelearner'sintellectualcompetences.Hesawintelligenceasthecompetencetosolveproblemsandtoovercomedifficultiesinacertainculturalenvironment.Onthisbasis,Gardnerdevelopedtheconceptofeightdifferentintelligences:

1. Musical-rhythmicandharmonic2. Visual-Spatial3. Verbal-Linguistic4. Logical-Mathematical5. Bodily-Kinaesthetic6. Interpersonal7. Intrapersonal8. Naturalistic

Johnson,D.W.,&Johnson,R.T.(1989).Leadingthecooperativeschool.Edina,MN:Interaction.


Weobservedthatseveral“bestpractices”usemethodsthatrequireddifferentintelligencesandthereforealsoreinforcetheseintelligences.ExamplesofprojectsthatusedifferentintelligencesareDeontdekfabriek(TheNetherlands),ColegioLuisadeMarillac(Spain),Produktionsskolen(Denmark)andMontessorischuleNeuruppin(Germany).

CreativityAsCreativityismentionedasoneofthe21stCenturyskills,itisimportanttopromoteitinlearningmethods.Ineverydaylife,Creativityisseenastheabilitytoplayamusicinstrumentortomakeart.ButKaufmannandBeghettointroducedthe“FourC”model,whichmakesadistinctionbetween“thinkingoutsidethebox”ontheonehand(mini-Candlittle-C),andtheabilitytocreateartontheotherhand.Duringourobservation,wenoticedthatsomeprojectsusearttoenforcecreativity(Produktionsskolen,Deontdekfabriek),butinmostcasestheystrivetoenforce“thinkingoutsidethebox”.Thinkingoutsidetheboxisoftenalreadyanaspectinpreviouslymentionedlearningmethods(inquiry-basedlearningandproblem-basedlearning).

EmpowermentInouropinion,oneofthemostimportantgoalsineducationistoempowerthelearnerandtocreateanintrinsicmotivationwithinthem.AccordingtoFrymieretal.,tobeanempoweredlearnermeanstobemotivatedtoperformtasks;morespecifically,anempoweredpersonfindsthetasksmeaningful,feelscompetenttoperformthem,andfeelstheireffortshaveanimpactontheschemeofthings.

Thismeansthatthesethreedimensionsareofgreatimportance:meaningfulness,competence,andimpact.Inordertocreateafeelingofimpactontheschemeofthingstothelearner,weshouldstrivetoinvolvehimorherlearnerintheirownlearningprocess.Thisfeelingofownershipisanimportantaspectofthelearningapproachesmentionedabove.Furthermore,thetaskshavetofeelmeaningfultothelearner.Themeaningfulnessofataskwillbeenhancedbyproblem-project-andpractice-basedlearning.

Kaufman,JamesC.;Beghetto,RonaldA.(2009)."BeyondBigandLittle:TheFourCModelofCreativity".ReviewofGeneralPsychology.13(1):1–12.


Todevelopandtoimplementtheselearningmethods,educationalorganisationsneedtocreatetheframeworkfortheseprojects.Inourobservations,wealsofocusonthisframework'selements,suchasthecharacteristicsoftheeducators,theorganisationandthelearningenvironment.Inthenextchapters,wewilldiscussthesecharacteristics.

6.2.Characteristicsoftheeducator

Severalcharacteristicsoftheeducatorwerementionedduringthedifferentobservations,namely:theeducatorasrolemodel,thecapabilitytocreateagoodlearner-educatorrelation,theattentiontothelearner'sindividualneeds,trustworthiness,andanempoweringeducator.

TheeducatorasrolemodelInsomeoftheprojects,weobservedtheuseofrolemodels.Forexample,theWetenschapsknooppuntusefamousDutchexpertswholecturechildrenandyoungstersontheirtopic.PIIISA-projectinSpainalsousesuniversityprofessorstoeducatethelearnersaboutenquiry-basedlearning.Inotherbestpractices,weobservedthataninspiring,curious,andopenattitudeontheteacher'spartpromotedthisbehaviourforthelearners.Furthermore,wewouldliketostressthatthereisaneedforrolemodelswithaculturalminoritybackground,especiallywhenworkingwithculturalminorities.Inthisaspectwenoticedashortcominginthemostofthe“bestpractices”.

Goodlearner-educatorrelationInthediscussedlearningmethods,theeducator'srolediffersfromthatoftheformaleducationmethods.Therelationbetweenthelearnerandtheeducatorislessofaverticalrelationandmoreofahorizontalone.Theeducatorisnotsomuchtheauthorityasafacilitatorwhoevaluatesthelearningprocesshand-in-handwiththelearner.Thisrequiresadifferentattitudeontheeducator'spart,andthischangeinattitudesometimesshowsinsmallaspects.AgoodexampleofthiscanbefoundintheDanishprojectSputnik,wheretheeducatorsarecalled“adults”,asopposedto“teacher”,or“sir/miss”.


EmpoweringteacherAcharacteristic,whichisrelatedtothegoodeducator-learnerrelationship,isthefigureoftheempoweringeducator.Inordertocreateempowermentinthelearner,theeducator,ononehandhastocreateatrustworthylearningenvironmentwherethelearnersfeelconfidenttomakemistakes;whileontheotherhandtheeducatorhastoencouragethelearnertoexperiment.AsJohanWolfgangGoethewroteaboutparents,itisalsothecasefortheeducator,namelythattherearetwothingschildrenshouldgetfromtheirparents:rootsandwings.Therootssymbolisethetrustworthyenvironmentandthewings,theencouragement.

Thetrustworthylearningenvironmentwasoftenmentionedinrelationtodifferent“bestpractices”.Projectsworkingwithspecialeducationalneeds,likeSputnikandProduktionsskoleninDenmarkandColegioLuisadeMarillacinSpain,scoredespeciallyhighonthissuccessfactor.Frymierstatedthatthereisanempiricalrelationshipbetweenaclearexplanationofthetaskandthelevelofempowermentthelearnerexperienceswithinthetask.Furthermore,inthe“bestpractices”,thereisarelationshipbetweenthelevelofattentiontheindividuallearnerneedsandthetrustworthylearningenvironment.Wewilldiscussthisfurtheron.

Wewouldliketostressthattheencouragingeducatorisofgreatimportance,especiallyregardingthemorenon-formallearningconcepts.Theuseofpositivereinforcementisasuccessfactor.Torewardlearnerswhentheyactinapositivewayinsteadofpunishingthemwhentheyactinawrongwayhasastrongeffectonthelearners'enthusiasm.Inthisregard,itismostimportanttodeveloptheeducator'sintrinsicmotivation.Inthiscase,theeducatorhastoexplainproperlywhythetaskisofimportanceforthelearner,sothatthelearnercaninternalisethesereasons.

IndividualattentiontothelearnerAlthoughthelearningconceptswealreadymentionedfocusedmostlyoncooperativelearning,thelearner'sneedforindividualattentionisindeedimportant.Especiallyinthe“bestpractice”projectsworkingwithlearnerswithspecialneeds(Sputnik,Produktions-skolen)and“bestpractices”whichfocusoninclusiveeducation,theindividualapproachisofgreatimportance.

Houser,MarianL.,andAnnBainbridgeFrymier."Theroleofstudentcharacteristicsandteacherbehaviorsinstudents’learnerempowerment."CommunicationEducation58.1(2009):35-53.


Thismeansthattheeducatorneedstobeconsciousoftheindividuallevelofeachlearner'scompetences,andofthelearner'spsychologicalneeds.Inmanyprojects,wenoticedatendencytofocusonindividualattentionandinclusiveeducation,yetinmanycasesthereisashortageofresources,suchassmallclassroomsortheneedforextraeducationalpersonnelintheclassinordertoachievethis.Wewilldiscusstheseorganisational(success)factorsinthenextchapter.

6.3.Organisationalfactors

SchoolenvironmentManysuccessfactorswefoundwererelatedtotheschoolenvironment.Theuseofnon-formalmethodsrequiresadifferentapproachintheorganisationoftheschoolenvironmentthanthemoreformalmethods.Aswenoticedinthepreviouslymentionedmethods,manynon-formalmethodsusecooperativelearningmethods,whichmeansthatthearrangementoftheclassroomneedstobesuitableforgroupwork.Furthermore,andespeciallyinthecaseofexperientiallearningmethods,itisnecessarytohaveavailableclassroomswherethelearnercanworkinapracticalmanner.

Analternativewouldbetorelocatethelearningenvironmentoutsideoftheschool.Duringourobservationswerecognisedthatthisoftencausesorganisationalchallenges;wewouldneverthelessrecommendmoreuseoftheenvironmentoutsidetheschool.

Weobservedpossibilitiesofout-of-school-activitiesintheNetherlands(forexampleatOntdekfabriekandWetenschapsknooppunt),whichweremostlypossiblethankstoco-creationmethods.Furthermore,weobservedthataninspiringschoolenvironmentwasasuccessfactorforgoodeducation.Wepreferredschoolenvironmentswithalotofsunlightandanopenviewtotheoutside.

Insomeschools,thelearnersareinvolvedinthedecorationandsetupoftheclass,likeatColegioPadreManjon(Spain)andEvangelischeGymnasium(Germany).Thisengagementincreasesthelearner'ssenseofbelonging.


LearningmaterialsInspiringlearningmaterialsalsohaveasignificantimportance.ThematerialsatProduktions-skolenandOntdekfabriekwereespeciallywellorganised,andtheMontessoriSchuleinNeuruppinhadwellproducedmaterial.Nevertheless,thematerialsandtheschoolenvironmentarerelatedtotheschool'sfinancialresources,whichdependonthepoliticalandfinancialsituationofthecountry.

ImplementationAneweducationalapproach'ssuccessfulimplementationtakesalongtimeandmucheffort,anddependsonseveralaspects.Ontheonehand,theschoolheadmustshowinspiringleadership,whileontheotherhanditisimportanttoinvolvetheschool'swholeteam.Thereforeitisnecessarytohaveabottom-upapproach,inwhichtheparents,theeducators,andalltheotheremployeesareinvolvedandagreeintheprocessofchange.

FlexiblecurriculumThereisalsoaneedforfreedomandflexibilityinthecurriculum,inordertocreateconditionstoexperimentwithnewmethodsandcontent.Thisdependsespeciallyontheeducationpolicyinthedifferentcountries.WeobservedthatthecurriculumintheNetherlandsandinDenmarkisnotcompletelypre-defined,incontrastwithSpainandGermanywherethegovernmentdefinestheeducationalcurriculuminadvance.

6.4.Societalfactors

SystemicapproachInasystemicapproach,schoolsstrivetoinvolvetheirandthechild'senvironmentinthelearningprocess,whichincludestheparents,stakeholdersintheneighbourhood,andsocialorganisations.Theideaisthateducationispartofsociety,andthattoinvolveallthestakeholderscreatesabiggerresponsibilityandloyaltytowardseducation.Weobservedthatseveral“bestpractices”connectwiththeirenvironment.WecantakeasanexamplethesystemicapproachatColegioPadreManjonanditsattemptstoinvolvetheparentsandtheneighbourhoodinsidetheschool,inordertobeabletohaveinfluenceonthelearner'swhole“system”.


Co-creationPartofthesystemicapproachisalsotheso-calledco-creation.Co-creationisamanagementinitiative,orformofeconomicstrategy,thatbringsdifferentpartiestogether(forinstance,acompanyandagroupofcustomers),inordertojointlyproduceamutuallyvaluedoutcome. Schoolsandothereducationalorganizationsarecooperatingwithotherinstitutions(universities,libraries)forspecific,specializedknowledgeorfacilities,whichtheschoolsalonecannotarrange.Furthermore,weobservedthatschoolsarecooperatingwithcompaniesforfinancialreasons.Inthiscase,thedistinctionbetweenco-creationandsponsoringisverythin.Weobservedmanyco-creationprojectsintheNetherlands,forexampleOntdekstation,TilburgUniversityJuniorandCodeBrabant,aswellinSpainwithPIIISA.

InclusionInclusionineducationisanapproachtoeducatingstudentswithspecialeducationalneeds.Undertheinclusionmodel,studentswithspecialneedsspendmostoralloftheirtimewithnon-specialneedsstudents.Thisexperienceisveryeffectiveforstudentswithspecialneedsandenablesthemtobemoresuccessfulinlife.Inclusivemethodologyrejectstheuseofspecialschoolsorclassroomstoseparatestudentswithdisabilitiesfromstudentswithoutdisabilities.Overthelastdecades,wehavewitnessedatrendininclusiveeducationpoliciesinmostcountriesoftheEuropeanUnion,especiallyinprimaryschools.Unfortunately,thisoftenhappensbecauseoffinancialreasonsandnotnecessarilybecauseofthefactthatitisbetterfortheindividualchild.Weobservedthatinclusiveeducationworksbetteriftheschoolalsohasthefinancialresourcestogivemoreattentiontothestudentswithspecialneeds'specificities.Wealsoobservedadifferenceinthepoliciesfromonecountrytoanother.InDenmarkforinstance,99%ofstudentswithlearningdisabilitiessuchasdyslexiaareplacedingeneraleducationclassroomsuntiltheageof15.IntheNetherlandsandinGermany,thereismoresegregation,especiallyinsecondaryschools.

Prahalad,C.K.;Ramaswamy,V.(2004)"Co-CreationExperiences:TheNextPracticeinValueCreation".JournalofInteractiveMarketing.Volume18,Number3.RobertHolland(2002)."VouchersHelptheLearningDisabled:Lessonfrom22countries:Special-educationstudentsthriveinprivateschools".SchoolReformNews.TheHeartlandInstitute.


7. Applicationsoftheresultsinschools

Ourlearningpartnershipwasfocusedonnon-formaleducationmethodsinaformaleducationcontext.WehaveseenmanyinterestinggoodpracticesduringourstudyvisitsinGermany,Denmark,theNetherlands,andSpain,andwe’vededucedgeneralsuccessfactorsforeducation,whicharevalidforformalandnon-formaleducation.Whatcanwelearnfromthislearningpartnershipforthedevelopmentofourschools?Wheredoweseeopportunitiesandhowcanweovercomeobstacles?Isitpossibletoapplythesuccessfactorsindifferenteducationalsystems?

AnalysingthegoodeducationalpracticesinthefourparticipatingcountriesalsomeanstoreflectondifferentsystemsandorganisationalmodelsofformaleducationinEurope.ThereisforinstanceabigdifferencebetweensecondaryeducationinGermanyandtheNetherlandsontheonehandandSpainandDenmarkontheother.InGermanyandtheNetherlandswehaveadifferentiatedlowersecondaryeducation,whichmeansthatstudentsarerequiredtofollowdistincteducationalpathsaftercompletingprimaryeducation.Meanwhile,inDenmark,thegeneraleducationprovidediscommontoallpupils,andinSpainallstudentsfollowthesamegeneralcommoncorecurriculuminlowersecondaryeducation.2

Wecanfindanotherimportantdifferencewhenitcomestobudgetsandresources.Whenwecomparethepublicexpenditureforeducationasashareofthegrossdomesticproduct,theNetherlandsrankrelativelyhigh(5,5%)andSpainrelativelylow(4,2%).Thisdifferenceisevenhigherwhenwelookatthepublicexpenditureforeducationasashareofthetotalpublicexpenditure:Spain9,3%,Germany10,5%andtheNetherlands12,0%(nodataavailableforDenmark.)Thesenumberscorrespondtodifferenteducationalresourceswe’vefoundintheschoolswehavevisitedduringourstudyvisitsinthesecountries.

2ThestructureoftheEuropeanEducationSystems2014/2015:SchematicDiagrams,Eurydice–FactsandFigures,EducationandTraining,EuropeanCommission,November2014http://eacea.ec.europa.eu/Education/eurydice/documents/facts_and_figures/education_structures_EN.pdf Eurostat,StatisticsExplained:Publicexpenditureoneducation(excludingearlychildhoodeducationaldevelopment)asashareofGDP,2014(%)YB17.Filedate21/07/2017http://ec.europa.eu/eurostat/statisticsexplained/index.php/File:Public_expenditure_on_education(excluding_early_childhood_educational_development)_as_a_share_of_GDP,_2014_(%25)_YB17.pngEurostat,StatisticsExplained:Mainindicatorsforpublicexpenditureoneducation(excludingearlychildhoodeducationaldevelopment),2014YB17.Filedate21/07/2017


ParticipantsofourlearningpartnershipfromSpainwereveryimpressedbytheverygoodinfrastructure,classsizes,anddidacticmaterialsthatschoolsintheNetherlandsorDenmarkofferedtotheirpupils.

AccordingtotheGlobalCompetitivenessReportoftheWorldEconomicForum,Dutchschoolsarerankedunderthetop11concerningeducationsystems.Butnotonlydotheyprovidegoodacademicresults,theyalsohaveahighscoreconcerningthewell-beingoftheirstudents.Dutchschoolstypicallydon'tgivemuchhomeworkuntilsecondarylevel,andstudentsreportlittlepressureandstress.TherearedifferenttraditionsandwaysofeducatinginEuropeancountries.Somecountriesaremoreflexibleandothersmorerigidconcerningtheirgovernmentalguidelinesandcurricula.Butthisdoesnotmeanthatthesuccessfactorsweanalysedinourresearcharenotvaluableforallthecountries,astherequirementsforamoderneducationthataddressesthechallengesofthe21stcenturyarethesameinallEuropeanCountries.Thedifferencesabovementioneddefinetheframeworkforeducationandfacilitateorhinderchanges.Therearebarriersfortheimplementationofnon-formallearningmethodsthroughnationallawsandregulations.

ForexampleinSpain,novolunteersareallowedinschoolsduringclasses.Weevenvisitedaschoolwhereparentshavetohidewhentheysupporttheschoollibraryduringschoolhours.InSpainthecurricularguidelinesingeneralarequiterigid,butitwasstillpossibletodevelopaverydynamic,interactive,andflexiblelearningmodelinschools,the“learningcommunities”.Thiseducationalapproachforschoolswasdevelopedinthe1980sbyaresearchgroupfromtheUniversityofBarcelona,theResearchCentreonTheoriesandPracticestoOvercomeInequalities,CentrodeInvestigaciónenTeoríasyPrácticasSuperadorasdeDesigualdades(CREA).In1995itwasimplementedinthefirstschoolandnowadaysthereareover200schoolsasLearningCommunitiesinSpain.Thismodelhasalsoextendedonaninternationallevel.

ThisexamplegoestoshowthatitispossibletoovercomebarriersrelatedtonationallawsandregulationsandthatthecooperationwiththeUniversitycanbeanimportantkeyelementinthetransformationprocessofoureducationalsystems.

BusinessinsiderUK,Finance:The11bestschoolsystemsintheworld,OscarWilliams-Grut,18/11/2016


Thecooperationandco-creationbetweendifferenteducationalinstitutions,especiallyschools,universities,associationsandprivateeducationalinitiatives,turnedouttobeaveryimportantelementconcerningeducationalinnovation.

GoodpracticeexampleswereforinstancetheTilburgUniversityJunior(TUJ)intheNetherlands,aprojecttheUniversitycarriesoutwithprimaryandsecondaryschoolsandwhichaimsatgivingthepupilsthechancetogetintouchwithscience,todesign,toexplore,andtoresearch.PIIISAisasimilarinitiativebutforsecondaryschoolpupils,inSpain.

SchuleimAufbruch(Schoolsonthemove)inGermanyisaninterestingexampleofprivateinitiativescooperatingwithschools.SchuleimAufbruchisanetworkingprojectandtheinitiativeofpersonsinvolvedineducation,whichaimsattransformingoureducationalstructuresandmethodsinordertoallowpupilstodeveloptheirfullpotential.

Threeofthepartnerorganizationsofourlearningpartnershipareorganizationsforadulteducation:InterkulturellesNetzwerkinGermany,InterculturallifeinSpain,andSchoolclashintheNetherlands.Theycooperatewithschoolsandofferverysuccessfulinternationalyouthexchanges,studyvisitsforapprenticesandtrainingcoursesforteachers.

Abasicconclusionofourlearningpartnershipwasthatthebesteducationalschoolmodelforalldoesn’texist,butthatweneedadiversityoflearningandteachingsystems,becauseeverypersonhasgotdifferentneeds,differentcompetencesanddifferentinterests.TherearepupilswhofeelwellandareabletolearnwellinaveryfreeeducationalstructureliketheDemocraticSchoolEindhovenwevisitedintheNetherlands,andotherpupilsneedaveryclearandstructuredsystem,forinstancethepupilswithspecialneedsattheprivateschoolSputnik,intheNetherlands.

Inclusionmodelsarealsodifferent.TheUnitedNationsConventionontheRightsofPersonswithDisabilitiesfrom2006statesthatpersonswithdisabilitiesshouldbeguaranteedtherighttoinclusiveeducationatalllevels,regardlessofage,withoutdiscriminationandonthebasisofequalopportunity.We’veseensomegoodpracticeexampleswherepupilswithspecialneedsareeducatedinthegeneraleducationsysteminthesameclassroomwiththeirclassmateswithadequatesupport(e.g.ColegioPadreManjónorColegioLuisadeMarillac,Spain).TheHundestedSkole,aschoolinDenmark,createdadditionalclasses(P-classes)forstudentsaged10to12,whoaredisturbingthelearningprocessintheirclasses.TheystayintheP-classesforsomehoursperday,wheretheygetspecialsupportinsmaller


groupsandinamorequietenvironment.AthirdoptionwastheprivateschoolSputnikintheNetherlandswithadepartmentforpupilsontheAutismspectrum,whowerenotabletofollowclassesinthegeneraleducationsystem.Inthisschoolthewholeenvironmentandorganisationwasadaptedtotheneedsofthesepupils.

Buthoweverdifferent,alltheseconceptshaveoneelementincommon:theimportanceoftheeducators'attitude!Forallthedifferenteducationalexperiences,onecoreelementforsuccessisanattitudethatradiatesconfidence,esteem,goodrelationshipsandself-responsibility.Thestudentsneedtofeelwell,valuedwiththeirdifferentabilities,andfreetotakeresponsibilityfortheirownlearningprocess.

Anothersuccessfactorisawelcomingschoolenvironment.We’veseenmanycreativeideasonhowtoimprovetheschoolenvironmentwithalowbudgetandhowtoinclude“out-of-class”learning.

Educationalmethodscentredonthepersonandtheircapacities,needsandinterests,andthatincludedifferentlevelsoflearning(cognitive,emotionalandbehavioural)areanothercoreelementconcerningoursuccessfactors.Thegoodpracticesweobservedfocusesmainlyonproblem-basedorenquiry-basedprojectwork,experientialeducation,dialogicalandcooperativelearning.

Insomeoftheschools,noschoolbooksareused,andthewholelearningprocessisbuiltonenquiry-basedprojectwork.Inotherschools,thepupilshadthechancetocreate,organize,anddevelopprojectsbythemselveslikechallenges(organizingandrealizingtripsontheirown),managingsomeareasoftheschool(cafeteria),musicbandsorsolidarityprojects.Othersfocusedondevelopingartistictalentsbygivingthepupilstheopportunitytodoartprojects(painting,photography)withthesupportoftheschool,andtopresenttheirworktothelocalcommunity.

Usingreallifeexamplestoteach(alocaltelevisionprogram,producingsomethingusefulforthelocalcommunity)wasespeciallysuccessfulinvocationaltrainingwithyoungpeoplewithlearningdifficulties.

Creatingspaceswithinspiringlearningmaterialforfreelearningsessionsorreservingoneweekoftheyearforartistic,scientificorcreativeprojectworkweresomeoftheideas,whicharepossibletoimplementindifferenteducationalsystems.


Implementingchangesinschoolsisdifficult,butpossible,andofvitalimportance.Itisaslowprocessthatneedstoincludethewholeeducationalsystem:pupils,teachers,theheadmaster,parentsandfamilies,andideallyalsotheneighbourhood.Itcanbeusefultostartwithsmallsteps,toevaluatetheexperienceandtocontinuestepbystep.

WealsocandeeplyrecommendlearningfromotherexperiencesinEurope.Ourstudyvisitshavebeenveryinspiring,andweallfeltempoweredandmotivatedtocontinueworkingontransformationprocessesforanothereducation.


8. Applicationoftheresultsonadulteducation

Byadulteducation,wemeanvoluntarylearningafterschooleducationand/orVocationaltraining;tertiaryeducationaftertheageof18isalsoincluded.InGermany,thetermErwachsenenbildung–adulteducationisoftenasynonymofWeiterbildung–in-serviceeducation.AftertheSecondWorldWar,thePolitischeBildung–politicaleducation,wasadded.Thebiggest,state-financedandstate-wideeducationformatscanbedividedintothefollowingfields:

� Theprofessionaladulteducation,orientedonexpansionofcompetencesinthework

field

� Volkshochschulen(adulteducationcentre):organisationsthatarefundedbythe

municipalitybasedonthebourgeois-liberalrootsofpopulareducation

� Thetradeunions'educationsystem,basedonthetraditionofthelaboureducation

� Theconfessionaladulteducation,especiallyonthepartofthecatholicandevangelical

church

Besidesthesedominantoptions,apluralityofdifferentorganisationsforadulteducationwasdeveloped.Manynon-governmentalorganisations,partlyrestrictedtospecificthemes,haveevolvedsince1970inGermany.Theseorganisationsoftenworkinthisfield,butnotjustonthemeslikeculturaleducation,familyeducation,politicaleducation,andinterculturalandlinguisticeducation.

OntheEuropeanlevel,thegoalsofadulteducationareratherlinkedtothelabourmarket:thefocusissetonthegoaltobroadentheeducationalpossibilitiesforadultswithalowsetofskills,knowledge,andcompetences,forinstancepersonswithoutanyISCEDqualification.Theseeducationalpossibilitiesgivetheseadultsthechancetoacquireaminimumlevelinreading,writing,mathematicalanddigitalcompetences,andabroaderspectrumofskills,knowledgeandcompetences,whichhaveanimportanceforthelabourmarketandtheparticipationinsociety.

https://www.agenda-erwachsenenbildung.de/service/eu-dokumente/EuropäischerRat2016


Weassumethat,inthefieldofadulteducation,especiallyintheunderdevelopedareasoftheEuropeanUnion,achangeofpolicyhappensandthusinthedirectionofprofessionaladulteducation,becauseoftheEuropeanSocialFund.Incountrieswithlessfixedmodelsofadulteducation,theeducationalcontentswillchangetothedisadvantageoflifelonglearningandtowardsthelabourmarket.Thismeanstherewillbelessspaceforeducationfocusedonpersonalinterestsandonsupportingsocialcompetences,whichhavegreatimportancefortheindividualandthecommunity.

Injusthalfasentence,theEuropeanagendaforadulteducationopensanactionareawhichisimportantformanyeducationalorganisations:“Adulteducationofferspersonswhoareaffectedbyunemployment,reorganisationandprofessionaltransition,qualificationandretrainingopportunitiesandatthesametimeitcontributestosocialintegration,toactivecitizenshipandtopersonaldevelopment”.

Fortheorganisationsinvolvedinthisproject,adulteducationimpliesacrucialfocusonthelatter.Activecitizenshipandpersonaldevelopmentcanhardlybelearnedinaformaleducationsettingwithformalmethods.Itneedsafundamentalchangeintheideaofeducation.MaybetheDanishmodeloffolkhighschoolscanbeanexample.Inthiscase,around3500adultslivinginaruralareacanlearnwhattheylikeandtakethetimetheyneedinordertodoyou.“Youcanstudyphilosophy,youcanmakemusic,youcanplaytheatreandtrytobeanartist,butnotwithaprofessionalperspective.Ithastodowiththefactthatyoucanmakeyourownlifeevolve.”

Inthismodel,thefocusisonthemotivationoftheparticipants:theyaretheonesresponsiblefortheirowneducationalprocessoutsideoftheworkplaceandtheylearnbecausetheyareinterestedinthethemeandnotbecauseofthefactthattheywillhavebetteremploymentopportunitiesafterwards.Ifthisassumptionisthecentralpremiseoflearninginadulteducation,theeducationorganisationsmustadjusttheireducationaloffers.Theclassiceducationalmethodsandforms,whichtheparticipantsknowfromformaleducationprocesses,arenotuseful.

Thisevolutionwalkshandinhandwithanewdefinitionofthetermseducationandlearning.Educationimplicatesthattheeducationalorganisationhastheknowledge,butthattheinformationcanbeinterpretedbythelearnerinaprocess-orientatedandequalway.Allthestakeholders,includingtheeducators,arepartofacommonlearningprocess.


Theconceptofnon-formallearningthatissuccessfullyusedbyalternativeadulteducationorganisationsimpliesaprocess-orientedapproach:atitscorearethelearner'spersonaldevelopment,group-orientedlearning,aswellasinteractive,participatory,andexperience-basedaspectsoflearning.Therefore,itisaboutanextensionofpersonalandinterpersonalsocialcompetences,andthedevelopmentofhumanisticanddemocraticvalues,attitudesandbehaviours,whichoccurinadditiontotheacquisitionofconcreteknowledge.Personalinteractionandacombinationofcognitive,affective,andpracticallearningareessentialtoachievethisgoal.

Non-formaladulteducationhastobeconsideredasapartofthelifelonglearningprocess.Ifwemonitorthisprocessinacompetentway,wecanmanagetosparktheparticipants'curiosityaboutlearningoncemore.Learningdisabilitiesandfrustrations,whichunfortunatelydisablethenaturalmotivationtolearninmanyformaleducationalprocesses,couldbebrokendownbythisapproach.

Informallearningcanalsobepartofmodernadulteducation,ifthelearningenvironmentinwhichthisispossiblecanbecreatedbytheorganisations.Theseconditionsareeasiertocreateinthemodernadulteducationalorganisationsthaninold-fashionedsystemssuchastheFolkhighschools.

Itispossiblethatthedistinctionbetweenformalandnon-formallearningontheonehand,andinformallearningaspartsofthelifelongprocessontheotherhand,wouldnolongerbenecessary,ifwecouldoffercontentsandmethodsinalllearningphases,whichcomplywiththeneedsofthelearner.Theideallearningsituationisonewhereitispossibletokeepeachindividualinfocusatalltimesandstimulatesahighermotivation.

Unfortunately,thislearningapproachis(still)instarkcontrastwiththenationalandEuropeaneducationsystemsformulatedbythenationalministriesofeducation,atleastinthecaseofschooleducation.Nowisprobablythetimetoquestionwhypeopleofacertainagegroup,inacertainregion,aregoingthroughthesamelearningstepsatthesametimeandwiththesamerhythm.

DuringourEuropeanlearningpartnership,wevisitedmanyorganisations,whichintegratesuccessfulconceptsandmethodsofdemocraticnon-formallearninginformaleducationalprocesses.


ThesuccessfactorsdefinedoverthecourseofthelearningpartnershiphavecrucialconsequencesonthefieldofadulteducationinEurope,becausetheycanresultinafundamentalchangeinlearning.Whenweassumethatthelearnerandhisorherinterestarethefocusofouractivities,theeducationorganisationshavetocreateoffersforthesepersonalinterests.Classiceducationcentres,suchastheGermanFolkhighschools,havetoadopttheircoursesystemandtobecomelearningplaces,wheremotivatededucatorscanreacttotheneedsoftheindividuallearners.

DuringthetrainingintheNetherlands,wevisitedademocraticschool,whichfunctionsontheseprinciples.Thelearnerscancomeandgowhentheywantandtheylearndifferentcontentswhenandwithwhomtheywant.Theteachersareavailableatalltimes.

Alearningvenuehastomeetoursuccessfactors,ithastobewelcomingandmakelearnerswanttostay.Ithastobemultifunctionalandprovideeasyaccesstoinformation.Inshort,thelearnershavetoexperiencetheseplacesascentresforcompetences,whichcomplytotheirlearningneeds.

Oneaspectthatneedstobediscussedisiftheseplaceshavetobeavailableonlyforadultsfromcertainregions.Inanidealscenario,theselearningvenuescouldbecreatedinallofEuropeandavailabletoalltheinhabitantsofthecontinent.Inthiscase,individuallearningjourneyscouldbemade,inwhichforeignersfromeverybackground,age,religion,andexperiencecouldgetinformationaboutthespecificregion,culture,andlanguage.

Theroleoftheeducatorsalsohastochangefundamentally.Wehavetoquestionthetermteacherinthecontextofadulteducation.Contrarytocertainclassicideas,thereisnomonopolyonknowledgeintheteacher-studentrelationship.Learnershavealsoacquiredahighrateofcognitiveknowledge,experience,andcompetences.Themonopolyofknowledgeisoftenobtainedbythesolepowerofan“important”qualification.

Inanadaptedpedagogy,theeducators'roleistomonitorthelearningprocess.Theyareresponsibleforcreatinganatmosphereoftrust,freeofhierarchyandinwhichatransferofknowledgeispossible.Thelearnersmustalsobeabletoleavetheircomfortzoneinordertomakelearningpossible.Thisisonlypossibleifthelearnerisgettingpositivefeedbackregardingtheirindividuallearningprocess.Theyhavetounderstandthatlearningimplieseffort,buthaspositiveresults.


Educatorsdonotnecessarilyneedauniversitydegree.Learnersofallagesoftenhaveahigherrateofcompetencesandareapttohelpoutinmomentsofknowledgedeficit.Insomefields,youngstershaveahigherrateofknowledgethanolderindividuals,forexampleinthefieldofinformationtechnologyandsocialmedia.Olderpeopletendtohavemoreknowledgeaboutregionalhistoryorclassicbuildingtechniques.Learnerscouldexplainhowtoproducehoneyorhowtorepairabike.

Thefutureeducationprofessionalswillhavetheroleoffacilitators.Theycaninitiatethelearningprocessandconsultaspecialistifandwhenneeded.Theyarecapabletotransmitandsupportlearningmethods.Asmentionedabove,thevisitedorganisationsareverysuccessfulwithprojectsinwhichlearnersgothroughproblem-oriented,experiential,andcooperativeprocesses.Thesearemethods,whichhaveprovedthereworthwhenusedindifferenteducationfields,anduponwhichwewereabletobaseourwork.


9. Conclusion

ThediscussionaroundeducationinEuropeshowsthatthereisalargedissatisfactionabouttheexistenteducationalsystems.TheoffersinthefieldofformaleducationandespeciallyintheschoolsofsouthernandcentralEuropedon'tseemtoanswertheneedsofourcomplexsocieties,oftheemployersandthelearners.

Inouropinion,itisabigmistaketooverpowerthenaturalurgetolearnwithrestrictions,constraints,grades,andpenalties.Learningisnolongerfun,anditisrelatedtohugeeffortsanddiscipline.However,welearneverydayoutsideofeducation,althoughnotinaconsciousmannernorwithproperrecognition.

Wehavetostartaneducationalcampaignaimingtochangealltheaspectsofeducation.Theindividual,withhisorherneeds,hasbeenbroughtbackinfocus.Learningonlyinsideaclassroomaswellasthegradesystembothseemtobeoutdated.

Wehavetomotivatelearners,todevelopnewmethodstoacquireknowledge,competences,andskills.Thisseemstobethebasictaskforparents,schools,andadulteducation.Furthermore,theremustbespecialiststosupporttheselearningprocesses.

Wealsohavetodiscusstheactuallearningcontentsandgoals,aswellmethods.Aslongasweworkwithcurriculaorientedonlastcentury'sstandards,thelearner'smotivationaldeficitishighlyunderstandable.


10. Descriptionofthevisitedorganizations

CodeBrabant

CodeBrabantisaninitiativeoftheUniversityofTilburg,thelibraryofTilburg,andtheJheronimusAcademyofDataScience.Goalistopromoteaccesstocodingforeverybody.Hereeveryonecanlearntomakeavideogame,toproduceacomputeranimationortobuildarobot.CodeBrabantorganizesCoderdojos,workshopsandothereventsrelatedtocoding.

Coderdojoisamonthlyopenevent,whereeveryonebetweentheageof7and17cancometolearncoding.SometimestheCoderdojoeventhasatheme,likevideogamesoranimations.Coderdojoispromotedbyaworldwidecommunityoforganizations.ThecomputersoftwareusedduringtheCoderdojoisaccessibletoeveryoneandopensource.

CodeBrabantWarandelaan2,5037ABTilburg,Nederlandhttps://codetilburgu.wordpress.com/

ColegioLuisadeMarillac

ColegioLuisadeMarillacisaprivateprimaryschool,whichreceivespublicfunding.ItbelongstotheFoundationSanJuandeÁvila.ItissituatedinthedistrictofAlmanjayar,inthenorthernsuburbsofGranada.Thepopulationofthisneighbourhoodshowssignificantproblematicsrelatedtounemployment,poverty,andsocialexclusion.Theschoolhasbeenworkinginthisenvironmentformorethan30years.Itshistoryofsurvivinghasbeenandstillisachallengeforthewholeeducativecommunity.

TheschoolisaLearningCommunity(see“LearningCommunities”explanation).Itsmainprinciplesareinclusiveeducationandattentiontodiversity.Theclassesconsistmainlyonenquiry-basedprojectwork.SomeofthemethodsandmaterialsusedfollowtheMontessoriconcept.


ColegioLuisadeMarillacCalleMolinoNuevo,0S/N18011Granadahttps://inmacolegioluisademarillac.wordpress.com/

ColegioRectoraAdelaidadelaCalle

ColegioRectoraAdelaidadelaCalleisaprimaryschoolinMalagathatreceivesmorethan300childrenfrompreschooltosecondaryeducation.Itisoneofthefewschoolsinthisregionthathasimplementedprojectworkinclassesasawhole.Insteadoffollowingtextbooks,theteacherspurporttopicsandletthepupilsresearch–inInternet,intheclassroomlibrary’sbooksandmagazines,orathome.Afterthis,theypresentwhattheyhavelearned.Therearealsosomeschoolprojectslikeaschoolgardenoracomiccreationproject.IntheCEIPRectoraAdelaidadelaCalle,thisconceptisusedfromagethreetotwelvewithsuccess,andtheparentsassociationisdeeplyinvolvedintheschooldevelopmentandoffersdifferentextracurricularactivities.

C.E.I.P.RectoraAdelaidadelaCalleC/AliciaAlonso,129010Málagahttps://blogsaverroes.juntadeandalucia.es/ceiprectoraadelaidadelacalle/

ColegioPadreManjón

ColegioPadreManjónSchoolisaschoolinAlmanjáyar,apopularanddisadvantagedneighbourhoodofGranada.Theyhavebeenprovidingeducationfrompreschooluntilsecondaryeducationfor30years.Thisschoolyear,ithas450pupils,38teachersandmorethan100volunteers.

FiveyearsagotheschoolstartedtheprocesstobecomeaLearningCommunity.ALearningCommunityisaschoolproject,whichisfocusedonasocialandeducationaltransformation,basedonthedialogicallearningandtheparticipationofthecommunity(see“LearningCommunities”explanation).Intheafternoon,theschooloffersalargenumberofactivitiesforallages:Englishlessons,library,danceclasses…Theyalsohaveaspecialdepartmentwhoaddressesdiversityissuesandofferssupporttopupilswithlearningdifficulties.


ColegioPadreManjónAvd.dePulianas,4218011Granadahttp://www.padremanjon.net/

DemocratischeschoolEindhoven(DOE040)

DOE40isademocraticschoolforlearnersaged4to17.Itfollowstheprinciplesofthedemocraticeducation.Democraticeducationisaneducationalidealinwhichdemocracyisbothagoalandamethodofinstruction.Itbringsdemocraticvaluestoeducationandcanincludeself-determinationwithinacommunityofequals,aswellasvaluessuchasjustice,respect,andtrust.Democraticeducationisoftenspecificallyemancipating,withthestudents'voicesbeingequaltotheteacher's.

Theirmissionistoofferaninspiringlearningenvironmentinwhichyoungpeoplecandevelop,basedonequality,asself-consciousandcreativeworldcitizens,whocancontributeontheirownwaytoachangingsociety.

Thisresultsinaschoolsysteminwhichthestudentstakeresponsibilityintheirownlearningprocess.Theyareflexibletolearnwhereandwhattheywant.Theeducatorsfacilitatethisprocess.Furthermore,theschoolworksonademocraticbasis:theeducatorsareequaltothelearnersandthedecisionsintheschoolaremadeinademocraticway.

DemocratischeschoolEindhovenBlaarthemseweg835502JTVeldhoveninfo@doe040.nlwww.doe040.nl

Deutsch-FranzösischesJugendwerk

TheFrench-GermanYouthOffice(FGYO)isanorganisation,whichservestofosterFranco-Germancooperation.Itisacentreofexpertiseforbothcountries’governments.Itactsasanadviserandintermediaryforlocalandregionalauthorities,aswellasforthecivilsociety


inFranceandGermany.TheFGYO’sbudgetfor2014was24.35millionEuros,originatedfromequalcontributionsfromtheFrenchandGermangovernments.Withthisfund,atotalof194,043youngpeopletookpartindifferentactions.

TheFGYOaddressesallyoungpeoplefromtheageofthreetothirty:kindergartners,apprentices,youngunemployedpersons,employees,students,orpupils.Furthermore,itconfrontscurrentissues,whichconcernyoungpeopleinbothcountriesandadaptsitsofferstotheeverydaylifeandneedsofyoungpeople.ItisauniquelaboratoryfortransnationalprojectsandEuropeancooperation.

InternationalexchangesarethefocusofattentionoftheFGYO-fundedprogrammes.Importantcriteriaarelanguageandreciprocity,i.e.areturnmeetingtakesplace.Priorityisgiventointerculturallearning,whichshouldbeasintenseaspossibleandaccordinglymonitored.

TheFGYOwantstoguaranteeandtriggerthequalityofeducationalworkaswellassupportlanguagepromotioninbi-andtri-lateralmeetings.

In2014,145bi-andtri-lateraltrainingsforspecialstaffwerefunded.Thetopicsrangefrominterculturaleducation,languagepromotionmethodsandteaching,totrainingsonsocialissuesaswellasspecificeducationalconceptsofinterculturallearning.Atotalof1,994teamleadersweretrained.20advancedtrainingsforteacherswereorganisedbytheFGYOoritspartnerswiththeaimtousethepotentialofstudentexchangesinaprofitableandeducationallyvaluablemanner.

AnotherimportanttaskfortheFGYOistosupportlanguageacquisition(targetgroup:childrenandyoungpeople),aswellastosupportmultipliers.Oneimportantmethod,whichwasdevelopedbytheFGYOandsomepartnerorganisationsfromthecivilsocietyis“languageanimation”.WewereabletoexperiencethismethodwithahalfdayoftrainingduringourvisittoNeuruppin.

Deutsch-FranzösischesJugendwerkBüroBerlinMolkenmarkt1D–10179Berlinwww.dfjw.org


EvangelischeSchuleNeuruppin

Afterthe“peacefulrevolution”inGermany,parents,teachers,andmembersofthechurchwishedtofoundachristianschoolinNeuruppin.Itsconceptisbasedontheconnectionbetweenreformpedagogicalideasandchristianhumanunderstanding.Theconceptismouldedbyrespectaswelltheuniqueness,dignity,andfreedomofeachindividual.Theschoolaimstostimulatethestudents’confidenceintheirownabilities,skills,andindividualthinking,aswellasbehaviourandfeelingsinordertoencourageeachchild’sgiftsandtalentsandtodeveloptheirownpersonality.

Onefoundingprincipleistheconvictionthatchildrenareabletolearnandtounfoldtheirownpersonalityandskillsbythemselves.Toachievethis,thepersonallearningprogresswilldefinetheperformancerequirements.Atthesametime,thechildrenlearnthatthedifferencesbetweenindividualscanbeenrichingforthecommunity.Theschoolshouldnotjustpassonknowledge,butalsotransmitthecompetencetotakeresponsibilityforacquiringknowledgeandskills,havingregardtoone’sownlearningpace,butalsotolearnfromone’sfailuresandrecognisethatsomethingpositivecanbedevelopedoutofmistakes.

ThediverseofferofworkingcommunitiespresentedattheEvangelischeSchuleNeuruppinaimsforaholisticapproach.Themainfocusisthemusicalandartisticfieldandsports.Intheseworkingcommunities,theyoungsterscanfindtheircentresofinterestandpursueagoalwiththeirclassmates.Thecooperationwithorganisationsoutsideoftheschoolisintegratedinthepractices.

EvangelischeSchuleNeuruppin-Gymnasium-Regattastr.916816Neuruppinwww.evangelische-schule-neuruppin.de

HundestedSkole-P-Class

HundestedSkoleisapublicprimaryandsecondaryschoolinHundested(Denmark).Theschoolhas800pupilsaged6to15andapproximately80teachersandeducators.Theschooldaygoesfrom8amuntil3pm.ThesubjectsareDanish,Mathematics,Art,English,German,


French,Christianity,History,Sport,andNaturalsciences.Afterthe9thgradethestudentshavetopassexamsindifferentsubjectstocontinuetheirschoolprogression.

TheP-classisaclasswithpupilswhospendashorterorlongerperiodintheclass.Theyarereferredtothisclassbytheirsformteachersbecauseofbehaviourproblems.Thepupilsare10to12yearsold.Duringtheirtimeintheclass,thegroupofteachersrevisethepupilsanddecideifthepupilscanspendmoreorlesstimeintheirmainclass.Therearealwaystwoadultsintheclass.

Duringthe9thgradeitiscompulsorytohaveaweekinwhichthepupilsworkonaproject.Theteachersdecidewhatthetopicwillbeandthepupilsdecideonasubtopic.ThisyearthetopicwasOpposites.Thepupilsworkingroupsinwhichtheydesignandcarryouttheprojectwithapresentationandaquestionandanswersessionwiththerestoftheclassasanaudience.

HundestedSkoleLerbjergvej1B3390Hundestedhundestedskole@halsnaes.dkwww.hundestedskole.skoleporten.dk

InstitutodeEducaciónSecundariaAlhambra

AlhambraHighSchoolhasbeenteachingfor31yearsinthepopulardistrictofZaidíninGranada.Theyprovidesecondaryeducation,baccalaureateandpost-secondaryeducation:ahigherlevelofvocationaltraininginsignlanguageinterpretation,andtrainingtoaccesshigherlevelsofvocationaltraining.Theyparticipateinasupportprogramforstudentswhoaredeaforpartiallydeaf.

Interculturallifehascooperatedverysuccessfullyindifferentnon-formaleducationprojectswiththisschool.Duringourvisitwewereinterestedtoknowmoreabouttheirparticipationintwocurrentextracurricularactivities:thePIISAproject(seedescription)andtheDebatingChallenge,apublicspeakingcompetitioninwhichstudentsparticipateduringtheschoolbreak.


I.E.S.AlhambraCalleBeethoven,218006Granadawww.juntadeandalucia.es/averroes/centros-tic/18010185/helvia/sitio/

Schoolsaslearningcommunities

ALearningCommunityisaschoolproject,whichisfocusedonasocialandeducationaltransformation,basedonthedialogicalandcooperativelearningandtheparticipationofthecommunity.Families,volunteers,students,neighbourhoodandfriendsparticipateinthelearningprocess,notonlyindirectlybutalsobytakingpartindailyactivities.

Inthe1980s,CREAresearchcentreoftheUniversityofBarcelonaconductedaresearchonsuccessfulinternationalexperiencesregardinghowtoovercomeschooldropoutandtoimprovepeacefulcoexistenceinschools.TheconceptofLearningCommunitieswasbuiltonthebasisoftheseinternationalpracticesandtheoriesandwithdialogicallearningasatheoreticalframeofreference.In1995thefirstschoolstartedthetransformationprocess;nowadaystherearemorethan120LearningCommunitiesinSpainandithasalsogrownonaninternationallevel.

http://comunidadesdeaprendizaje.net

MontessorischuleNeuruppin

TheMontessorischuleNeuruppinisaplaceforintegraleducationforchildren.Theprimaryschoolshowsparticularattentiontothedevelopmentofautonomyandself-responsibility,connectedwiththestudent’ssocialcompetence.

Thegoalsare:� toimparteducation,whichisvaluableforthefuture;

� toencouragethechildren’sstrengthandtofaceshortcomingseffectively;

� toencouragediversity,interests,andtalents;

� toofferthechildrenahealthyenvironment;


� tocreateaconcentrated,notstressed,workingatmosphereforthechildren;

� tomakeschoolattendanceasanicelifeexperienceaspossible;

� toofferanintegralschool,inwhichchildrenandparentsfeelconnected

Intheafternoon,weofferavarietyofworkcommunitiesandlearningpossibilitiesthatcanbechosenbythechildren.Thisisanintegralpartofeachchild’spersonalplanandanobligationforthewholeyear.Thechildrencanattendafterprimaryschool,andalsooursecondaryschooluntilthe10thclass.

TheMontessori-philosophyinshort:Montessoriassumesthateverychildhastheskillstobuildtheirownpersonality.Thechildgoesthroughdifferentdevelopmentalphases,calledsensiblephases.TheMontessori-educators’dutyistorecogniseandtoenablethesephases.

Twocrucialideasarethebasisofourmodernapproach:

� Toaccepteverychild,wherevertheyareintheirdevelopmentandtobringthemas

faraspossible

� Educationtoautonomy

Furthermore,wehavetocopewithchangingdemandsandenvironmentalconditions.Totallynewfieldsofknowledgeareopeningandwestrivetotakethemintoaccount,forinstanceforeignlanguagestaughtinprimaryschool,dealingwithcomputersandsocialmedia,andtheever-expandingfieldofnaturalandpoliticalsciences.

MontessorischuleNeuruppininfreierTrägerschaftderIBiSIntegrativeBildungsstättenGmbHWichmannstraß[email protected]://www.ibis-prignitz.de/grundschule_NP/index.html


PIIISA

PIIISAisaneducationalprojectofferingGranadasecondaryschoolstudentsamodernandinnovativewayoflearninginthefieldofscience.ItarisesfromthecollaborationbetweentheDelegationofEducationinGranada,theHigherCouncilforScientificResearch(CSIC)andtheUniversityofGranada.Themainobjectiveistoshowpupilswhatresearchisexactlyandhowtodoitproperly.Thereforestudentsaretutoredbyteachersandscientistsworkingwithscientificandtechnicalinstrumentstounderstandtheimportanceofscienceforsocialandeconomicdevelopment.Bynowmorethan2000studentsfrom35instituteshaveparticipatedinmorethan250projectsledby400scientistsfromtheUniversityofGranadaandtheCSIC.

http://piiisa.es

OntdekstationTilburg

TheOntdekstationTilburgisaninitiativeofthePlatformPromotieTechniekMidden-BrabantandDeOntdekfabriekEindhoven.ItisfoundedbythemunicipalityofTilburganddifferentcompanies.TheOntdekfabriekisaninteractivemuseumwherechildrenandyoungsterscandiscovertechnology.Thegoalistopreparechildrenandyoungstersforprofessionsofthefutureandtoletthemdiscovertheirtalents,especially,21stcenturytalentssuchasproblemsolving,creativethinking,research,designingandtechnologicalknowledgearepromoted,butalsocooperation,communicationandsocialandculturalcompetences.TheOntdekfabriekcooperateswithdifferentprimaryschoolsandoffersdayprogrammesforschoolsinthemuseum.Furthermore,theyalsoofferlessonsinsidetheclassroomabouttechnologyandscience.

OntdekfabriekTilburgSpoorzoneHal79BurgemeesterBrokxlaan205041SBTilburginfo@ontdekstation.nlwww.ontdekstation.nl


Produktionsskolen

Produktionsskolen(inEnglish:theProductionSchool)offersindividualcoursesbasedonpracticalworkandproductionforyoungpeopleunder25whoareinaninappropriatetrainingsituation.Theparticipantshavenotcompletedbasiceducationanddonothavethequalificationstoentereducationprogrammes,butwillmostlikelyhavefinishedthemandatoryschoolingminimumofnineyears.

Thetargetgroupcanbedescribedaspersonsinneedoforientation,maladjustedadolescents,orpersonswhoriskdroppingoutoftheordinaryschoolsystem.

Withindividualisedcourses,theteachingisbasedontheparticipants’skillsandneedsandcontributestothedevelopmentoftheparticipants’professional,social,andpersonalskillsinordertostrengthentheopportunitiesforcontinuededucationortransitiontosustainableemployment.Theclasseshelpparticipantstounderstandwhatagoodworkingenvironmentis.

Theeducationincludesbasic,cultural,andprofessionalskills.Theschoolisnotexam-orientatedandworkswithcontinuousintakeandtransitionsoftheyoungsters.Mostoftheeducationtakesplaceinworkshopswhichinclude:woodworkandpaint,movieandTV,IT,metalandauto,kitchen,music,office,secondhandshop.Theparticipantsspenduptoayearinthisschool.

SchuleimAufbruchgGmbH

SchuleimAufbruchisaninitiative,whichaimstodevelopchildren’spotential.Wewanttohaveschools,whichobtainandencouragetheinnateenthusiasmandcreativityofchildren.Toenforcethedevelopmentofpotentialintheschool,weneedanewlearningculture,adiverselearningformatandanappreciativeattitudetowardsthechildren.Itisimportanttocreateconditionsforthechildrentotakeoverresponsibilityforthemselves,forothers,andfortheplanet.

Theimportantthingsareappreciation,relationship,trust,responsibility.Thisiswhereacultureofpotentialdevelopmentsucceeds,wherewedonotinstructchildren,butwetakethemseriouslyasautonomousdesignersoftheirpathoflearningand


ascreativediscovererstheirdiverseskillsandpotential.Fromtheperspectiveofpotentialdevelopment,theeducatorsbecomedialoguepartners,perfecttutors,andencouragingsupporters.

SchuleimAufbruchmonitorsandsupportstheschoolsvariousstakeholders(teachers,parents,students,organisations,andeducationauthorities)intheirprocesstocreatemorepotentialdevelopmentinthelearningprocess.Inthiscase,weofferthefollowing:

� Inspiration:weoftencan’tevenimaginehowgreatwecanmakeaschool.Wewanttotransmittheseexamplestootherschools.Presentations,books,orfreshideasareoftenagoodimpulsetocreateavisionortodevelopanewschool.

� Encouragement:everychangehastocreatemeaning,energy,trust,andtime.Wewanttoencourageschoolstodevelopanewlearningculture.Thereisalotoffreespacefornewdevelopmentideas.Wehavetousethem!Youjusthavetotakethemandstart.

� Networking:weareanetworkingplatformforeveryonewhowantstoengageintheseconstructivetransformations.Changeisonlypossibletogether.Wedonotpursueacertainpedagogicalconceptnordoweofferdefiniteready-maderecipes.Weshowpracticesthatworkindifferentschools.Eachschoolchoosesitsownapproach.

InitiativeSchuleimAufbruchgGmbHWallstr.32,HausA10179Berlinwww.schule-im-aufbruch.dedialog@schule-im-aufbruch.de

Sputnik

Sputnikisaprivatealternativetoregulareducation.Learnerswhodonotfitintheregulareducationsystemattendthisschool.Wevisitedthedepartmentthattakesinstudentswithautismspectrumdisordersandmentalvulnerability,whichcoversforinstanceinfantileautism,atypicalautismandAsperger’ssyndrome,butalsocross-diagnosessuchasADD,


OCD,anxiety,andsoon.Sputnikalsoreceivesstudentswithmentalvulnerability,socio-emotionaldisturbanceandADHD.

Sputnikisbasedonasystemic/narrativeframework.Itsintegratedapproachmeansthesameadultswhoteachstudentsareresponsiblefortheeducationaltreatmentoftheirsocialandpersonalchallenges.Itisaconsciousmethodologicalchoice;Sputnik’sexperienceshowsthatworkingontight,evolvingrelationshipswithwellknownadultsfacilitatelearningandthepupils’development.SputnikHejrevejisforstudentsfromthe7thtothe9thgradewithspecialneedsinthefieldofpsychiatry,autismspectrumdisorders,anxiety,OCDandsimilarissues.

Theschool’ssurfaceisover1000m2.Eachoftwodepartmentsworkswithaspecificstudentagegroup.Inaddition,wesharethehousewithSputnik,Thetransit–a10thgradeclassforstudentswithautismandmentalvulnerability.

Theschoolhasclassroomsthatcanaccommodate12to14students,whichareusedforinstructionandotherfunctionswithworkshopactivities,yoga,etc.Therearealsosmallerclassroomsfor2to4students,commonareaswithtablefootball,billiards,TVwithconsoles,cardandboardgames,akitchenwherepeoplecancook,asmallmusicroomandaroomforcrafts,designandcreativeteaching.Classroomsareorganisedaccordingtothestudents’classandlevel,andwhatadditionalneedsthepupilsmighthave,relativecalm,shielding,socialresourcesandabilitytoworkindependently.

SkolenSputnikHejrevejHejrevej43,1.sal,2400Kø[email protected]

TheresialyceumTilburg

TheTheresiaLyceumisacatholicsecondaryschool(HAVO-VWO)inTilburgandhasapproximately1200students.Theschool’smissionistopreparethelearnersforuniversityandtoanindependent,critical,andsocialattitudeasyoungadults.


Threeaspectsareimportant:

� Theyconsiderthelearner’sintellectualinterestasavaluablequalityandchallengethelearnerstodeveloptheirtalents.

� Theystrivetostimulatethestudentintobecomingacriticalandindependentyoungadult.Theyfocusonareflectionabouttheworldandthestudent’sroleinit.Thestudenthastofindtheirbalancewithhisorherselfandwiththeothers.Thatmeansthatthefocusisnotjustonthecognitivecompetences,butalsoonthecreative,social,andsportsdevelopment.

� Theyaimtotransmitarespectfulattitudetooneself(ahealthylifeattitude),totheothers(asocietalroleinapluralisticsociety),andtotheenvironment.Theteacherhasanimportantroleasanexample.

Theschoolhasaspecialeducationprogramforhighlygiftedstudents.Inthisprogram,thehighlygiftedstudentsskipapartoftheregularlessonsandworkontheirownprojects.Furthermore,theschoolalsooffersmanyextra-curricularactivities.

TheresialyceumProfessorCobbenhagenlaan55037DATilburginfo@theresialyceum.nlwww.theresialyceum.nl

TilburgUniversityJunior

TilburgUniversityJunior(TUJ)isaprojectoftheUniversityofTilburg.Theyorganiseactivitiesforprimaryandsecondaryschoolpupils.Thegoaloftheactivitiesistogivethepupilsthechancetoexplore,toresearch,andtodesign,andtogetthemintouchwithscience.Theorganisationsupportssecondaryandprimaryschoolteachersfortheimplementationofscientificeducationintheclassroom.Furthermore,theyorganiseactivitiesintheuniversitiesforchildrenandyoungsters,duringwhichthetargetgroupscanlearnaboutdifferentscientificthemes.

Oneoftheirinitiativesisaninternetplatform(http://www.juniorkennisbank.nl)wherechildrenandparentscanfindmoreinformationaboutscience-relatedthemes.

another education - interkulturelles netzwerk

Documents