EESC public hearing 4 June 2018 - Brussels « Inclusive Schools: Making a difference for Roma children » (INSCHOOL): a tool to combat early school leaving EESC public hearing 4 June 2018 - Brussels

1. Presentation of the Project

INSCHOOL Origin of the Project: social inclusion of Roma: priority for both the CoE and the EU for many years; CoE strategic triangle: cooperation to support member states Expertise and experience of the CoE focus on education to ensure inclusion

INSCHOOL Inclusive education: number of reforms in many EU countries, however the impact in practice remains limited esp. for Roma Segregation of/early school leaving amongst/ low quality education for Roma children remains a reality in many EU countries (EU midterm review 2017) Aim of INSCHOOL: to enhance social inclusion of Roma by promoting inclusive education and teachers’ training in selected schools in the Czech Republic, Hungary, Romania, the Slovak Republic and the United Kingdom (+Bulgaria).

INSCHOOL Two levels of intervention: practice level: use of the updated Index for Inclusion (T. Booth and Mel Ainscow) to work with schools; focus on changing the school environment: culture, policy and practices – putting into action a framework of inclusive values evidence-based approach

INSCHOOL 2 types of schools: Aim: ensure the transfer of know-how through peer-to-peer exchanges; create a dynamic All schools will follow the Index for Inclusion cycle – but in a flexible way (depending on needs identified) Pilot Schools 4 per country (exc. UK) Support Schools 2 per country (exc. UK)

INSCHOOL

INSCHOOL INSCHOOL grant to support activities (average 12.000€) Development of an Inclusive School Development Plan

INSCHOOL Criteria for the selection of schools: Between 20% and 50% Roma children (segregated education is not targeted); Good balance between rural and urban contexts in each country; Mix of localities where EU funds are already being implemented and 'new' localities; Focus on primary and lower secondary schooling School achievements lower than the average (incl. early school leaving) Political support from local authorities

INSCHOOL Two levels of intervention: 2. policy level: a National Working Group (or existing platforms) to look into gaps and inconsistencies between policies and practices in schools and propose solutions based on the project’s outcomes; supported by Educational Advisors Key: create a community of practices/ approaches that works

2. INSCHOOL in practice

INSCHOOL First phase: September 2017-January 2018 - meetings with the main national stakeholders, define cooperation framework (inception visits) - work on the methodology (development of adapted guidelines and activities) - selection of national teams of experts through international calls for tenders; international training - pre-selection of schools (December 2018)

INSCHOOL Second phase: selection of schools (February- April 2018) - Baseline survey in 8 to 12 pre-selected schools per country - selection in April 2018 - in parallel, first meetings of the National Working Groups (Hungary, Slovakia)

INSCHOOL Third: implementation in schools (April 2018- April 2019 tbc) - National workshops to launch the implementation (April-June 2018) - creation of coordination groups, development of ISDPs, with the support of facilitators - training of teachers - peer-to-peer exchanges

INSCHOOL Next steps - Grant requests - First meetings of National Working Groups in the UK, Romania, and the Czech Republic - Regular monitoring of the implementation and progress made in schools (= to provide evidence)

Thank you ! contact: camille.gangloff@coe.int INSCHOOL Thank you ! contact: camille.gangloff@coe.int