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3.1 LLL in a model of early childhood, primary school and school education

3.1.1 Social requirements

3.1.2 Experiences and innovative ways to lifelong learning in best practice examples

Czech Republic

Educational consultant: Consultant for future career and choice of secondary (high) school or university (college)
There should be a special teacher (pedagogical specialist) at every school. This teacher usually teaches normal subjects but for part-time he is also a consultant. He helps students to choose the best possibility after they finish primary or secondary school. He helps them to orientate on the labour market. Very important part of the consultant`s work is to identify the strengthen sides or the space for improvement which should help to find the best possibility. The consultant cooperates with labour administrations (job centres), secondary schools (in case of primary schools), employers, companies and parents. Consultant should know the needs of the labour market, which professions are requested. Necessary is also the cooperation with the colleagues, especially with (so called) class teachers. The class teachers know the pupils of their classes better then the others. Very important is so called balance diagnostics which is a psychological tool to identify the possibilities, therefore the consultants should also cooperate with psychologists. Consultants should be educated in psychology. There is a system of consultant`s further education. The headmaster makes decission who is chosen to this position.



BEST PRACTICE
 
Educational consultant

 Name of organization
 
 Contact person 
 Address 
 Website 
 Period of development
 
 Place of development
 
 Target group
 
 Content of best practice
 
 Where took the BP place? (background) 
 Conclusions and impact 
 Sustainability (intention for continuation, useful links, potential target groups) 



Germany


The Best Practice developed in a more than 10 years’ development process at “Erika Mann” Primary School in Berlin (Wedding).

Due to a very high proportion of children with a migrant background, the school system focuses on the compensation of educational disadvantages, particularly in language and personal skills. “Erika Mann” Primary School sees itself as a “neighbourhood - culture - education center” with high community orientation. It offers a broad range of formal, non-formal and informal learning opportunities to its pupils.

The practiced approach to teach curricula systematically and by offering cultural - aesthetic activities, e.g. drama (mandatory for all students) or space for open learning methods already at primary school level, generates joy of learning and stabilises learning motivation. "Each pupil experiences himself as an expert" is the basic educational standard the school has successfully committed to.




BEST PRACTICE
 
 Name of organization
 ABU gGmbH Berlin
 Contact person Mr Hans-Joachim Borchert, Mr Dr. sc. Siegfried Klarhöfer
 Address Beilsteiner Strasse 118, 12681 Berlin, Germany
 Website www.abu-ggmbh.de
 Period of development
 2001 - 2012
 Place of development
 Erika Mann Primary School, Berlin - Wedding
 Target group
 Pupils at primary school level (upto 6th class)
 Content of best practice
 Compensation of educational disadvantage, particularly in the areas of language and personal / social skills. The focus derives from a high proportion of children with a migrant background. Examplary is the approach to communicate educational content also systematically through cultural- aesthetic activities - eg drama play (mandatory for all students), to offer methods of open learning already at primary school. The basic educational standard to which the school has successfully prescribed ist that each student sees himself as an "expert".
 Where took the BP place? (background) The Erika Mann Primary School was to develop a new school programme with due account of the location of the school (social focal point) and consistently based on the local social environment, on the role of schools in the neighborhood as well as on the learning needs of the pupils of the catchment area. Learning had to be organized in a new way in order to generate a great deal of joy in learning and motivation to learn. Under the leadership of the headmaster, Mrs Karin Babbe, a significant part of the staff was involved into the development work with due regard of their specific skills and the creation of a specific school organization.
 Conclusions and impact Meanwhile, the Erika Mann School has become a model school whose charisma goes far beyond Berlin. Other school teachers study their experience and transfer it their own practice.
 Sustainability (intention for continuation, useful links, potential target groups) The work will be systematically further developed. Conditions for assurance of sustainability are established. Achieved standards are preserved by maintenance of traditions. The basic approach of Erika Mann Primary School is transferable to other primary schools.
www.erika-mann-grundschule.com/


Italy


Best Practice in the field of PRIMARY SCHOOL

A project of bilingualism “Italian Language – Italian Sign Language (LIS)” started in the State Day Child Care Centre in Cossato with the priority aim to achieve the integration of deaf children in a state school. Since 1997/1998 the project was implemented also in the primary school in Cossato and since 2002/2003 in the junior high school and since 2005/2006 in the high schools of Biella. The project aimed at encouraging the best learning and integration of deaf children, offering them a highly qualified environment in order to develop their cognitive skills and above all to avoid that deafness becomes a collective handicap.

Furthermore, the project includes the bilingual teaching both for hearing children and, unlike what is set by the Italian Law, the inclusion of different deaf children in the same classroom with hearing ones.

People who visit these schools, cannot recognize easily who is deaf and who is hearing, and this is the first result of integration: the hearing children communicate with the deaf in an absolutely spontaneous and easy way, diversity became normality because they are all different and all equal.

It’s an example of real bilingualism, where they focussed on comprehension more than communication. An increasing number of parents ask that their hearing children can attend the experimental classes, because they realize that learning sign language has positive implications. In fact, developing the visual channel and the control of the body helps a lot also the hearing.

It can be the stimulus for a greater and constant circulation of such methods, as future model of education for deaf children. In this school deaf and hearing children proceed autonomously in the learning of two languages. Both of them are fast, autonomous and independent in a context rich in communication opportunities. This project has a proved success through years and the innovative and demanding task of integration has been brilliantly overcome in an efficient way.



BEST PRACTICE
 Italian Language – Italian Sign Language
 Name of organization
BOARD OF EDUCATION of Biella including the following schools:
-State Day Child Care Centre in Cossato;
-Primary School in Cossato;
-Junior High School “Leonardo da Vinci” in Cossato;
-Technical State School for Surveyors “Vaglio Rubens” in Biella;
-High School for scientific studies “Amedeo Avogadro” in Biella;
-Technical College “Quintino Sella” in Biella;
-High School for artistic studies “G. Q. Sella” in Biella;
-Vocational School for Industry and handicraft “Galileo Ferraris” in Biella.
 Contact personAnna Rita Ubertalli
 AddressPiazza Elvo Tempia 50
13836 COSSATO
BIELLA
 WebsiteNot available
 Period of development
From 1994 to now
 Place of development
Cossato and Biella.
 Target group
Deaf and hearing children from primary school to high school.
 Content of best practice
The project of bilingualism “Italian Language – Italian Sign Language (LIS)” started in the State Day Child Care Centre in Cossato with the priority aim to achieve the integration of deaf children in a state school. Since 1997/1998 the project was implemented also in the primary school in Cossato and since 2002/2003 in the junior high school and since 2005/2006 in the high schools of Biella.

The project is managed by the Board of Education of Cossato and the Junior High School “Leonardo da Vinci” of Cossato. Since September 2002 the project was managed in the network by the schools involved in the project. Since September 2007 the project is managed by the Board of Education as concerns the child care centres, the primary school and the junior high school and it is managed by the I.T.I.S of Biella.
 Where took the BP place? (background)State Day Child Care Centre;
Primary School;
Junior High School;
Technical State School for Surveyors;
High School for scientific studies;
Technical College;
High School for artistic studies;
Vocational School for Industry and handicraft.
 Conclusions and impactThis project started with the aim of integrating 4 deaf children in a local school and it has developed since its beginning to arrive to 26 deaf students, coming from the territory of Biella but also from other regions. The project aimed at encouraging the best learning and integration of deaf children, offering them a highly qualified environment in order to develop their cognitive skills and above all to avoid that deafness becomes a collective handicap. Considering the deaf children not as people with handicap but as members of a linguistic minority with its own language, that is sign language, the project aimed at encouraging the best learning and integration of deaf children, offering them a highly qualified environment in order to develop their cognitive skills and above all to avoid that deafness becomes a collective handicap. This project provides a service and a method that no other school was able to offer. Furthermore, the project includes the bilingual teaching both for hearing children and, unlike what is set by the Italian Law, the inclusion of different deaf children in the same classroom with hearing ones.
 Sustainability (intention for continuation, useful links, potential target groups)The results of this project are positives, verifying an increasing number of parents ask that their hearing children can attend the experimental classes, because they realize that learning sign language has positive implications. These are encouraging results and show that the bilingualism and the integration isn’t a pedagogic utopia but a feasible project.

It can be the stimulus for a greater and constant circulation of such methods, as future model of education for deaf children. In this school deaf and hearing children proceed autonomously in the learning of two languages. Both of them are fast, autonomous and independent in a context rich in communication opportunities. This experience could be part of a compendium because of its proved success through years and the innovative and demanding task of integration that has been brilliantly overcome in an efficient way. The fact of having been able to integrate hearing and deaf children in the same school is a big achievement itself and being able to keep this experience as a regular school format through years is a success.



Norway


The New Deal project – NY GIV – is a transition project aiming at the 10% of the students in the Elementary school’s 10th class who have problems following the theoretical education after the first term of the school year (December). NY GIV started 2010/2011 as a pilot project. The project period is 2011 to 2013.

The project is aiming at better learning outcomes for pupils who have lost grip and who have experienced low degree of mastering. NY GIV is meant to offer a second chance for these students, with focus on LLL and sustainable education processes bridging the passage from elementary to upper secondary school. The students do not feel like school losers. This is not a specially adapted education to dropouts, but a solution where the individuals experience renewed motivation and start new learning work from a fresh point. The project has changed the focus of the teachers and the staff. There is now increased impact on basic skills and knowledge, and teachers have more practical and concrete approaches to the learning materials. Result: Students experience better mastering and self-fulfilment. A positive outcome of the NY GIV project is that it reveals how little is needed to help pupils to better mastering.The pupils have themselves chosen to participate, and they are capable to make reasonable choices. Strengthening the basic skills have positive consequences for the learning outcomes.



BEST PRACTICE
 
The New Deal project – NY GIV
 Name of organization
Bergen kommune.
The project is run by the elementary school administration
 Contact personBrita Instebø
 AddressPostboks 7700
N-5020 Bergen
 Websitehttps://www.bergen.kommune.no/tjenestetilbud/skole-og-utdanning
 Period of development
2011 -
 Place of development
Bergen, Norway
 Target group
Pupils in primary school education
 Content of best practice
The New Deal project – NY GIV – is a project initiated by the government, to be performed nationwide, steered directly from the National Education. In Bergen the project is run by the elementary school administration, which governs 92 schools with 3000 teachers. The project organisation includes a narrow collaboration between the county administration, who is responsible for the upper secondary education, and the local community administration, who is responsible for the elementary education.

The National Education Department is running the project directly in the classrooms, through leaders at different levels: County administration’s school director, school headmaster, school department leaders with HR responsibility, teachers.

NY GIV is a transition project aiming at the 10% of the students in the Elementary school’s 10th class who have problems following the theoretical education after the first term of the school year (December). NY GIV started 2010/2011 as a pilot project. The project period is 2011 to 2013.

The project is aiming at better learning outcomes for pupils who have lost grip and who have experienced low degree of mastering. NY GIV is meant to offer a second chance for these students, with focus on LLL and sustainable education processes bridging the passage from elementary to upper secondary school. The students do not feel like school losers. This is not a specially adapted education to dropouts, but a solution where the individuals experience renewed motivation and start new learning work from a fresh point.
 Where took the BP place? (background)Bergen
 Conclusions and impactThe project has changed the focus of the teachers and the staff. There is now increased impact on basic skills and knowledge, and teachers have more practical and concrete approaches to the learning materials. Result: Students experience better mastering and self-fulfilment.
 Sustainability (intention for continuation, useful links, potential target groups)One positive outcome of the NY GIV project is that it reveals how little is needed to help pupils to better mastering.The pupils have themselves chosen to participate, and they are capable to make reasonable choices. Strengthening the basic skills have positive consequences for the learning outcomes.




United Kingdom


Every Child a Musician – offers an opportunity for young children (aged 9) in a deprived area to learn to play an instrument at no cost to the parents. Children receive free tuition and their own instrument, which they can keep if they complete two years of lessons. Learning to play an instrument has been shown to improve children’s self confidence and their performance in academic subjects. It also gives them a skill for life.



BEST PRACTICE

Every Child a Musician
 Name of organization
Newham College
 Contact personJulia Bollam
 AddressEast Ham Campus,
High Street South
London, E6 6ER
 Websitehttp://www.cipsonline.com/
 Period of development
2010 - 2011
 Place of development
London Borough of Newham
 Target group
3 - 11 year olds
 Content of best practice
Every Child a Musician is a groundbreaking programme launched initially in 11 schools and then rolled out to all primary schools in Newham. All children in Year 5 (aged 9 or 10) are given the opportunity to receive weekly instrumental tuition for two years. They have their own instrument which they keep, as a gift from the Mayor, if they complete the full two years. There is no cost to the parents.
 Where took the BP place? (background)Kensington Primary School was one of the first schools to take part in the programme. It was subsequently rolled out to every primary school in the London Borough of Newham.
 Conclusions and impactLearning a musical instrument can enhance a child’s learning experience at school in many ways. For example, it can contribute to improving literacy, creativity and general intellectual development, as well as increasing concentration. Taking part in music classes can improve children’s self confidence, self esteem and team working, as well as giving children a sense of achievement. It also gives them a skill for life and hopefully a love of playing music that will continue as they grow older.
 Sustainability (intention for continuation, useful links, potential target groups)The programme is part of the Mayor of Newham’s contract with the people of Newham and is in his programme for 2012/13. The intention is to continue with the programme so that children from Newham, one of the most deprived boroughs in the country, will have the same opportunities as children from more affluent areas.

Every Child a Musician: http://www.newham.gov.uk/educationandlearning/schools/everychildamusician.htm

Kensington Primary School: http://www.kensington.newham.sch.uk/














































































































































































Photos: Øivind H. Solheim, 25 Oct 2012 19:57