{ "id": 25373, "date": "2023-12-19T11:20:52", "date_gmt": "2023-12-19T11:20:52", "guid": { "rendered": "https:\/\/edutrainers.lv\/?page_id=25373" }, "modified": "2026-05-20T10:05:08", "modified_gmt": "2026-05-20T10:05:08", "slug": "inclusive-training-program", "status": "publish", "type": "page", "link": "https:\/\/edutrainers.lv\/en\/inclusive-training-program\/", "title": { "rendered": "INCLUSIVE Training Program" }, "content": { "rendered": "
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"INCLUSIVE" training program<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The program aimed to discover innovative ways to motivate students and enhance teachers’ skills, especially when working with those at risk of early school leaving.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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About the programme<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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The activities included in the curriculum can be used in both non-formal and formal learning environments and across different subjects.<\/p>

The main goal is to provide practical methodical support to education, youth, career, and support personnel, offering alternative tools\/methods for strengthening student motivation and active involvement in the learning process.<\/p>

The activities offered have been tested both internationally and locally.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Purpose: to look for alternative ways to motivate students to learn and expand teachers’ knowledge and methodological base in working with students, especially those at risk of early school leaving.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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The curriculum is based on an interdisciplinary approach – cooperation between formal and non- formal education specialists (teachers, youth workers, support staff, informal education experts).<\/p>

It is based on the work of integrating non-formal education methods into the formal education sector to enrich the range of teachers’ methods and activities in their daily work at school and in the classroom.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Topics<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The curriculum “INCLUSIVE” <\/strong>offers activities for using in school and youth center work in 6 topics, which have been created based on the problem situations recognized by the pedagogues involved in the study of the situation in working with students:<\/p>

Topic 1 \u2013\u00a0 Games, energisers, team building, team making activities \u201cGetting to know each other, warming up\u201d<\/p>

Topic 2 \u2013\u00a0 Activities in a topic \u201cThe ability to be, self-esteem, self-awareness, awareness\u201d<\/p>

Topic 3 – Activities in a topic \u201cTeam building, we are different but equal, active participation\u201d<\/p>

Topic 4 \u2013 Activities in a topic \u201cCreating your own (learning) environment and taking responsibility for it\u201d<\/p>

Topic 5 \u2013 Activities in a topic \u201cThe importance of education and learning motivation\u201d<\/p>

Topic 6 – Activities in a topic \u201cLearning to say \u201cNO\u201d!”<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Educators (including class teachers), education professionals, youth workers, social educators, and others.<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

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To explore alternative ways and expand teachers’\u00a0 knowledge and methodological base for
motivating students to learn, in order to reduce the risk of premature dropout.<\/p>

1. Increase understanding of the risks of premature discontinuation of studies.
2. Increase understanding of nonformal education as an active learning approach.
3. Provide participants with practical knowledge and experience using various nonformal education methods\/activities.
4. Training feedback-giving and self-reflection skills.
5. Create a professional plan for implementing the acquired methods in daily work.<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

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1. Implemented a five-day nonformal education training program.
2. Increased understanding of the risks of premature discontinuation of studies and nonformal education.
3. Learned new nonformal education methods\/activities in five topics
4. Developed a personal plan for implementing new knowledge into their professional work for each participant.
5. Increased understanding and skills in providing feedback and organizing self-reflection for students and young people.<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Early school leaving - What's the problem?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Early school leaving is a complex issue influenced by various interconnected factors, including personal, social, economic, cultural, educational, gender-related, and family-related aspects. It often leads to cumulative disadvantages that can be traced back to early childhood.<\/p>

Certain groups, such as those with low socioeconomic status and children with migrant backgrounds, are disproportionately affected by high early school leaving rates.<\/p>

The design and quality of educational systems significantly impact students’ participation and performance. Various systemic factors, like an unfavorable school climate, violence, inappropriate teaching methods and curricula, lack of learner support, and poor teacher-pupil relationships, can contribute to students leaving school prematurely.<\/p>

In diverse societies, there is a pressing need for inclusive and coordinated efforts from both educational and non-educational stakeholders.
These efforts should promote values like tolerance, mutual respect, equal opportunities, non-discrimination, social integration,
intercultural understanding, and a sense of belonging.<\/p>

Equal access to quality and inclusive education for all young people, regardless of individual, family-related, gender-related, or socioeconomic factors, is essential. This access can prevent marginalization, social exclusion, extremism, and radicalization.<\/p>

Completing upper secondary education or vocational education and training is often considered the minimum requirement for a successful transition from education to the labor market and further education.<\/p>

Early school leavers face a higher risk of unemployment, poverty, and social exclusion. Therefore, investing in young people’s educational achievement can help break the cycle of deprivation and reduce intergenerational poverty and inequality.<\/p>

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The study shows that the impact of EU policy instruments is largely positive across the countries examined.<\/em><\/p>

On average, the rate of early school leaving decreased from 13.4% in 2011 to 10.2% in 2019\u00a0across Europe.<\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Training programme by the days<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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