Knowledge Hub

STEP – Family literacy project

The family literacy project (STEP 2015) investigated how family literacy initiatives might benefit mobile communities in Scotland through the design and implementation of three pilot programmes.

The pilot programmes ran in three different locations across Scotland with three groups of families: (1) Slovakian mothers in a Primary school in Glasgow, (2) Gypsy/Traveller families on a Traveller Person site in an educational outreach portacabin, Fife, and (3) with Gypsy/Travellers in a nursery/Primary school in the Highlands. The aim of the project was to identify approaches for programme delivery that would be relevant and meaningful to each specific community. For this reason, the structure and content of each pilot programme was designed in collaboration with participating families. Early consultation was achieved through a range of methods, such as informal social gatherings and activity sessions. The groups made suggestions that they felt would benefit their own situations and these were used to guide and structure the design of the activities.

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Responsible Management and Challenges of Inclusion in Multicultural School Environment in Slovenia

Although diversity is an opportunity to make schools more inclusive, creative and open-minded, inequality in education is highest among Roma and migrant children. Europe needs more efficient, but at the same time more inclusive and equitable education systems. In this respect, responsible school management has a key role in adapting learning environment to the specific mix of students and making it more inclusive.

In the research part, we provide an evaluation of the seminars delivered in Slovenia (RoMigSc project). Almost three fourths of the respondents reported previous experience with specific methods of integrating Roma and migrant children into the learning environment. Most of the participants were teachers, school counsellors, social workers, public administrators and civil society activists /volunteers.

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The role of professionals in promoting diversity and inclusiveness

In view of preparing children adequately for life in the 21st century eight key competences have been identified by the European Union. Among these competences are the ability to communicate in the mother tongue and cultural awareness and expression. This is in line with research evidence showing the importance of the heritage language and culture in
identity development, well being, mental health and school achievement. Hence, the role of professionals is pivotal in fostering cultural and linguistic awareness among children and promoting inclusiveness in the classroom or group. This review of the literature is meant to provide an initial theoretical framework concerning the role of professionals in dealing with cultural and linguistic diversity and promoting inclusiveness.

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What works guide – TOY for Inclusion

This guide documents the promising practices of the Early Childhood Education and Care (ECEC) Play Hubs, which support integration of Roma at local level. The practices and the accompanying recommendations are based on the evidence from the TOY for Inclusion project piloted in seven countries.
The guide is designed for practitioners and local authorities. It can assist them in the implementation of community-based ECEC services for Romani and other children to improve social cohesion. The guide also informs local, national and EU level policy-makers about how to use social and economic solidarity between cultures and generations to promote desegregation and inclusion.

The recommendations presented in the guide complement one another and are most effective when implemented simultaneously. Together the practices and recommendations provide clear guidelines for a systemic approach and sustainable local solutions in both policy and in practice.

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Rethinking the Role of Pedagogical Assistants: Establishing Cooperation between Roma Families and Schools in Serbia

The paper examines the risks and challenges related to the cooperation of pedagogical assistants (PAs) with Roma parents/families and their work with Roma pupils, and offers further insight into ways to overcome these risks and challenges.

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Comprehensive review of the literature on inter-agency working with young children, incorporating findings from case studies of good practice in inter-agency working with young children and their families within Europe

The ISOTIS project is about the integration of services. A new publication from project shares successful inter-agency work for disadvantaged groups, immigrant and Romani Families in Belgium, Greece, Italy, the Netherlands, Norway, Poland, Portugal and the UK. The study asks poignant questions about the success of the selected case studies; it focuses on their models, impact, challenges and good practices.

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Review and reorientation of the “programme for active health protection of mothers and children” for greater health equity in the former Yugoslav Republic of Macedonia

This publication presents the process of and lessons learned from the review and reorientation of a program for active health protection of mothers and children for greater health equity, with an explicit but not exclusive focus on the Roma population, carried out in the former Yugoslav Republic of Macedonia. Using the methodological guide on integrating equity into health strategies, programs and activities developed by the Ministry of Health, Social Services and Equality of Spain, the analysis of selected services within the program shows that Roma and rural women benefit less than women from urban areas and with more education. Barriers and facilitating factors for using the services were related to their availability, accessibility and acceptability, contact with services and effectiveness of coverage.

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