IPA Multi-beneficiary Programme 2012 “Promoting Inclusive Education” Project:

1. Interface between country developments and regional initiatives , from national to regional actions- outcomes matter Discussant: Sandra Racionero CREA, University of Barcelona IPA Multi-beneficiary Programme 2012 “Promoting Inclusive Education” Project: From conceptualisation to actions

3. (1) Public awareness for the importance and benefits from inclusive education

4. International Scientific Community European Framework Programmes of Research (*) Serbia (from a medical model to a social one) University of Wisconsin-Madison Harvard University

5. Includ - ED http://www.ub.edu/includ-ed/ FP6 -028603- 2 SIXTH FRAMEWORK PROGRAMME PRIORITY 7 Citizens and Governance in a Knowledge-based Society

6. INCLUD-ED Consortium

7. Heterogeneous groups with several adults in the classroom • Family education • Dialogic Reading • 4. Extending the learning time

8. (2) Key stakeholders’ capacities for inclusive education policy making • Heterogeneous groups with several adults in the classroom • Family education • Dialogic Reading • 4. Extending the learning time (3) Competencies and practices for inclusive education (*) Lack of preparation of teachers and other professionals (Turkey, Serbia, Albania) – Teacher education should be based on research (Kosovo?, Albania, Bosnia Herzegovina)

9. Family and community participation for efficient and equitable inclusive education

10. Family and community participation for efficient and equitable inclusive education (*) “Teachers should not be left alone” (Albania) (*) ThelowSESbarrier (Turkey) can beovercomethroughthesetypes of involvement

11. Mixed Committees SuccessfulEducationalActions (SEA) DecisiveParticipation Main researcher for the Includ-ed project Calí Federation of Roma Associations President of the Parent’s Association Roma Secretariat Hijas de la Caridad (Daughters of Charity) Coordinator of the Integral Plan for the Milagrosa neighbourhood Mediator from the Barrio School head-teacher Education inspector La Paz school (*) Implementation:resistance of the teaching staff // Roma families decide to join primary and secondary ed. in the same building

12. SuccessfulEducationalActions (SEA) EducativeParticipation Heterogeneous groups with several adults in the classroom: Interactive Groups - Small and heterogeneous groups of students - 4-5 adults with different backgrounds, one per group. Also the special ed teacher - Dialogic Learning - The teacher manages the classroom Mare de Déu de Montserrat school (*) Difference (alsothat of the Roma) is a resourceforeveryonetolearn more. Crotia (Roma and deficitthinking), (*) More resources in theclassroom: Serbia, Albania, Bosnia Herzegovina

13. SuccessfulEducationalActions (SEA) EducativeParticipation Tutored Libraries (dialogic reading) Increasing reading interactions for everyone through community involvement Mare de Déu de Montserrat school

14. Successful Educational Actions (SEA) -Reallocation of existing resources - (*) Implementation

15. Successful Educational Actions (SEA) Outcomes Project 6. Spain case studies Mare de Déu de Montserrat school La Paz school

16. 18 November 2009 European Parliament, Brussels

17. INCLUD-ED Successful Educational Actions

18. November 2009 6th December 2011

19. Successful Educational ActionsUniversal and Transferrable

20. method Critical Communicative Methodology Knowledge from the international scientific community Interpretations of social actors How? Involving end-users and stake-holders from the design of the research to the interpretation of its results junior researcher senior researcher end-user (2) Key stakeholders’ capacities for inclusive education policy making

21. POLITICALIMPACT The results of the SEAs are generating policies that extend SEAs to other schools Minister of Education in the Basque Government presented: A plan to support the transformation of all schools based on INCLUD-ED results. City Councils, trade unions, political parties, teachers, students, family associations, community organisations, the media, migrant associations, Roma associations… 1200 participants in OperaPalace

22. POLITICALIMPACT The results of the SEAs are becoming the ground of policies that extend the SEAs to other schools Minister of Education in the Basque Government presented: A plan to support the transformation of all schools based on INCLUD-ED results. (4) Learning and exchange among the school communities E.g. A network of more than 100 Learning Communities schools, Serbia, Albania City Councils, trade unions, political parties, teachers, students, family associations, community organisations, the media, migrant associations, Roma associations… 1200 participants in OperaPalace

24. POLITICALIMPACTEuropean Parliament resolution of 2 April 2009 on educating the children of migrants (2008/2328(INI))Council conclusions of 11 May 2010 on the social dimension of education and training (2010/C 135/02)Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe 2020 AgendaEuropean Parliament resolution of 9 March 2011 on the EU strategy on Roma inclusion (2010/2276(INI))

25. POLITICALIMPACTEuropean Parliament resolution of 2 April 2009 on educating the children of migrants (2008/2328(INI))Council conclusions of 11 May 2010 on the social dimension of education and training (2010/C 135/02)Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe 2020 AgendaEuropean Parliament resolution of 9 March 2011 on the EU strategy on Roma inclusion (2010/2276(INI)) • Public awareness • Supports further development of existing national frameworks (e.g. Macedonia, Kosovo, Albania, Bosnia Herzegovina)

26. European Parliament resolution of 2 April 2009 on educating the children of migrants (2008/2328(INI)) Improving measures for integration: the Parliament stresses the need to integrate migrants and social categories (such as Roma people) in society. Integration must be based on the principles of equal opportunities in education, ensuring equal access to quality education. Any solutions –whether temporary or permanent- that are based on segregation must be rejected.

27. S’INVITA ALS ESTATS MEMBRES En relació a l’escolarització primerenca, a 10. Promote successful inclusive education approaches for all pupils, including those with special needs, by making schools learning communitiesin which a sense of inclusion and mutual support is nurturedand in which the talents of all pupils are recognised.(p.8).

28. Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe 2020 Agenda Schools as ‘learning communities’ agree on a common vision, basic values and objectives of school development. It increases the commitment of pupils, teachers, parents and other stakeholders and supports school quality and development. ‘Learning communities’ inspire both teachers and pupils to seek improvement and take ownership of their learning processes. It creates favourable conditions also for reducing school drop-out and for helping pupils at risk of dropping out. Tackling early school leaving: A key contribution to the Europe 2020 Agenda , p.7

29. 80.  Calls on the Commission and the Member States to combat every form of social and educational exclusion of the Roma. 84. Calls on the Commission to support initiatives which have proved effective in preventing any form of segregation and prioritise inclusive projects that promote educational success and involve the participation of Roma families European Parliament Resolution, march 2010 EU strategy on Roma inclusion

30. Interface between country developments and regional initiatives , from national to regional actions- outcomes matter IPA Multi-beneficiary Programme 2012 “Promoting Inclusive Education” Project: From conceptualisation to actions