Framework Programme

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 to improve competitiveness by financing activities primarily for research, technological development, demonstration and innovation in transnational cooperation scheme between companies and research institutions belonging to both countries of the European Union and Associated States and third countries.

The Seventh Framework Programme (FP7) for research and technological development (FP7) was the research program of the EU for the period 2007-2013 and was the research program funded by the world's largest public funds.

INCLUD-ED Project

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 needed to achieve ambitious goals and well defined scientific. They are expected to have a structuring effect on the fabric of European research.

The INCLUD-ED project is the only project focused on compulsory education that was selected the last call for proposals under the Sixth Framework Programme.

The INCLUD-ED project 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 design, people in charge of the school management, 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 education systems, agents and policies, to the (kindergarten, primary, secondary, and vocational training programs and special education) required level as reflected in the following graph:

If you want to know more about INCLUD-ED you can access the official project page with this link:

Integrated Project. Strategies for inclusion and social cohesion in Europe from Education

Structure

Project 1: Educational Systems in EU25 that increase / reduce school failure

Project 2: European effective educational practices

Project 3: The relationship between educational exclusion and areas of society

Project 4: Vulnerable groups and educational opportunities

Project 5: Educational policies in connection with other areas of social policy

Project 6: Local projects for social cohesion

Who is involved?

Malta, Finland, Spain, Lithuania, Great Britain, Austria, Belgium, Ireland, Cyprus, Hungary, Italy, Latvia, Romania and Slovenia: The INCLUD-ED project 14 European countries. The Centre of Research in Theories and Practices that Overcome Desigualdes-CREA acts as coordinator of various projects.

Methodology

Critical Communicative Methodology

Through research perspective communicativa criticism, INCLUD-ED project aims to have a significant social and political impact in European educational and social systems, as already achieved in previous FP projects (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 the voices traditionally silenced
  • Excluders components and transformers

Participating Schools

Two of the selected PROJECT 6 according to the selection criteria established in the project schools are part of the Network Learning Communities.

The project 6 has a duration of 4 years, for the specific cases of schools that have been selected according to three criteria are studied:

  • They have demonstrated a contribution to the success in relation to their context.
  • Share the same social characteristics: groups with low socioeconomic status belonging to cultural minorities.
  • Schools that have the 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 named the Bar San Juan.

During the course of 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 in students, as well as the recognition of the actions of the center:

Effective Educational Practices

Family Formation

  • Different kinds of materials for parents and other adults in the community (computing, languages, literacy ...)

  • Dialogic Literary Gatherings

  • Chat about various topics of interest to families (Lithuania: multicultural groups)
  • Lessons in the language of the host country (UK, Terrassa)

  • "After-School clubs" Informal spaces of coexistence between family and sons / daughters from doing homework to write (Malta)
  • Offer Career Guidance for Adults (UK)

Community participation in decision making

  • Assemblies of family (Albacete, Terrassa), Joint Committees

  • The school contrasts their internship initiatives with community standards (Malta. Programme Writing Professionals state their vision and strategies but the community has to approve)
  • Informal forms of consultation to families (Finland: Philosophy of open doors, each family may ask, consult ... shared responsibility)

Participation in the development and realization of the curriculum and assessment

  • Teachers shared curricular initiatives with parents and tells them that 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 classroom organization (Albacete: Daily Assemblies)
  • Involvement of families in the community i annual school evaluation (Albacete: dialogic Avaluation Malta.)
  • Development of individual plans for preschool students, in collaboration with parents (Finland)

Community participation in classrooms and learning spaces

  • Members of the various community fall within the classroom (Terrassa, Albacete: Interactive Groups, Finland: Homework Clubs)
  • Volunteering within the school
  • Use of human resources

Impact media

Video about the Includ-ed and Learning Communities project airing on television of Catalonia:

See video

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 of INCLUD-ED project.

Human Dimension Implementation Meeting Warsaw, 29 September - 10 October 2008

European Parliament resolution of 2 April 2009 on the education of immigrant children

The resolution calls on the EU to ensure the education of immigrant children from the promotion of the language and culture of their home countries and stressed that his family does participate in language learning host country to promote the inclusion of their children in school.

Full Resolution

Information by theme

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