Insights

The TESSIE Toolkit is both a framework and a collection of national and regional inspection tools and evaluation approaches, created by a project consortium of seven partners.

The ‘Learning to Be’ project was based on the premise that assessing learning in contemporary European schools should go beyond grading students’ academic performance and should include practices for observing young people’s personal growth, social skills, attitudes and other general competences.

The EU CONVINCE project (January 2018–January 2020) provided teachers, other education staff, school leaders and the education institution community as a whole with tools and methods to deliver inclusive quality education to all and better deal with citizenship-related issues in the classroom and in extra-curricular activities.

The overall aim of the BOOST project is to promote mental health and well-being in young people through the development of an innovative approach.

The book ‘Assessing Competences for Democratic Culture: Principles, methods, examples’ was produced by the Council of Europe for use by education practitioners and policy makers to assist them in making decisions in this area.

The ‘Linzer Diagnosebogen zur Klassenführung’ (LDK) is a research-based questionnaire assessing classroom leadership as a broad concept, including teacher actions to foster social relationships, control pupils’ behaviour efficiently and provide quality teaching. In addition, the LDK addresses prerequisites for teachers’ actions (e.g. teacher motivation) and their outcomes (e.g. pupil learning).

Literacy skills have a decisive influence on pupils’ academic success and social integration. Family participation in creating an environment conducive to literacy and early education is a significant factor in overcoming social exclusion and poverty. This Erasmus+ project piloted family literacy programmes in families and analysed the results for further study.

The report published by European Trade Union Committee for Education (ETUCE) addresses policy and research on the effective integration of migrant and refugee children in education.

The Dutch school decided to tackle low academic results by combining the TASC learning model (Thinking Actively in a Social Context) with a whole-school approach to promote children’s continuous development.

The Erasmus+-funded policy experimentation program called Building School-Wide Inclusive, Positive and Equitable Learning Environments Through A Systems-Change Approach (SWPBS) aimed to create inclusive, non-discriminatory social culture and essential socio-emotional and behavioural support for learners in Cyprus, Finland, Greece and Romania.