110 likes | 274 Vues
Project : Advancing Educational Inclusion and Quality in South East Europe / OSI ESP. School/community based action. Review by Njeza Mrse Montenegro/Becici, April, 2010. School/community based action.
E N D
Project: Advancing Educational Inclusion and Quality in South East Europe / OSI ESP School/community based action Review by Njeza Mrse Montenegro/Becici, April, 2010
School/community based action • Purpose – initiate and support stakeholder participation (school students & parents) in advancing educational inclusion and quality at school and/or community level • Objective– help schools initiate, design & implementparticipatory action initiativesat school and/or community level • Participants - 7 SEE countries: Bosnia and Herzegovina, Kosovo, Macedonia, Moldova, Montenegro, Romania and Serbia
Approach & Outputs • Approach (philosophy):Education as a process of personal & social change • Levels of expected outputs: • Intervention steps taken by country teams (ways of initiating & facilitating School Actions) • Research results (stakeholders’ needs & new understanding of the problem) • Participatory action taken (design & results achieved)
Implementation Steps 1. Choose generative theme & pose a problem/s that reflects main stakeholder’s concerns. 2. Select school/s & local partner/s that should be involved and establish ‘parents-students-teachers’ working group (or local network). 3.Design/realize group session/s to explore the problem & discuss possible actions to address it. 4. Facilitate participatory planning and development of the school/community action. 5. Support implementation of the action – provide financial and technical assistance to implementing teams (if and when needed).
Problems addressed by Actions 2 generative themes: • lack of parent- teachers communication • lack of parents participation in a school life 3 key problems (main stakeholder’s concerns): • schools have no strategy for communication with parents • existence of different barriers to efficient functioning of school-family partnership (caused by the socio-economic and cultural circumstances of the transition period) • there are no innovative models that enchance parents' participation.
Impacts Teachers • understood the importance of parents participation and cooperation with parents for the best interest of children • explored and tried various ways of cooperation with parents • expanded their professional competencies. Parents • understood the importance of cooperation and their role in this process that support the best interest of their children • learned how to cooperate & share responsibilities with teachers • took more (pro)active approach in the process of cooperation and explored different ways of participation • were actively involved in different aspects of school life. Students • improved their school performances and grades • opened their perspectives understanding that their problem is not entirely their own • increased their feeling of security becoming aware that somebody is paying attention to them.
Conclusions & Recommendations Provided by Daniela Nita (country team coordinator, CEDU, Romania) • It is absolutely necessary to set a program of written information to parents. It is possible to design a procedure that sets rules for correspondence with parents. • Parents should never be made feel guilty. This triggers defense mechanisms and results in absence of parents from school’s life. • Parents should be seen as key partners in solving potential problems with their children. • Basic step is acceptance of every parent - construction of parents–school relationship depends on this. It is essential that someone trained do the communication with parents.