Page 13 - IO1-Report

KA201 - Strategic Partnerships for School Education
The Universal Language of Mathematics (2018-1-TR01-KA201-059704)

Strengthening of the education and training
partnerships yes partly rather nono in future
The school has created a structure that supports parent
exchange (e.g., there is an "open offer" for a welcome to
immigrant families or a regular parent café).
There are opportunities for the parents to network
The existing multilingualism at the school is used (e.g. for
the development of an interpreter pool).
School life is supported by the work of volunteers.
Figure 7 example – checklist 1 (Teepe 2017, p. 7)

Networks outside the school system yes partly rather nono in future
There are contacts with migrant self-organizations.
There are contacts with psychosocial counseling centers for
migrants.

Contacts exist with supporting institutions and educational
facilities on site (e.g. district library, adult education center).
Contacts exist with other local cultural institutions (e.g.
sports clubs)
There are contact persons at the school psychological
counseling service.
Figure 8 example – checklist 2 (Teepe 2017, p.17)

According to the formal duties of schools, intercultural education and an integrated development is
meant to be anchored in the school program as an overall project. Moreover, checked within this
checklist system is the presence of multilingual signs on the schoolyard and if immigrant and refugee
primary school children and their parents are named permanent contact persons who coordinate the
processes of their school integration. If these statements can be checked, the education and training
partnerships are supported and strengthened. Basically, multilingualism is seen as potential and valued
among pupils, parents and colleagues. In addition, teachers are checked to be qualified for a distinct
subject. The list also checks if guardians are involved in their children’s school life and if contacts with
other local cultural institutions (e. g. sports clubs) exist. The overall result is the initiation and
advancement of a better course of education in the complex pedagogic system, and therefore an
improvement for all pupils, teachers and the teaching staff. In this way, the checklist suggests successful
ways of integration into schools and gives impulses for further development. On the basis of these
checklists, teachers and the teaching staff are called attention for a better, more successful and easier
integration into the school system.
Good Practice 2: Another programme named “Rucksack Schule” (backpack school) has been
developed in the north of Germany (Kommunales Integrationszentrum 2020). The program focusses on
the language education as well as the education of parents and offers a comprehensive concept of
practical and specific guidance, providing material in German and the respective native language to
support parents with migration background and their children. Backpack school is based on the linguistic
knowledge that a sufficient basis in the family languages is helpful for a good acquisition of the German
language. Therefore, primary school children from the 1st to the 4th grade are supported in their
language development in the languages they speak at home. The whole backpack consists firstly of
material for parents including exercise sheets for a family linguistic work at home in diverse languages
from Albanian to Turkish. In parallel, parental education is offered. The program sensitises mothers and
10