RWCT IC

The project aims to contribute to the achievement of the ET 2020 Strategy to reduce early school leaving (ESL) to under 10% by 2020. EUMOSCHOOL will provide schools with flexible tools to prevent ESL and to mitigate disadvantages. It will support 6-16 year old students who are at risk of ESL by providing an emotional education curriculum and training teachers and tutors to implement the emotional education programme called Didactics of Emotions (DE).

Together Against Poverty (2014-2016) The main goal of the project is poverty prevention through the development and implementation of educational tools that are suitable for two target groups of the project: 1) those most vulnerable to poverty and social exclusion (i.e. unemployed people, people with low skills or little education, single-parent families or families with many children and people with low wage); 2) the politicians and decision-makers in the field of social policy.

(2013-2015) LIT3 promoted family literacy (FL) in Roma communities as a tool for raising the attainment level of Roma children in general education. We developed and field tested a coherent FL programme targeting 3 generations, developed an evidence-based European policy for FL, engaged key stakeholders in developing local strategies for implementing FL policy and programmes.

(2013-2015) LeGMe prepared the human and pedagogical resources for the partners to be able to establish effective mentoring programmes in support of their respective communities' adults and young children with a view to empowering them for meaningful, responsible contribution to the community's welfare.

The project has developed and field-tested a set of literacy assessment instruments in Armenian language for use by primary school classroom teachers to better inform literacy instruction in the primary grades in Armenia, as well as tutoring procedures to support the literacy development of students who are reading below grade level.

(2009-2011)The project aimed to identify factors related to motivating adults’ participation and persistence in LLL processes. Also, the project compiled a set of creative and critical thinking strategies to be used by adult educators to more successfully motivate adults to participate in LLL processes.

(2005-2007) Developed in-service teacher training programs on preventing corruption and raising public awareness of teachers and local communities in project partners countries. Teams from RWCT IC countries (Romania, Bulgaria, Armenia, Georgia, Russia, Ukraine, Kosovo, Lithuania, Azerbaijan) were trained to develop programs for formal and non-formal teacher education and to carry out anti-corruption initiatives in their countries. The project was supported by ESP’s RE:FINE Program.

(2005-2007) Developed literacy assessment instruments in Bulgarian, Croatian, Slovenian, Slovak and Romanian, and trained teachers to implement assessment-based literacy instruction. The project was supported by ESP`s RE:FINE Program and the Roma Education Fund