Achizitii in proiect

Comenius programme from 2007 to 2009
Partners: United Kingdom, Spain, Lithuania, Romania, Poland

No Child Left Behind

No Child Left Behind investigates the provision of, and teaching approaches to study support and compares strengths and weaknesses to agree on a series of good practices which are internationally exchangeable. A training programme will be devised for teachers and trainers of study support, which offers a structure containing imaginative and flexible methodologies, including latest ICT technologies, and in-built quality assurance mechanisms aimed at motivating teachers and trainers into producing an enriched and more stimulating study support curriculum for their own school.

Study support is a key tool which cements a child’s formal curriculum learning, through informal out of hours learning programmes. In many cases the initiative is supported by private schools to the detriment of the state system. In spite of this within each of the partner countries there is recognition at national level that study support must be implemented (or re-implemented) in order to raise pupil achievement. NCLB investigates the provision of, and teaching approaches to study support within the partner countries; compare strengths and weaknesses and agree a series of good practices which are internationally exchangeable. The partners devise a training programme for teachers and trainers of study support, which offers a structure containing imaginative and flexible methodologies, including latest ICT technologies, and in-built quality assurance mechanisms aimed at motivating teachers and trainers into producing an enriched and more stimulating study support curriculum for their own school. An appreciation of the European dimension of culture is also to be included. The training package undergoes an independent scrutiny exercise using an organisation experienced in scrutiny of teacher training at national level. The results from this are fed back to the partners and the programme is adjusted in line with recommendations.

The teacher-training course is to be piloted locally throughout each partner country via trainers identified by the partners as suitable for the pilot. The training of trainers is be evaluated by a process of feedback from the trainees, the tutor and an independent observer in each situation. The partners will agree to what degree the programme is achieving its objectives, and make adjustments to the programme in line with recommendations. This includes recommendations on the nature of support materials needed to successfully run the course. The next process involves the partners in producing draft support materials. These will be in the form of a supportive handbook, available in printed form and on CD Rom.

The Course and the support materials will be translated into the host languages of the partners.  The dissemination and exploitation process is driven by its own strategy which uses known local regional and national networks via each partner and a website to inform and engage the wider public from an early stage.