Checkout planned project outputs, events and advocacy actions throughout its implementation.
Research describing the state of the art around Europe concerning service learning and its contribution to social inclusion of young people including the examples of good practices as well as the lessons learnt from other EU funded projects tackling the same topics.
A service learning curriculum to be used in secondary schools for students aged 12-16 incorporating role model component and NFE methodology.
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Training programme for school teachers and role models involved in the programme in order to prepare the teachers and role models to deliver service-learning modules in schools to young people.
The upscaled service-learning models will be tested in secondary schools in 5 countries enabling the gathering of evidence concerning the effectiveness of the models for combating social exclusion and supporting the acquisition of social and civic competences.
The quality assurance will be targeting the process analysis with continuous improvement quality management logic, providing useful feedback to update / revise work plans as needed.
A series of events will take place to facilitate discussions on cross-sectorial level.
The partners foresee 6 visibility and sustainability events in partner countries (1 each), during which at least representatives from school (15), universities (5), policymakers (5) and local NGOs/CSOs (5) background will meet and discuss the future use of the upscaled curricula in schools.
This event will take place to present project results and foster dialogue and policy and practice development. During this event, the Centre of European Volunteers will introduce the project results to international stakeholders and initiate a discussion of incorporating the SLUSIK curricula and methodology to other schools across Europeat the same time encouraging policy development.
In order to advocate for the new curricula not only at the practitioner level but also on the policy dimension, the partners will establish and implement local and international advocacy plans.
Gathering feedback, lessons learned and recommendations from all partners in order to establish a policy paper on how Service learning in formal education secondary school curricula improves and develops social and civic competences, fostering knowledge, understanding and ownership of values and fundamental rights in secondary school children ages 12- 16 leading to increased social inclusion.
Community of practice is a space where the partners and the stakeholders will find and engage with the information published, thus continuing to improve the quantity and quality of knowledge on Service Learning.