This project consists on a comparative research based on the best European schools’ inclusion strategies, developed within the 6th Framework Program of the European Commission (2006-2011). INCLUDE-ED main objective “has been to analyze educational strategies that contribute to social cohesion and educational strategies that lead to social exclusion, in the context of the European knowledge based society, providing key elements and action lines to improve educational and social policy”. To do so, the comparative research was based on six longitudinal case studies in five EU countries (Malta, Finland, Lithuania, UK and Spain), in schools with low-SES families and strong community involvement where students were showing positive progress in their educational results in comparison to schools with similar characteristics cases. The main findings are synthesized into a Final Report including the analyses of the relationships established from school with families, mainly with those from social stratums marginalized as immigrants. This comparative study defines five types of relationships that can exist between schools and immigrant families: Informative, Consultative, Decisive, Evaluative and Educative. The research concludes that the decisive, evaluative, and educative types of participation are the ones that contribute to launch academic success. Three successful types of family and community participation, along with the benefits identified, are detailed. This report also describes successful education activities developed at schools, highlighting those like: “Learning spaces shared by children and families” (Malta, UK and Finland); or the “Dialogic literary gatherings”, in which family members read and discuss classic works of literature (Spain).
- Category: Projects
- Country: Spain
- Language: English
- Type of file: Text File Webpage