Work for an Inclusive School Heritage

Topic(s) addressed

• Social Inclusion of the disadvantaged students

• 21st-century skills (e.g. creativity, collaboration, critical thinking, leadership, responsibility)

• Problem-Based Learning and Project-Based Learning

Target groups

• Students and teachers of the partner and pilot schools

• Future teachers at the universities

Methodologies

• Joint Staff Training and Short-Term Student Exchanges

• Social Inclusion Projects operated by students in Prosocial Behavioural Clubs 

• Visits to pilot schools and institutions working with refugees or disabled students 

• Visits to NGOs, local and regional partnerships, presentations of project results

• Using digital ICT tools in order to share project results

Environments

• Introducing innovation in the teaching process by the use of 21st-century skills in project-based learning. 

• Activities resulting from the PBL approach as part of updated university syllabuses and pilot school curricula

• Learning environments of Vocational Education and Training fostered cooperation, critical thinking and collaboration as well as the development of ICT skills.

Teachers

Teachers’ key role in educational innovative approaches:

• developing 21st-century skills,

• applying project-based learning into the educational processes,

• raising awareness about social inclusion.

Teachers shared their experiences with their colleagues in internal school training.

They also supervised the Social Inclusion projects.

Impact

• Improvement of the different and innovative online, student-centred pedagogical methodologies e.g. Problem-Based Learning. 

• The teachers learned how to address social inclusion. 

• Producing outputs, also students-made, e.g. bulletin, short movie, banners, etc. 

• Linking with local or regional authorities contributed to increased awareness about inclusion.