What is the Framework Programme?
The Framework Programme is the main initiative to promote and support R & D in the European Union with the main objective of improving competitiveness by financing activities primarily in research, technological development, demonstration and innovation in a collaborative transnational between companies and research institutions belonging to both the European Union countries and Associated States and third countries.
We are currently in the Seventh Framework Programme (FP7) The Seventh Framework Programme for research and technological development (FP7) is the research program of the EU for the period 2007-2013. Research program is publicly funded world's largest.
The INCLUD-ED project is an Integrated Project Priority 7 of the Sixth Framework Programme of the European Commission. Integrated Projects combine a lot of activities and resources to achieve ambitious scientific goals and well defined. They are expected to have a structuring effect on the fabric of European research.
The INCLUD-ED project is the only project focused on public education that was selected the last call for proposals of the Sixth Framework Programme.
The project INCLUD-ED analyzes educational strategies that contribute to overcome inequalities and promote social cohesion and educational strategies that generate social exclusion, particularly focusing on vulnerable and marginalized groups. Europe needs to identify strategies that will in turn use those in charge of policy, people in charge of the management of education, teachers, students and families, and help to develop new policies to meet the Lisbon objectives . INCLUD-ED will focus on the study of the interactions between educational systems, agents and policies, to the required level (nursery, primary, secondary, and vocational training programs and special education) as reflected in the following graph:
If you want to know more about INCLUD-ED can access the official project page with this link:
Who is involved?
In INCLUD-ED project involves 14 European countries: Malta, Finland, Spain, Lithuania, Great Britain, Austria, Belgium, Ireland, Cyprus, Hungary, Italy, Latvia, Romania and Slovenia. The Center for Research in Theories and Practices that Overcome Desigualdes-CREA acts as coordinator of various projects.
Through communicativa critical research perspective, INCLUD-ED project aims to have a significant social and political impact on European social and educational systems, as was achieved in previous projects of the Framework Programme (Workaló, FP5). The critical communicative perspective arises from different theoretical contributions. The foundations of Critical Communicative Methodology are:
- The knowledge constructed through intersubjective dialogue
- Including traditionally silenced voices
- Components excluders and transformers
The project 6 has a duration of 4 years, where we study the specific cases of schools that have been selected according to three criteria:
- They have shown a contribution to success in relation to its context.
- Share the same social characteristics: groups with low socioeconomic status of minority cultures.
- Schools that have community involvement to overcome inequalities.
In the case of Spain, the two selected schools, which are also Learning Communities are the CEIP Mare de Deu de Montserrat and CP La Paz.
CEIP Mare de Deu de Montserrat
CP La Paz
The school La Paz is located in the neighborhood of the Miraculous, in a suburb of the city of Albacete. Before becoming a learning community, the center was called San Juan Public School.
During the year 2006-2007, from the involvement of the whole community in the center, it was decided to transform it into a learning community:
This has been leading to an increase of students, and the recognition of the activities of the center:
Effective Educational Practices
- Different kinds of materials for parents and other adults in the community (computer, languages, literacy ...)
- Dialogic Literary Gatherings
- Lectures on various topics of interest to families (Lithuania multicultural groups)
- Classes in the language of the host country (UK, Terrassa)
- "After-School clubs" Informal spaces of coexistence between relatives and sons / daughters from doing homework to write (Malta)
- Offer Career Guidance for Adults (UK)
Community participation in decision making
- Family Assemblies (Albacete, Terrassa), Joint Committees
- The school contrasts their professional practice initiatives with community standards (Malta Writing Programme . Professionals presented its vision and strategies but the community has to approve)
- Informal forms of consultation to families (Finland: Open Philosophy, each family may ask, consult ... shared responsibility)
Participation in the development and completion of curriculum and assessment
- The teachers share curriculum initiatives with the parents and explain why they do certain activities and the educational approach (Finland: Decision at two levels: school and district)
- Parents can contribute in extracurricular activities, which are opportunities for learning (Malta: joint decision between teachers and family about the offer)
- Parents can contribute to the organization of the classroom (Albacete: daily Assemblies)
- Family involvement in community i annual school evaluation (Albacete: Avaluation dialogue. Malta)
- Development of individual plans for preschool students, in collaboration with parents (Finland)
Community participation in classrooms and learning spaces
- Various community members fall within the classroom (Terrassa, Albacete: Groups interactive , Finland: Homework Clubs)
- Volunteering within the school
- Use human resources
Video on the Includ-ed project and Learning Communities airing on television in Catalonia:
Impact on policy
Nicosia International Scientific Conference on September 25, 2008. UNIVERSITY OF CYPRUS.
A representative of the Ministry of Education and Culture of Cyprus said it was important to consider the results INCLUD-ED project.
Warsaw Human Dimension Implementation Meeting, September 29 - October 10, 2008
European Parliament resolution of 2 April 2009 on the education of immigrant children
The resolution calls on EU countries to ensure the education of immigrant children from the promotion of the language and culture of their home countries and emphasizes that his family members in learning the language host country to promote the inclusion of their children in school.