1. Introduction of the course

2. Who is the
course for?
Parents
Stake
holders
Research
communities
Developers
Parents
organisations
Child/youth
policy makers
Rural Schools,
hospitalized children
and
Roma families

3. To consider practical ideas for
supporting children's personal
development and school
achievement
To reflect on challenges for
educational success
To identify daily practices in order
to promote children's personal
development and academic
achievement
To design innovative strategies to
build family and school
environments that help all children,
irrespective of their socioeconomic,
geographical, cultural or ethical
background, gender, health
condition or family circumstances
What is
the course
for?

4. What is in
it?
Resources focusing on five policy
challenges for educational success
and schools-families-communities
partnerships
Textual and audio-visual of a
specific challenge for educational
success and schools-families-
communities partnerships (for
families in general, with children
in hospitals, rural families and
roman families)
Tools for organizing reflective
activities on five challenges
related to educational success
and schools-families-communities
partnerships
Recommendations on how to
promote educational success and
schools-families-communities
partnerships

5. Supporting
parenting
Learning Together
CommunicationVolunteering
Participating and
Collaborating with
the Community
What are the five policy challenges for educational success and schools-families-communities
partnerships?

6. Challenge1:
SupportingParenting

7. Definition:
• Assist families with parenting
skills, family support,
understanding child and
adolescent development, and
setting home conditions to
support learning at each age
and grade level.
• Assist schools in understanding
families' backgrounds, cultures,
and goals for children.
Expected results for children:
• Change of attitude towards
learning
• Being treated as competent,
responsible persons for their
own learning
• Increased well-being troughs a
whole child development
approach
• Positive personal qualities,
habits, beliefs, and values, as
taught by family
• Accepting parents, relatives,
community members and non-
teaching school staff as
learning facilitators.
Expected results for parents:
• Understanding of and
confidence about parenting
and child development, and
changes in home conditions (or
other related settings) for
learning as children proceed
through school.
• Holistic approach to the
development of their own
children
• Awareness of own and others'
challenges in parenting.
• Feeling of support from school
or other related settings,
community entities and other
parents.
• Awareness of their own skills
learnt through parenting.
Challenge1:
SupportingParenting

9. Definition:
• Involve families in their
children’s learning at home or
in other settings with special
focus on academic knowledge
building, including
homework, goal setting, and
other curriculum and leisure
time-related activities.
• Encourage teachers or other
related professionals as well
as parents to design learning
tasks that motivate the
learning of children and their
own.
Expected results for children:
• Gains in skills and abilities
linked to learning and
academic work.
• Positive attitude toward
learning and academic work.
• Self-concept of ability as
learner.
• Awareness of the aim and
process of learning, the child
and the parent as a learner
Expected results for parents:
• Know how to support, enjoy,
encourage, and help
children's learning.
• Understanding of the
curriculum in each subject.
• Appreciation and critical view
of teaching skills.

11. Definition:
• Two-way communication of
families (children and their
parents) and schools (or other
related settings) on programs
and learning progress. Create
two-way communication
channels between teachers (or
other related professionals),
children, parents and others
involved in education.
Expected results for children:
• Being treated as equal,
competent partners
• Awareness of their own
progress and the responsibility
for their own learning
• Better outcomes in the field of
academic progress as well as
skills development
• Higher self-esteem.
Expected results for parents:
• Understanding and having a
critical approach to school or
other related settings, programs
and policies.
• Monitoring and awareness of
child's progress.
• Responding effectively to
students' difficulties.
• Interactions with teachers and
ease of communication with
school and teachers

12. Challenge 4:
Volunteering

13. Definition:
•Improve recruitment, training,
activities, and schedules to involve
families and community members as
volunteers at school and school staff
in other locations. Enable different
educators to work together for and
with students and school.
Expected results for children:
•Skill in communicating with other
people regardless their age group.
•Increased development of skills –
both related to school education and
others that can only or better
developed informally and non-
formally.
•Awareness of the variety of skills,
talents, occupations, and
contributions of parent, peers and
other community members.
Expected results for parents:
•Awareness, acceptance and probably
validation of their various skills
•Understanding teachers’ or other
related professionals' job, increased
comfort in school and other
educational environments.
•Self-confidence about ability to
contribute to the work of schools and
other related settings and with
children or to take steps to improve
own education.
•Awareness of the importance o
families being welcome and valued at
school and in other related
community settings.
•Gains in specific skills of volunteer
work.
Challenge 4:
Volunteering

14. Challenge 5:
Participating and
Collaborating with the
Community

15. Definition:
• Improve recruitment, training,
activities, and schedules to
involve families and community
members as volunteers at school
and school staff in other
locations. Enable different
educators to work together for
and with students and school.
Expected results for children:
• Skill in communicating with other
people regardless their age
group.
• Increased development of skills –
both related to school education
and others that can only or better
developed informally and non-
formally.
• Awareness of the variety of skills,
talents, occupations, and
contributions of parent, peers
and other community members.
Expected results for parents:
• Awareness, acceptance and
probably validation of their
various skills
• Understanding teachers’ or other
related professionals' job,
increased comfort in school and
other educational environments.
• Self-confidence about ability to
contribute to the work of schools
and other related settings and
with children or to take steps to
improve own education.
• Awareness of the importance o
families being welcome and
valued at school and in other
related community settings.
• Gains in specific skills of volunteer
work.
Challenge 5:
Participating and Collaborating with the Community

16. What the
course aims
at?
1. To help parents reflect upon:
- Lifelong learning and a holistic approach to the well-being of their children
- Good practices to support children's development, competence building for educational success.
- State-of-the-art research results on educational success as a means to improve children's school
achievement and personal development, as well as school effectiveness.
2. To help parents check their own practice ideas about:
- Practical changes they can make to support their children's education, including school achievement
and personal development.
- How parents might support educational success by cooperating with their children's school, or in
other schools or across a school system.
3. To stimulate parents' attitudes and values on:
- How to create family and school cultures that value achievement, skills, diversity, and promote
fairness and lifelong learning.
- How in a particular context, educational success practices based on those attitudes and values can
be developed and supported.

17. For self-learning
For shared learning in a
virtual community through
dialogue with other
parents, community
members, and school staff.
How the
course might
be used?