Round Table Bucharest

ROUND TABLE - SOIL PROJECT 18 MAY 2018 BUCHAREST

Context: The Round Table is one of the activities foreseen in the EACEA-05-2016 - Social Inclusion through Education, Training and Youth / ERASMUS + K3 / Social Inclusion of Educators (SOIL) / 580276-EPP-1-2016-AT-EPPKA3 -IPL-SOC-IN, being organized by each partner in the project, and aims at: presenting project outcomes and the effects of implementing student-centered methods in partner schools, bringing together policy makers and decision-makers to get support for policy reforms in the field of inclusion , the establishment of future directions for the implementation of SOIL methods in an increasing number of schools, teacher training directions to better address diversity, and the formulation of operational / policy recommendations.

The Round Table held in Bucharest on 18 May was attended by representatives from:

• Ministry of National Education,
• ANPCDEFP,
• The School Inspectorate of the Municipality of Bucharest,
• City Hall of Sector 6, Bucharest
• Child Protection Directorate, Bucharest
• Roma Education Fund,
• The Bucharest Center for Resource and Educational Assistance,
• The Center for Resource and Educational Assistance of Ilfov County,
• Partner schools in the SOIL project
• Directors of schools and kindergartens.

Gabriel Vrinceanu, the director of the institution, presented the SOIL story, from the idea to the end, focusing on the practical activities of the project (SOIL Conferences and Seminars, schools in Bucharest partner, activities following the participation in the Bratislava. Seminar).

Naghi Elisabeta Ana and Adina Tatu, project experts presented the SOIL Handbook-Romanian version (methods and strategies for students with focus on pupils) and the partial results obtained by applying the SOIL Methods in the 6 partner schools by the teachers participated in Bratislava Training Seminar. Feedback provided by teachers and students who experienced SOIL Methods in the classroom was positive, and there is a unanimous recommendation that these methods be used by all teachers and in as many schools as they respect diversity, are attractive and stimulate cooperation. The discussions that took place concerned the following aspects:

The end product of Romanian education should be people capable of making right and responsible decisions, creative people, able to cooperate and offer help,

• In schools in Romania and in Romanian society there is still exclusion, competitiveness, intolerance and through such projects, which promote cooperation and inclusion of all people, could be minimized or eliminated over time.
• Early school leaving - school abandonment, absenteeism continue to be major problems in Romania, being maintained by the use of performance-oriented didactic strategies rather than skills training and life skills, lack of school specialists (teacher counselors, support, social workers, etc.), the lack of real collaboration between state institutions, the lack of real family-school partnership,
• The need for initial and ongoing training of teachers and other specialists working in the field of child education and protection so that they can better cope with diversity..
• Lack of curriculum in the curriculum to provide pupils with skills and abilities for life: democracy and active citizenship, family life, health education, socio-emotional education, etc.
• Adapting teaching resources and strategies to pupils' needs and peculiarities, • Elimination of barriers to inclusion caused by malfunctions such as: material resources and financing, resistance and non-involvement of the students' families, initial and continuous teacher training, legislative framework, lack of law enforcement methodologies etc Conclusions:
• Implementation by the Casa Corpului Didactic of the continuous training course for teachers: SOIL-inclusion methods and diversity.
• Focusing on competence learning, not on memorizing and reproducing information,
• Empowerment of teachers / school principals in creating options that provide the opportunity to develop and develop pupils' life skills,
• Reforming the curriculum and teaching-learning-evaluation strategies so as to ensure respect for the pupils' individual peculiarities and to ensure equal opportunities.