Toolkit Editorial Board
EIESP is providing support to the European Commission’s European Toolkit for Schools. TheToolkit, which is available through the School Education Gateway, offers concrete ideas for improving collaboration within, between and beyond schools with a view to enabling all children and young people to succeed in school. School leaders, teachers, parents and other people involved in different aspects of school life can find helpful information, examples of measures and resource material to inspire their efforts in providing effective and high-quality early childhood and school education.
The Toolkit has recently developed short films with examples of whole-school approaches to preventing early school leaving. They are subtitled in all European languages.
The Toolkit is structured around five main areas: school governance; support to learners; teachers; parental involvement; and stakeholder involvement. The Toolkit Editorial Board identifies effective educational practices for the online platform. It is comprised of independent and academic experts in Austria (Vienna University for Economics and Business); Belgium (University of Antwerp), the Autonomous University of Barcelona (Spain), the University of Manchester (UK), and Sweden.
The project is funded by the European Commission.
International School Health Network
EIESP is represented on the board of the International School Health Network. The ISHN is an informal network of practitioners, researchers and government officials as well as regional and other networks, international agencies and organizations concerned with health, safety, development, equity, social development, sustainability and other forms of human development. The network is recognized as a partner by several UN agencies and is being developed in cooperation with several international organizations, professions and networks. More information may be found here.
European SchoolNet TeachUP: The changing role and competences of teachers; Online consultation and Literature Review (2017-2020)
TeachUP is a policy experimentation, piloting and evaluating new ways of teaching to meet the challenges associated with new methods of online learning and assessment. TeachUP is developing online courses for teachers in initial teacher education (ITE) and continuing professional development (CPD) on topics that are key elements for the 21st century teacher: formative assessment, personalised learning, collaborative learning, and creative thinking. It also informs policy action for ITE by providing institutional, local, regional, national and EU policy makers with concrete evidence on the following topics: efficient and cost effective modes of online courses, initial teacher education and teachers' continuous professional development; conditions for achieving high retention rates in online courses for teachers; conditions under which peer assessment can be reliably used in online teacher education; and building and recognising teachers' capacities as reflective and networked practitioners.
TeachUP has 17 partners (ministries of education, teacher education and research organisations) in 10 countries, coordinated by European Schoolnet. EIESP participates through the Scientific Advisory Committee, and has contributed a background literature review on The Changing role and comptences of teachers.
The project is co-funded by the Erasmus+ Programme of the European Union.
European SchoolNet Mentoring Technology Enhanced Pedagogy (MENTEP) Literature Review (2015-2018)
The MENTEP (Mentoring Technology-Enhanced Pedagogy) project – now concluded – is a European policy experimentation project, addressing the need for teachers in Europe to innovate using ICT in their classrooms. EIESP contributed a literature review on Online Self-Assessment to support the project. Please click here to learn more about the MENTEP project.
ET2020 Working Group (2018-2020)
EIESP is providing consultancy support to the European Commission’s ET2020 Working Group on Schools for 2018-2020. The Working Groups are designed to help EU Member States address the key challenges of their education and training systems, as well as common priorities agreed at European level. ET2020 Working Groups aim to accelerate mutual learning and empower national policy makers with good practices. They include experts from the Member States, candidate and EFTA countries, European social partners, civil society, EU agencies and international agencies. During the 2018-2020 mandate, the Working Group is focusing on policies to support teacher quality and quality assurance in schools.
ET2020 Working Group Schools (2016-2018)
EIESP provided consultancy support to the European Commission’s ET2020 Working Group on Schools (WGS) for the 2016 – 2018 period. The 2016 – 18 mandate focused on education governance, addressing policies related to teacher quality, networks, transitions and quality assurance. The final conference, entitled Inspiring Change, was held in Brussels on 17-18 May 2018. The final report of the 2016 - Working Group Schools is available here.
The EIESP participation in the Working Groups is done in partnership with Ecorys UK.
ELINET: Awareness raising & Fundraising for low-literacy in Europe (2014-2016)
The European Literacy Policy Network (ELINET) brought together 77 partner organisations from 28 European countries (including 24 EU member states) to support literacy policy-making and reading promotion in Europe. EIESP was a core member of the team working on Indicators of Success for awareness raising and fundraising for low literacy in Europe.
The reports of each study on success factors are available on the ELINET website:
The network was funded by the European Commission.
KeyCoNet: European Policy Network on the Implementation of Key Competences in School Education (2012-2014)
The KeyCoNet network identified and analysed emergent strategies in implementing key competence-based curricula in European education systems, and developed policy recommendations so support further progress. Network members contributed to research reviews, case studies and video documentaries of “best practices”, and participate in annual peer learning visits at selected sites. In total, the network included 18 partners from 10 countries bringing together policy makers, practitioners and researchers.
Network partners met face-to-face and also disseminated information to a broader set of stakeholders in national events (teachers’ professional associations, teacher training organisations, etc.). EIESP’s specific outputs included a review of the literature, Key competence development in school education in Europe (2013) and the network’s Final Recommendations.
The KeyCoNet web portal continues to host an online learning community, and provides access to reports on network activities. The network was funded by the Lifelong Learning Programme of the Directorate-General for Education and Culture, European Commission and co-funded by the partners.
Key competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education (2008-2009)
The aim of the study was to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the European Union. In particular, the study assessed the implementation of the 8 key competences contained in the European Reference Framework of Key Competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.
The final report is available here.
Learning for Well-being Community (2005-...)
EIESP is a member of the Learning for Well-being Community, led by the Learning for Well-being Foundation (formerly the Universal Education Foundation). The Community includes partners from from education, health, and child welfare organisations that are operating at European and national levels. Members seek new ways to work together, specifically to develop capacities for competent relationships and systems for children and those who support them.