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Despite the efforts made by the education systems of the member states, early school leaving (ESL) in Europe still remains high and represents a priority in education and training policies. According to Eurostat, the rate of ESL in 2019 has reached 10.6% of young people aged 18-24; this phenomenon results in unemployment, social exclusion, poverty, poor health conditions, exposure to crime. The Conclusions of the European Council on reducing ESL (2015) underline the importance of work on the quality of education systems, the school climate, the learning environment, to remove obstacles to learning and participation to develop an inclusive school that ensures educational success for all. In this scenario, the role of the teacher as a lever for inclusion appears crucial, and the European Education Summit 2019 claims that the challenge of the next 10 years is to work on teachers’ competences and professionalism.
ALL IN SCHOOL is the acronym of “Analysis- Leaded approach of Levels of Inclusivity in School to reduce early school leaving”. It is an Erasmus+ project realized by a partnership from 5 European countries: Italy, Bulgaria, Portugal, Romania and Spain.
The ALL IN SCHOOL project develops a system for the self-analysis of teachers’ inclusive competences that supports them in acquiring awareness of their ability to foster inclusion, and that integrates with a set of reflective approaches and procedures for analysing the level of school inclusivity. Thanks to the practice of self-analysis, teachers will be able to identify the desired level of competence, their strengths and weaknesses, the areas of improvement and the priorities to be pursued in order to encourage the process of inclusion, contributing to the removal of obstacles to learning and participation.
The project is based on a participatory philosophy, which considers collaboration between all the actors of the school an indispensable factor for starting and developing the inclusion process. The actions of the project will involve, through workshops, questionnaires, focus groups, piloting and dissemination events, an audience composed by teachers, who represent the main target, and by students, families, school staff and experts.
ALL IN SCHOOL promotes an approach of self-analysis of competences based on the system of values and the philosophy of Index for Inclusion, a repertoire of self-analysis of the levels of inclusiveness of the school actually adopted all over the world and recommended by UNESCO (Towards inclusion in education: Status, trends and challenges. The UNESCO Salamanca Statement 25 years on, 2020). This choice arises from the need to have tested values and procedures, integrating them with tools designed for teachers. The vision of the Index, of which concepts and criteria will be adopted, is participatory and considers inclusion a continuous and cyclical process, on the model of action research.
BROWSE THE POWERPOINT PRESENTATION OF THE PROJECT
The project, which lasts 24 months, develops 4 Intellectual Outputs aimed at carrying out a background analysis, a Syllabus of inclusive teacher competences, an online Inventory for self-analysis of competences and a piloting activity of the Inventory.
The O1 Conceptual background has defined a shared concept of inclusion, to establish common values, to lay the foundations for an inclusive culture.
The O2 has built a Syllabus of the competences of the inclusive teacher, with the analytical description of the competences, coherent with the existing frameworks.
The O3 has realized a Self-analysis Inventory for the competences of the inclusive teacher.
The O4 has piloted the Inventory and produced a final report with the results, the system guide, the indications and recommendations for transferability.
The partnership is made up of six school and a research institute, belonging to five countries which share an ESL rate higher than the European average: Italy, Spain, Romania, Bulgaria and Portugal. A total of 4 consortium meetings and 11 Multiplier Events are planned for all partner countries.
The project pursues the result of providing teachers and schools with approaches and tools that support the reduction of disparities in access and attendance of school courses. The expected results include sharing equality values, social inclusion, non-discrimination, attribution of equal value to all; and reinforcing collaboration between all school actors, students, families, stakeholders.
Potential long-term benefits include the adoption of the Inventory and the ALL IN SCHOOL methodologies by schools, teachers and local educational realities; a higher level of inclusion in schools that adopt the project’s products and results and a decrease in the rate of ESL; the integration of the Inventory with the Index for Inclusion in the international educational community.
We have completed the Project!