Webinar 6: The role of the "21st Century Schools" program in creating an inclusive learning environment

As part of the sixth webinar, we shared with you our experiences and ideas on how to use the "21st Century Schools" program to create an inclusive environment in primary schools. We talked about inclusion and presented the various opportunities offered by strategies for developing critical thinking and problem solving in creating an inclusive learning environment. Also, the webinar had a very practical dimension thanks to the use of specific problem situations concerning children from marginalized groups and students with emotional, social and behavioral difficulties, in which we came to a solution together.

WATCH THE WEBINAR RECORDING BELOW, LEARN MORE ABOUT THE PRESENTERS AND SEE ADDITIONAL MATERIALS

Dragan Marković

Dragan Markovic is currently studying for a doctorate in philology at the Faculty of Philosophy in Nis. His field of research is the literature of old Dubrovnik. He is a certified trainer of the Institute of Education and the author of numerous accredited training programs for teachers. He is a trainer in the "Schools for the 21st Century" program of the British Council, and works as an expert for many other organizations, including the Council of Europe. He is currently permanently employed at the Elementary School "Kekec" in Sutomore as a teacher of Montenegrin-Serbian, Bosnian and Croatian language and literature.

Aleksandra Radoman Kovačević

Since 2002, Aleksandra Radoman Kovačević has been engaged in the field of training and capacity development of human resources, as well as program management in education. In the school year 2007/2008, she was a mentor on the university course "Leadership and Youth Work in the Community", which was created as a result of cooperation between the Swedish University of Jönköping and the Faculty of Philosophy in Niš. In recent years, she has been engaged as a key expert II in the national IPA II program supported by the EU. Improving educational programs and services in order to meet the needs of marginalized groups and a national consultant in the Council of Europe program Promoting Democratic Culture in Schools. Also, Aleksandra is the author and trainer of accredited programs by the Institute for Education and the Center for Vocational Education, as well as the co-author of an accredited program for the profession of youth activist. She is the author of the research Leadership Skills of Teachers and the Quality of the Teaching Process, as well as several publications and publications such as Case Management in the Service of Preventing Dropout and Refusal of Schooling, Preparatory Kindergartens for Roma and Egyptian Children, Mapping and Analysis of Montenegrin Municipalities. forced) marriages within vulnerable groups), Informal education of Omadin activists and others. She is part of the expert team of the Center for Training and Education and one of the trainers for teacher training within the "Schools for the 21st Century" program of the British Council.

ADDITIONAL MATERIALS FROM THE WEBINAR

Dragan Marković's presentation can be found here.
Aleksandra Radoman Kovačevićs presentation can be found here.

There were small technical issues at webinar 6, so a couple of questions arrived after we finished the live event. We wrote them down and got the answers from our coaches.

1. What is RE population?

Roma and Egyptian population.

2. Are special educators of different profiles and to what extent involved in creating an inclusive learning environment for RE population and students with disabilities?

This is a matter for the Ministry of Education, the Bureau of Education and the schools in question. In any case, teams of experts are necessary in order to respond well to the developmental and cognitive needs of a child or young person.

3. Do you follow up with children after primary school and how? Do you have information on the extent to which they continued to engage in these activities.

There are mechanisms in the system that enable the 'transition' from the primary to the secondary school system to be successful and for the child / young person to receive adequate service. Also, a question for the Ministry of Education, the Institute for Education and Schools.