Inclusion4Schools updated glossary

The uploaded Glossary offers clear and accessible explanations of key concepts related to education, inequality, inclusion, and community engagement in education. It covers the following main themes in everyday language. The document overall promotes understanding that addressing educational inequalities requires systemic change, inclusive practices, and community involvement, emphasising a broader societal impact beyond individual classrooms.

SEGREGATION and DROP-OUT - Inequity in Education

Motto: Fairer Schools, Brighter Future This book aims to delve into critical issues, exploring the extent and impact of discrimination, inequality of opportunity, and segregation in schools across different nations, with a particular focus on Bulgaria, Slovakia, Hungary, and other EU member states.

D6.8. Third Policy Brief

The 5 main policy recommendations derived from the final I4S conclusions

D6.7. Second Policy Brief

This policy brief summarises the state-of-the-art and presents preliminary conclusions of three Work Packages (WP) of the Inclusion4Shools project. One of them, the Think-Tanks which aimed at bringing knowledge and policy making together, is very close to its end therefore, the lessons learnt can be considered almost final (First chapter of this Policy Report). The […]

D6.6. First policy brief

This Policy Brief provides a short overview of the results of a survey of institutions and settings for disadvantaged children in Inclusion4Schools project partner countries, Albania, Bulgaria, Hungary and partly Slovakia. This document will mostly focus on the parallels and similarities revealed by the survey since these findings can serve as a basis for elaboration […]

Equity in Education A Handbook for Participative Approaches in Research and Development to Address School Inequalities

Inequalities in education remain a significant challenge across the globe, even in the face of numerous policy initiatives, carefully designed reforms, and well-intentioned interventions. Limited resources in early childhood centers, entrenched underrepresentation in universities, and wider structural barriers all demonstrate the necessity for innovative, context-sensitive strategies. Real progress requires more than simply imposing solutions from […]

D3.6 Recommendations To Local Authorities

The main principles of recommendations should comprise such guidelines which suggest that the local authorities should act as facilitators and providers of resources of the initiatives of the residents so that they could exercise control over their lives, i.e. they are capable to plan and organize actions to achieve locally relevant desired goals.

D3.4. Recommendations to educational managers of public education

The recommendations to the educational management that was prepared by Inclusion4Schools contain those particular stances which clearly represent the educational needs of the local communities, and – based on these needs – should give suggestions to develop such local curricula and educational practices which formalizes those methods and contents.

D2.2 Recommendations to National Data Services

At the end of the program, we will make a multi-step recommendation on how to change the data provisioning editor. Our aim is to help stakeholders overcome the fact that sociological and anthropological methods of measuring the disadvantages of each species are standardized to a different degree, and that there is a different consensus within […]

D1.4 Report on the Results of the Social Impact Analysis

At the beginning of the project a baseline analysis will establish the existing social conditions and the main stakeholders’ thinking, norms and values, thus providing a benchmark against which potential social impacts can be assessed. We apply questionnaire, standard and structured interviews and monitoring as research method in the pre-impact and post-impact period. At the […]

D1.2 Policy Mix Peer Review

Studies over RDI projects and transformative practices of resilient schools will be reported by every partner country of the Inclusion4Schools project Consortium, in the hope that the findings and the main conclusions of the report can be widely used in whole Europe.

D2.1. Jelentés a párhuzamosan futó RIA résztvevő országaiban a különböző érdekelt felek részvételével szervezett konferenciákról

Az Inclusion4Schools egy négyéves program, amely az inklúzió, párbeszéd és egyenlőség előmozdítását célozza az oktatásban, miközben fellép a kirekesztés és a rendszerszintű egyenlőtlenség ellen, különösen a szegregált iskolák és közösségek támogatására. A projektben erős hangsúlyt helyezünk az olyan online portálok fejlesztésére, amelyek lehetővé teszik pedagógiai tapasztalatok, módszerek és bevált gyakorlatok megosztását, valamint az iskolák közötti […]

D3.3. School-university Partnership and Recommendations to Teacher Training Institutes

D6.7. Second Policy brief

This policy brief summarises the state-of-the-art and presents preliminary conclusions of three Work Packages (WP) of the Inclusion4Shools project. One of them, WP2, the aim of which is to bring knowledge and policy making together, is very close to its end therefore, the lessons learnt can be considered almost final. WP3, which is mostly field-related […]

D4.1 Knowledge Sharing Online Portal for
Supporting Initiatives and Projects in
the Community-Centred Approach

The purpose of this deliverable is to present the development of the project portal from theperspective of knowledge sharing. The online knowledge-sharing portal has been developed for all countries participating in the project to collect, publish, analyse and make public useful practical experience and know-how on the education of disadvantaged children and to build a […]

D1.2 Policy Mix Peer Review

Our exploratory work on transformative practices so far is summarized in the deliverable. The first section contains comprehensive state-of-art studies in the four countries of the consortium: focusing on the education systems, the support system for disadvantaged students, and the role of different types of schools regarding social inclusion or exclusion. The second section relies […]

D3.1 Knowledge Sharing Platform for Schools at National Level

The online platform is created for the purpose of sharing the pedagogical experiences of schools with majority underprivileged students. Interaction between these schools makes it possible to exchange locally developed techniques and methods (good practices or transformative practices) which are successful in improving the students’ educational progress. The online platform offers opportunity for informal discussions, […]

D6.6. First Policy brief

This Policy Brief provides a short overview of the results of a survey of institutions and settings for disadvantaged children in Inclusion4Schools project partner countries, Albania, Bulgaria, Hungary and partly Slovakia. This document will mostly focus on the parallels and similarities revealed by the survey since these findings can serve as a basis for elaboration […]

D1.1 Report on the First Data Collection for the Later Social Impact Analysis

This report presents the results of a survey of institutions and settings for disadvantaged children in Inclusion4Schools project partner countries, Albania, Bulgaria and Hungary. The survey took place in the framework of Task 1.2 of the first work package of the project, from January to October 2021.The aim of the survey was to prepare a […]

MS20:Kick-off meeting in Hungary

Despite the Covid-19 crisis, the Inclusion4schools (School-Community Partnership for Reversing Inequality and Exclusion: Transformative Practises of Segregated Schools) Horizon 2020 project was successfully started on the 1st of November 2020.