There are two main types of activity:
Three transnational project meetings:
Two professionals (inspectors, evaluators, educators, directors...) from each partner take part in the transnational project meetings. Each international project meeting also include study visits or workshops with a focus on 'social inclusion'. The partner that organizes the meeting also presents their (national) tools, strategies, practices and expertise that in this area in order to discuss obstacles, the added value, the applicability in different contexts and the impact. We include these valuable inputs in the toolbox ‘TESSIE’.
The first transnational project meeting (kick-off) is in Brussels. Schedule is checked, dates, tasks and subtopics finalised.
The second transnational project meeting will be held in Estonia in December 2019. The multi-national team will prepare the SWOT analysis, update and follow-up the input. They will reflect on the development and evolution of the 'Toolbox for Evaluating and Stimulating Social Inclusion in Education' (TESSIE).
The third transnational project meeting will be held in France in December 2020.
The work for the final reports will be completed during this meeting. Adjustment and finalisation of the 'Toolbox for Evaluating and Stimulating Social Inclusion in Education' (TESSIE) will be completed.
The toolbox will be presented by the multinational team in a multiplier event.
Four Short-term joint staff training events (with job-shadowing):
These events will be open for two participants designated by each partner organisation. Participants will be actively involved in the event. The multinational team will be introduced to the national inspection system of the host as “friendly consultants”.
Part one: workshop with the highlights of the (national) educational and supervisory system of external evaluation by the hosting partner with specific focus on the organization of inclusive education in mainstream schools.
Part two: 'job-shadowing' by visiting local regular schools during evaluation and/or stimulation where possible. This will be organised to exchange experiences by peer learning activities.
Part three: discussion around the consequences, the strengths and the weaknesses and impact in reflection sessions.
STJSTE 1 in Elda, Spain
Innovative practices of inspection and their role in fostering in schools the development of social and civic and intercultural competences, media literacy, and critical thinking, and also in tackling discrimination, segregation, racism, bullying and violence
STJSTE 2 in Cardiff, Wales
Innovative practices of inspection and their impact on schools to enhance the access, participation and learning performance of disadvantaged learners, reducing disparities in learning outcomes;
STJSTE 3 in Valletta, Malta
Innovative practices of inspection and their impact on schools to support and assess new approaches to reducing disparities in access to and engagement with digital technologies in formal and non-formal education. Particular attention will be given to addressing gender differences in relation to ICT.
STJSTE 4 in Limasol, Cyprus
internal quality assurance of inspectorates to foster social inclusion in all his aspects by putting the first tangible outcomes of the toolbox into practice.