This section will include reflections on key ideas and challenges faced by KIDS4ALLL team throughout the unfolding of the project.
Every child needs a family. Every child wants to feel safe. The assessment of the “best interests of the child” in refugee law obliges administrative authorities and the courts to focus on the specific needs of the child during the procedure for granting international protection.
by Anna Velikova, Denitsa Dimitrova, Janin Al-Shargabi, Sofia Yordanova-Rabacheva
Can you imagine how many hours a week a teacher spends on preparing lessons? The actual time depends on various factors, such as the amount of pre-existing materials, the level of the teacher’s experience, and the heterogeneity of the students’ group. In case the teacher has no significant experience and is without any pre-existing materials, planning a lesson can take as much as, or even more than the lesson lasts itself. Additionally, if there are disadvantaged students in the class, teachers might find themselves in a very difficult situation: how to handle diversity, group work and keep students engaged?
by Orsolya Szabó, Tarki Social Research Institute
Before addressing the common misconceptions on school segregation, we have to consider what exactly the term “disadvantaged” means in order to have a clearer understanding which group suffers from segregated education.
by Noémi Erdődi, Motivation Educational Association & Orsolya Szabó, Tarki Social Research Institute
The Turkish educational system is now facing the challenge of adapting to a social context that is becoming increasingly culturally diversified. Koc University joined the KIDS4ALLL project to try to answer this challenge by raising awareness about innovative learning methods that promote inclusiveness for immigrant and non-immigrant children.
by Eleni Pothou & Begüm Sonbahar-Üregel, Koc University
Levinsky College of Education is promoting a teacher training program to foster teachers' capacities for empathy, tolerance and intercultural sensitivity, thereby encouraging the integration and inclusion of children from migrant by background.
by Dolly Eliyahu-Levi & Michal Ganz-Meishar, Levinsky College of Education
We offer you a very interesting article on language skills and how communication in native and foreign languages is an integral part of the educational process.
The ambitious and inclusive project of the KIDS4ALLL learning environment: it will be attractive, sustainable, usable in different contexts and by different people and will foster cohesive processes between peers.
by Luisa Conti, University of Jena
In occasion of the European Researcher’s Night, the UniTo team investigated with a variety of actors involved in the daily educational scenario on collaboration schemes in (non)formal learning processes and conducted a micro case studies in the Italian field.
by Tanja Schroot, University of Turin
The first phase of KIDS4ALLL was dedicated to mapping research and pilot projects on local, national and EU level that focus on peer-to-peer and mentoring schemes for children in order to provide a cross-national comparative analysis of collaboration schemes in education and in particular on best practices regarding LLL competences.
Three KIDS4ALLL partners came together to share their learnings from the recent Covid-19 induced digital education experiences for migrant students on a recent panel at the 18th IMISCOE Annual Conference.