Blog

Within the many collaborations built through KIDS4ALLL, the Levinsky-Wingate college in Tel Aviv has started a partnership with Hagalil school in Tel Aviv-Jaffa. In this article we talk about the project presentation day, dwelling on the teachers’ reactions and opinions about KIDS4ALLL activities. Enthusiasm and passion have driven this important occasion!

By Michal Meishar

Louisa from Germany shares her experiences teaching Hebrew as an additional language in Israel at the Levinsky-Wingate Academic Center and belongs to the educational team leading the KIDS4ALLL international project.

by Louisa Leuchtenberg

By Sotiris Petropoulos, Katerina Doundi and Asteris Huliaras

The European Commission recently decides to make 2023 the Year of Skills. The overall purpose is to support the full participation of citizens in the economic life of countries while countering all forms of discrimination (particularly those concerning women and young people).

KIDS4ALLL welcomes this initiative, being in full harmony with the European mainstream on skills, as it aims at implementing the 8 key skills for life long learning in different learning contexts, formal, non-formal and informal, with an approach that involves all the actors of the educational process.

In a globalized world, children are immersed in an intercultural reality, at school and outside of school. In order to relate successfully to diversity, cultural competence must be acquired and developed with a view to lifelong learning. In this process, teachers and educators play a key role. At the same time, they also need continuous learning to develop a global competence, so that it can be passed on to new generations. For this reason, training trainers is a key step in the process of acquiring cultural awareness, which fosters a more inclusive society and school.

by Stella Pinna Pintor, Tiziana Lorusso, Viviana Premazzi

Parental involvement in the education of their children among all sections of the population is of great importance in the professional literature, which shows that parents who maintained contact with the school were involved, volunteered, attended meetings with educators, assisted, or had a positive impact on the children's education. This involvement is especially important when it comes to children and adolescents from a low socioeconomic setting of a minority culture, in groups that are on the social fringes. For example, migrant parents lack the knowledge, skills, and social support to deal with the difficulties posed by the receiving society.

by Dolly Eliyahu-Levi & Michal Ganz-Meishar, Levinsky College of Education

Every child needs a family. Every child wants to feel safe. The assessment of the “best interests of the child” in refugee law obliges administrative authorities and the courts to focus on the specific needs of the child during the procedure for granting international protection.

by Anna Velikova, Denitsa Dimitrova, Janin Al-Shargabi, Sofia Yordanova-Rabacheva

Can you imagine how many hours a week a teacher spends on preparing lessons? The actual time depends on various factors, such as the amount of pre-existing materials, the level of the teacher’s experience, and the heterogeneity of the students’ group. In case the teacher has no significant experience and is without any pre-existing materials, planning a lesson can take as much as, or even more than the lesson lasts itself. Additionally, if there are disadvantaged students in the class, teachers might find themselves in a very difficult situation: how to handle diversity, group work and keep students engaged?

by Orsolya Szabó, Tarki Social Research Institute

Before addressing the common misconceptions on school segregation, we have to consider what exactly the term “disadvantaged” means in order to have a clearer understanding which group suffers from segregated education.

by Noémi Erdődi, Motivation Educational Association & Orsolya Szabó, Tarki Social Research Institute