 So, hi and welcome to this webinar on the topic of teachers training and professional development on inclusive education. This is especially designed for teachers receiving refugee children and who are learning how to manage culturally diverse classrooms. So welcome all of you that are listening all over Europe. I can see in the list that we have guests from all over Europe. My name is Per Kornhull and I will be a host and moderator today. This webinar is organized by the European Toolkit for Schools as a part of our 2022 webinar series. It is hosted by the School Education Gateway. The European Toolkit for Schools and the School Education Gateway are initiatives from and funded by the European Commission. Both the Toolkit and the Gateway will soon be a part of what is to be called the European School Education Platform. So stay tuned for more information about that. Today's webinar will be four presentations. For short presentations, they will be divided into two sessions of two presentations each. And each such session will be followed by a brief panel discussion and a possibility for you to pose questions. So please use the chat function if you want to ask questions to any of the speakers or just please propose those questions in the chat. And during the discussions, I will pick them up during the sessions. The first session will give us an insight in some perspectives on what Sweden learned both from the Syria crisis and how one now established support for schools and teachers in the current refugee situation and what we possibly probably need to learn from this. And the first speaker that is with us is Monica Lindvall, who is a teacher and a teacher trainer that among other things is responsible for professional development initiatives, conferences, networks and such at the Swedish National Center for Swedish as a Second Language at Stockholm University. Welcome, Monica. The floor is yours for 15 minutes. Thank you very much, Per. I would like to start to share my pictures with you so that you can follow me when I'm talking. I work with the National Center for Swedish as a Second Language and I will briefly explain who we are and what we do. And you can see my email at the bottom. We are a National Center and we are commissioned by the Swedish government since 1997. We are located at Stockholm University, but as the title say, we work nationally, we work all over Sweden. We are a center, which means that we are a resource and development center in the area of Swedish as a Second Language and added to that also learning needs of multilingual students and we work with all ages from preschool to adult education. I think I could say that we are unique in Sweden when it comes to combined expertise within our area of responsibility, including all these levels from preschool to adult education. We are 17 working at the National Center and all staff at National Center have a teacher background and we also have a high knowledge of research within the area, especially Swedish and Scandinavian research, but we also try to have an overlook what's happening in the rest of the world. We are a center that support improved conditions for language learning and knowledge development in all subject. So ultimately it's a question about integration. I think I could say about multilingual pupils opportunities for further studies and an active participation in society and overall when they are in Sweden. If we look at the next picture, I will give you a brief, just just a very brief picture of Sweden as a country of immigration. There are a few facts in this picture. We are almost 10 million inhabitants in Sweden and of those 9.8 million 17% of foreign born. The biggest immigrant groups in Sweden are from, if we look back in history, since the 1950s and include everybody from there. It's Finland, Iraq, Syria, Serbia, Kosovo, Poland, Iran, Bosnia, Germany, Norway, Denmark, Turkey, Somalia, Afghanistan and Chile. And another number that's interesting to know is that 23% of all children in Sweden under the age of 18 are foreign born or with foreign born parents. So in Swedish schools we have 146 languages at the moment or language group, as we say. And now we also have a new group as we all have in Europe, a new group coming from Ukraine. So in the next picture you have a few figures, Paula, can you change my picture? A few figures about Ukraine and we are not sure about the figures in Sweden. We think that there are about 13,000 children, that means under 18, but they are not all registered, so there might be more. And those 13,000 very few are registered in Swedish schools and it has come to the knowledge that they continue in this Ukrainian school system. Quite a lot of them and they have teachers scattered all over Europe or left in Ukraine and they have online education with the teachers. What happened when the war started was that we had a very fast organization both on the national level and on the local level to receive the new migration from Ukraine. Because of the experience we had from 2015-16 in organizing for newly arrived and for organizing them to attend school as soon as possible. Many more came in 2015-16 than at the moment because of the Syria crisis and the war in Syria and we also had a lot of unoccupied children from Afghanistan. So the situation is quite different from them in many ways. But the organization for receiving them at school we had the experience of. So we were fast both on the national level with the National Agency for Education as the central administrative authority or the public school system. And also the National Center for Swedish as a second language. We have a lot of resources online that you can take part on films, text and also webinars that you can attend as a teacher and as a principal to talk about how to do things. Next picture will show you a bit about legislation and the Swedish school laws. We have since 2016 a legislation about newly arrived and this is just a shortcut from that. That was the first time in Sweden that we got a legislation to regulate education for newly arrived students in different ages. And the purpose of this legislation was to make sure that newly arrived students took part in regular education as soon as possible. And that is also what we have managed to do now according to the legislation. The legislation is also important to promote equality regarding reception and assessment of newly arrived students. And also to meet every pupil as an individual with different experience, different conditions and different needs. And this is the responsibility for all teachers in Swedish schools. I would like to explain to you about the situation where we have two Swedish subjects and in the next picture you will get that clarified a bit. Paula, are you with me? We have Swedish as L1 of course and then we have another Swedish subject Swedish as a second language. And the National Centre I'm working for is the National Centre of Swedish as a second language. So we have Swedish as L1 and Swedish as L2. We call it SSL to make it a bit shorter. This was introduced in 1995 that we should have two Swedish subjects. And the Education Act states that pupils that have another mother tongue than Swedish and who needs is the expression in the legislation. Who needs Swedish as a second language should be able to have that in Swedish schools. So SSL replaces Swedish as a first language on a weekly schedule for these students at school. SSL has similar achievement goals and proficiency requirements as Swedish as a first language. And it renders SSW subject eligibility for studies on the next level of the school system secondary school and also going to university in Sweden. So it's two subjects that are equivalent. SSL holds a place in the national curriculum and has its own syllabus and with explicit goals and knowledge. So if you arrive from Ukraine now you will have SSL and you will go to an introduction class on different levels depending on your age. You're also entitled to mother tongue tuition and study guidance in the mother tongue. This is the law since 1996. But as you can imagine we have a great problem finding mother tongue teachers and study guidance teachers in Ukraine at the moment. So there is a great shortage. We try to find them online or in many other ways but so far there's still a great shortage. This goes to the next bit and if you arrive you should learn, oh please stay at the other picture please. If you arrive to Swedish school you learn Swedish of course as a newly arrived as a beginner but at the same time you also learn in Swedish. So L2 teachers, SSL teachers but all other teachers as I mentioned before are responsible for the language and learning in Swedish schools. And that takes us to something called CLIA, CLEA and I will explain in the next picture what that is. That's something I've been working with and my colleagues has been working with a lot since 2015-16 when we had the problems in Syria and the unaccompanied children from Afghanistan. CLIA stands for content and language integrated approach or you could say content and language integrated teaching and learning if you want to. And I will read from this picture. Teaching in various subjects cannot be postponed until the student has a perfect command of the Swedish language. Parallel learning of Swedish and of other subjects is needed to enhance the learning of all subjects including Swedish. Teachers should support each student in developing language proficiency in every subject. So that means that for example a chemistry teacher teaches chemistry of course but also make the students aware of this subject vocabulary and for example how to write a lab report and how to read a chemistry book. What's typical for the text in the chemistry book. So it's a lot of scaffolding, language scaffolding in each subject. So teachers in all subjects need basic understanding on how learning takes place from a second language acquisition perspective and content and language integrated approach CLIA. To study teaching must be embraced by all teachers regardless of the subject so that the students are offered opportunities to develop the knowledge of the language side by side with all the subjects they are entitled to study. When I work with teachers as you will see in the next picture we have been doing that since 2015 a lot we go to different regions in Sweden to develop together with the teachers and the school leaders how to work with CLIA. Then how to make it able for multilingual students to learn Swedish and to learn in Swedish at the same time. The schools have to develop a lot in the different regions because we focus on language across the curriculum and we try to make for all teachers the subject knowledge accessible and we have a high challenge for subject teachers to do this. We always work with a whole school approach from preschool to education so that the students when they go from one level in the Swedish school to another can recognize how teaching is done and they will get the same scaffolding. And it shouldn't matter what age there are one what level they are on. We work with combined initiatives at several levels so that a region and the schools in that region get a sustainable school development that comes to the students. We have a tailored in-service training so a region with their schools can come and say we need this but we also collect a lot of facts that we analyzed about the situation and about the needs and then we tailor it. So it's always different in different regions depending what students they have what age is what languages and the language background and the students background when it comes to education of course. We work with and make informed pedagogical choices we are evidence based and they work with evidence based instructions. And we are focused a lot about the teacher agency so that the teachers can develop from their individual but it's a professional learning for a group of teachers or a school with all the teachers. We give them a lot of input they do a lot of observation how is the teaching now what are we going to change and they follow that up and do more observation to see the changes and to see if learning for the multilingual students are getting better. They share a lot of new experience they have a lot of meetings where they talk to each other and learn from each other so it's a lot of learning from each other and the principles the school leaders take part in this. I would like to finish with a quote if we go to the next picture that summons up what I talked about. It comes from the Swedish school inspectorate and the national agency for education who did quite a large research on you arrive students and students with another month another mother tongue than Swedish a few years ago and this research can be summarized like this. And also the way we work can be summarized like this. It is the necessity for the entire staff body to share the responsibility for the learning and well being on newly arrived student. The general approach that these students are the concern of the whole school is seen as a foundation for success. Another important factor is that the pupils is met with high expectations in all subjects. And with those words I say thank you. Thank you Monica for this. We will continue directly to to Gunilla, our other speaker from Sweden and come remember to write down your questions in the chat and I will pick them up so. Welcome Gunilla you are associate professor in education and senior lecturer in education and special education at Uppsala University in Sweden. Please you sound yourself. We never learn do we. Sorry I was so into getting my presentation ready. Thank you. And thank you very much for inviting me to this webinar and to this very interesting and important topic. And I will kind of continue where Monica stopped because I will talk a little bit more about research and also a few of the research projects going into this area and how we've researched within the school and. Research areas where we have little knowledge at least in Sweden. So. Sorry. Let's see. Sorry. Now. So the topics or the themes of my presentation as it was written in the. In the invitation was consequences for teachers teachers training and professional development for multicultural classrooms. So that's the themes of my slides and I will also say a little bit of statistics just to contextualize the the situation in Sweden. And after that I will give a few information a few slides about two research projects especially this one about multicultural. Research project in within a municipality with schools and classrooms so that's my main focus during these 15 minutes. And then also a little bit about how to connect this to close my area about special support and inclusion of course because we know very little about how to handle. Pupils with immigrant background and especially newly arrived immigrant pupils that also have some kind of difficulties or meet difficulties in school. So we've done a small smaller research project about that and we we want to continue with that kind of work later on. It's very little researched and then I will finish with three recommendations or maybe wishes how to move forward towards a more inclusive school system for all learners. And a little bit about some some references that you can continue to read my work in this area. So some statistics just to to frame this presentation. So Monica talked about this huge wave in 2014 and onwards that we encountered in Sweden. And because of that as Monica also said we might be a little bit more prepared for the Ukrainian pupils that are coming to Sweden. And this time when when we had this wave of recently arrived immigrant pupils in 2014 it was very it became it came very fast. And we were not really prepared and maybe the same for other countries in Europe. And as you see 50% in it recently arrived immigrant pupils increased with about 50% in Swedish schools during this time of in during this time because we've we've had multicultural schools already before that. But this was it went very fast and many so many many municipals and schools needed to adapt their organization education and teaching to new conditions in a very short amount of time. So in the municipality that I will tell you about in a little moment they had like they had to transport barracks like you know like square houses just to move pupils into at the street because they didn't have anywhere else to put them when they came so fast into the municipality. So it was very hectic for some municipalities not all municipalities took that many refugees but some did. And right now after this wave we know that study guidance in the mother tongue is the most common form of special support in comprehensive schools. So this is something that we really really need to address. And I could go into this with study guidance in the mother tongue everyone is entitled to that. But then if it endures in a longer period of time it becomes a special support. And as you see that's the most common special support in Swedish compulsory schools. And also another important and urgent task is to to increase the eligibility for recently arrived pupils to be able to go forward in the school system. And because a smaller proportion of recently arrived pupils were eligible for national program in upper secondary school than their peers in this year of 2019 and 2020. So about 29 percent of the pupils were eligible for the recently arrived pupils and at 85 percent of other pupils coming into the research project that we did. We me and my colleague Monica Vinterieck professor at Dalana University and me were fortunate to get funded for a research project in a municipality in Sweden that was just in during this time period. So we had we were fortunate enough to have that so we could really go into researching and studying what was going on in this municipality. Because as the first pointer says little is known in Sweden how municipalities schools and teachers deal with possibilities and challenges in a multicultural everyday context. What is going on in municipalities and in schools. So we researched both school administrators and politicians in this municipality how they dealt with it. And also head teachers and teachers of course so our main focus was a school where 90 80 percent of the pupils were with foreign background both before and and recently arrived. So they had a really multicultural school at this place where we were able to study this. So what we did during these four years we were out in the schools. We observed we had lots and lots of teacher discussions and they also observed each others. They read books about this and so on and so forth. And we also visited the Lampton schools in London where they have successfully worked with multicultural schools to get inspired at this school. And when we talked about how to present this about what happens in this school the head teacher said how can you ever tell anyone how can you explain the this context and what's going on in this school. And the teacher said this is nothing we learn at our university and we're not prepared for this when we come out. So the teachers at this school they they needed to learn and also the head teacher told us several times that he and she they needed to learn by themselves from practice. From each other. So new teachers learned from more experienced teachers. So they were they were self didactic out of the didactic you can almost say because in Swedish universities we weren't either prepared there to handle this. So we usually we I usually say that we we teach our teacher students for for some one kind of school but not for this kind of school. So we are we are a little bit behind in the teacher colleges for this. And also what we we saw in this school was that the teachers were knowledgeable but they weren't they didn't recognize their own knowledge and they couldn't verbalize it. So it was like tossing knowledge and they they just did. We have them to see the fantastic job they did at this school. But they also talked about many many challenges and they felt insufficient and they were constantly new situations that they had to deal with that arose in with conflicts or different languages and so on. And this is a very important point for me as as working with challenges and inclusion and inclusive education and so on. They expressed that they had little or no backing from support staff either in outside of school or within school like special educators and so on. So they they didn't have much support from the support staff that you could expect probably as I will tell you later because the support staff very often they don't have this knowledge either. But just as a point they had teacher and most of the teachers still stated that they like the working at this school. So even with all these challenges there was there was also a lot of possibilities and and feeling like you did something you made a difference. But then some voices just to show the difficulties arising like a teacher said when we talked about that they had children with trauma these were the school with children between six and 13 years old. So the teacher says you don't you don't do not get to know how to work with a person who has trauma. No I did nothing or there is nothing I can do. So even if if I mean they knew they shouldn't work with them with the psychological part they should work with teaching but still they didn't know how to teach. They didn't they had no training and that and they had no support and another teacher said he had these because I talked to the special educator it is an adoption disorder. Was it called and what would and that would pass in three months. So they are like without any they have no no tools to work with this with through education and that's severe I think. And then the head teacher said there are a lot of conflicts between groups in the school. But when you read about the world and the world situation and so on. That's right I think I can recognize that and what I know is going on in the world so I can see that in my own school. So that's why I wrote this where the world moves into the everyday classroom. They have that the world in there. So because it was hard to capture this we've written a book that actually was printed yesterday. So it's finalized. It's in Swedish. However it the idea is to help teachers and teacher students to be more prepared for the. The you say the practice that they might encounter when they come out because they have very little of that experience when they are as teacher students. So I could tell you more about that but I won't because I will just take two slides more and then I will finish. So we'll see maybe I can answer a couple of questions if you have about that. As I told you I we've also done a study me and a doctoral student and a colleague about about special educators and their role in this. And it very little is known about the work of special educators related to this newly arrived students and newly arrived immigrant pupils with special support. And this is a result from a questionnaire with special educators 493. And what we see is that they they don't work specifically with the students and they have a rather categorical view the reasons to school difficulties for these pupils are often they say individual shortcomings. So it's like they they don't have the experience or the knowledge how to work with this so it becomes the students own problem. And that's not what they usually say with other difficulties that they encounter. So this this becomes different with this pupil group. So and they also say that the class and subject teachers and mother tongue teachers that don't have any formal education at all. They might not even have an education are the ones that are providing the most support for recently arrived immigrant pupils with difficulties then in some in some way. So this is my final my final slide. And then I these are my three wishes or my recommendations within much more research about teaching and education within classrooms and schools to know more about what's going on there. And we need more knowledge for all all groups in the community. And of like this webinar we need both more recognition of the both both possibilities and challenges and we need to discuss it and make it open. What is going on and how can we work with this because otherwise the this can can be a part of school and schooling that we won't talk about and that they get double be loses once again. So that's what I had. Thank you very much. There's a lot of thoughts in my mind but I thought I would first leave the floor to to to Rosa we have one of our next speakers is Rosa Professor Rosa. I lost your last name sorry about that Rodriguez is greater from Spain I thought what do you think when you hear this, the presentations from Sweden. Yeah, thank you very much. Good afternoon. Good evening to all. Well, I think that we share a lot of similarities a lot of common challenges. And I have a couple of questions for my colleagues. The first one for Monica. I first congratulate you for your presentation and my question is what do you do with the teachers or the students teachers to prepare them to work from the clear click approach. That is the awareness that at school everyone is responsible for children learning. Sweden Swedish as a second language and not just the responsibility of the language teach teacher of the special teacher and so on. And for Gunilla also I congratulate you for their presentation. I think we share a lot of common interests again. And my question is, what do you suggest to have this community approach in dealing with this and not dealing with immigrant background children as sort of special children. But perhaps promoting good pedagogy and good teaching from an inclusive perspective to all that you will also profit. Of course, immigrant with the children with immigrant background will profit as well. Your wishes into action plan so to say. Thank you. Thank you. Should you start Monica with your question. Oh, the sound there now you can hear me. Thank you very much Rosa for your question. I don't work with I don't teach teachers to be. I work with teachers in different parts of Sweden in regions or in municipalities. Some of them have been teachers for a long time and some of them are quite new. And as I said before, we really try to to make them look into the needs of the students to make a local analyze in each school and in each subject. What do the students need to be able to study and the best way in their new language. And then they have to talk about this. Sometimes they work together the teachers that have the same subjects, and we also divide that so they get more information but also get more inspired by teachers in different subjects. And then they decide on what to focus on what to start with. Is it interaction in the classroom is it to scaffold reading or is it to scaffold writing or what is what is the most important to start with and different teachers can start in groups can start to work with different aims of course. And it is a challenge for subject teachers to do this, especially maybe if you work with subjects where you do a lot of things like art and music and subjects like that, or sports. But we have a curriculum in Sweden where you have to read and write even in those subjects. So reading and writing and interaction comes into these subjects as well. So that's my job. That's my challenge to try to get them interested and to find perspectives that they can work with. And the methods I use are for all teachers, but what they use using the methods are different, of course, and also how to start and how to to move within the subjects with the methods they use is different depending on what subjects they teach. But we see a lot of cooperation teachers learn a lot from each other. We train them a lot to talk to each other and experience what they have done in the classroom. And as we all know what you learn those from is your failures, not your successes. So share your failures and go from that and try to improve and adapt so it becomes better next time you try to do this. That was a long question, Rosa. But I hope you understand how we work to involve all teachers in this very inspiring work, but also sometimes very hard work, of course. Yes. And now for Gunilla. Yes, I think it's a very relevant question, Rosa, and that we struggled a little bit with that when we did my PhD student did this, because should we make it different groups? What are we creating then, like categorization? And again, we need to acknowledge this area, but I know that we will talk to a lot of the head teachers and teachers about the book, and we've decided to use the title and talk about equality enough instead, equality for all, equality for all. And then in a changed landscape, school landscape. So be more, because I also listened to the webinar last week, and I think the person from Spain, I don't know, a male, I don't remember his name, and made a very good point out of that. And that we should really think about the diversity in itself and discuss that. So I agree with you, it's like a challenge to do this in a way that we really acknowledge what's going on, but still think that they are unique and we need to address the diversity. Could we have a very, very short answer to one question in the chat before we leave over to Rosa? The question is, do the arrival of new pupils into classes represent a break in the acquisition of knowledge of the Swedish students of that class? So is there any detrimental effect of receiving immigrant students in a classroom? It's a very short answer for Gunilla and Monica, maybe Monica? Well, I can only see positive. It's positive for people from all over the world to meet, and it's always positive to have new students in the class. And if you are well prepared, it should always work, and it should not be a break for anyone, but it should just be something that adds something to the class or to the group. We have a multilingual schools in Sweden, and we have a lot of multilingual classrooms, and we are a multilingual world, I think, so it's just positive that we can accept immigrants, say that they are welcome and make them feel welcome and have the best resources for them. Thank you. I think we will come back to that perspective when we talk about the deficits, the deficit perspective that we often use on immigrants or newly arrived persons. I would say that this has been very interesting perspectives, because in some way, Monica, you are sitting central and you're looking through your looking glass out in the world. But Gunilla has been, on the other hand, researching the teachers, and you can see there is a kind of a mismatch between the descriptions that you give that is very interesting. And with that, I mean, I think that many teachers that Gunilla has met would have liked to meet you, Monica, if you get my point there. We'll come back to that. We'll have to leave it at that, because we need to give the floor to Rosa. We could talk about this so long, but we have to move on. I'm sorry about that. So Rosa, please, it's your time to present. Thank you very much. Thank you very much and good evening or good afternoon to all of you. Thank you for having me here. I will share my presentation and I will be sharing with you the results and the work we have been doing in a K201 Erasmus Plus project titled Promoting Inclusion to Combat Early School Living. This is a strategic partnership for a school education. However, interestingly enough for me, at least as a coordinator of this PISA project, we have here a community of practice, because not only we are from nine different sort of partners, but also coming from seven different countries. And it's interesting for me, these nine partners are not only school teachers and practitioners, but we have been working together as well. Researchers, teachers, university teachers and two transnational centers working one with migrant education and the other one is a professional association. You might know it, IAIE, International Association for School Education. So working together, people interested in schools, in education, in combating early school living, but from different approaches. And as I said, to me as a coordinator, it's been very challenging, but I really believe in these sort of partnerships where we come together and do things together. The rationale of the project is of course to meet this concern of the increasing numbers of dropouts in Europe that bring a lot of challenges for not only teachers, but also researchers, parents, principals, headmasters and so on and so forth. And this is the reality that unfortunately, at least in some countries, of course, more than others, and Spain is one of the European countries with the highest percentage of dropouts kids. We come together and we analyze, reflect and do something from the school perspective because there is a lot of research from a sociological perspective and from an anthropological perspective as well to understand why this is a reality. But we have been working on good practices or inspiring practices. The question behind the project has been how to make possible success for all and how to learn or what can we learn from good practices or inspiring practices. Practices that has been already are being already implemented in schools, which are sometimes in a very deep, private areas, zones, but they get the best of the students for the students. So success for all is the big aim of the project as I was saying earlier from an inclusive perspective. Of course, we know sociologically that there are some students like the ones having a migrant background that are among the highest percentage of dropouts. But also there are other national and local students who are not able to succeed in schools as well. So we look forward to success for all. Therefore, the concern is inclusion and the concern is also how to contribute to the betterment of inclusive, multicultural or intercultural training of teachers. And the building up of multicultural and intercultural schools, meaning schools who know how to go about with working with diverse children and not having these false ideas that we have a standardized sort of children with a standardized only one language or one cultural, religious or any sort of background. So we have to address the success of all sort of children, especially those who are more at risk of being excluded. Therefore, in line with this, the specific goals of a piece of this project has been to first identify European good practices. We do not need to invent the wheel. The wheel already exists. And as I said, there are teachers and schools who are doing well in working from an inclusive intercultural perspective. Second, we have validated a system of indicators to identify good practices or inspiring practices. So what are the common items that we should bear in mind? And of course, from research, we also knew a lot of these already. But we discussed with teachers and together we came up with this set of indicators to identify good practices in prevention of a school living. And finally, we designed a course, a training plan for teachers to be more prepared to face these challenges that we have been talking about in the previous presentations as well. Because as I said, there are very common sort of challenges. So as a result of the project, we have come out with two main intellectual outputs. I believe this presentation would be shared with all of you. And you can unload and consult these two products in our website, which would be at the end of my presentation. And you would have these links. The first one is this identification of good practices. We call it toolkit for teachers on inspiring practices and the set of indicators to also use it in a reflective manner to reflect on your own practices. I would say this is perhaps the main contribution of the first intellectual output. And the second one is a course. It's a course with a set of units. And I will be talking more about this course, which are the units and how we have sort of thought of these units from a didactic point of view. In the project, we have had two main activities. Therefore, one has been a blended learning activity where Jose has participated. So it's this course that we designed was tested in a way that teachers in practice and also in-service teachers and pre-service teachers did the online part of the course. And later we had a meeting in Prague in December 2021 to test and to share about the usefulness of these units. And the second, talking more about this learning activity, which is also part at the end of the course, we thought of five units, like, sorry, four units finally. Four main topics that teachers should be very clear in mind. The one is about inclusive schools. We have been talking about inclusion, I think, till now. What does it mean inclusive schools? How to build inclusive schools? How to change the culture of schools and the curriculum of schools and the methodologies of schools that we build inclusive, more inclusive schools. The second one, moving away from deficit perspective, I think this is a key unit in the teaching of teachers. The understanding that having certain sort of students in our classrooms will lower the standards or will damage the acquisition of competencies to other children. And the third unit is about working with the communities, working with parents, and working also with some living forces that might be in the territory where schools are placed in, like NGOs, municipalities, and working from the perspective of fans of knowledge. And the fourth unit is about methodologies, innovative methodologies that can be very varied, like service learning, problem-based learning, et cetera. There are hundreds of active methodologies, but without the understanding of the other three modules or units might not be just only about methodologies. In each of these units, there is always a sequence. In the course, you find a reflective moment, some materials in maybe webs, videos, articles, tutorials, et cetera. The second is a reflective moment, an activity to do something like sort of an assignment that already invite teachers to do little experiments or little practices in their own classrooms. And the third one is sharing, sharing with others because we believe that we learn learning is a social activity. Always you find these three steps in each of the four units. This is how the course looks like. It's a conventional model course with different units in the different languages of the project, English, Spanish, Croatian, Italian, et cetera. And the second activity is going to take place in the month of June, on the next month, the second of June. You are invited for this activity because it will be on streaming, and it will be the multiplier event where we will be sharing a little bit more in depth about the results of the project and about these two outputs or two materials that I have presented very shortly and briefly just now. It will be in instabil, but it will be on streaming, so you can have more information about these materials and the multiplier event in the project web, PISELs, the link you find there, and you can always contact me for further information and interest in what we have done. Thank you very much for your attention and congratulations to all of you to be here on a Friday after a long week interested on our work and reflecting together on how to better education and educational systems. Thank you, thank you very much, Professor. It was also very inspiring and interesting to listen to. We will go directly now to the last speaker, who is a person who is actually teaching on the floor in a school, in Sevilla, in Spain. I hope you are there, Jose. Yeah, hello. Yeah, thank you. Good to see you. I couldn't see you, so I was just, you know, I'm afraid you weren't there. But you are your teacher at the Malala School in Sevilla, Spain, right? Yeah. Please take the floor. Well, first of all, I would like to thank you for having me and then I would like to say that this is my first presentation, my first webinar, so I hope to do it well. And, well, I will share the presentation, but I will focus on the last part, which is like the practice, the teaching practice. Okay, I will explain a little bit what Rosa has already spoken about and it's like the pencils like project, but I will focus, as I said, and the way that we have taken this to the classroom. Okay, as Rosa said, the project is called Promoting the Inflation to Combat Early School Living. And, well, the Early School Living, and it's, you know, like it's known as an irregular attendance or repeated absences and the Justified Education Center. Minors of compulsory schooling age reading, but it's like, and this is like the problem that we can have. And as Rosa said as well, Spain is one of the countries that have more impact of this problem in the schools. Here you can see like the number of the, sorry, the number of the early school livings, leavers, like related to the European Union. And if we have to combat it, and we found that the inflation can be like one of the most important things to work on. And then this, these four factors can be some of the causes that we can combat. And one of them is the importance of the family atmosphere. For example, in my school, the Malala School, which is located in Maydena del Aljarafe, Seville. And the families have a very important role in the educative aspect, you know, like they really are invited to almost every aspect. And even, you know, like COVID situation has had an impact in our, in every schools, actually, and actually in the society. But it's like, we are opening the school again, and I think that this is very important. Then the space of study that they had, like, you know, like some of them don't have some children, some people don't have a very, you know, like appropriate. Place and space to, to, to develop their capacities. And this is a very important point. Then one of the most important point for, for me, as the bullying that we have to take into account that we will, and we will see later that it's something that we worked as well in the, in the formation of the, of the course that that Rosa has explained. And then the attention, the attention in the school that I don't know how is that one of the, of the people who one of the persons, the people who, who was like attending the webinar has asked something about the amount of children that we have in the classrooms. In Spain, the average number is 25. So sometimes this is a very, like a very hard problem to solve, because the attention in the school is very related to this. Well, we're, we're moving to the online formation that we had in PISELs, in PISELs project, and the units that we worked on, which are attention to diversity in educative centers, walking away from the deficit perspective in clashing against exclusion, and then innovative methodologies focused on the potential bullying and early school living. Well, we worked on these aspects and the way that Rosa explained with, divided into the three parts, which were the, you know, like the theory, let's say, preparation, reflective, and then we moved to the second part, which was like, during an activity, like a little project, something like a work. And then the third part, which I think that it may be the richest part is the, the sharing of the perspectives and sharing opinions, because when you are sharing your experiences and your tasks and the way that you see education is a very good tool to, to learn. And then we moved, we went, we traveled to a port, and we had like four stages in general, which were those, these ones that you can see in the presentation. And the, as I said, for me, the stage three was the richest one as well, because when you discuss, as I said, and you see the reality of Italy, for example, or Croatia, which I don't know, but Italy maybe is closer. To our culture in Spain, but Croatia is, I don't know, like you can see the differences, but the similarities as well. One of them, the most important or, or like one of their reflections that I really highlighted was that actually you, you could see that the most of us have the same problems, even when the cultures are so different. So this is, I think, one of the most important points that get us, you know, like involved in this kind of formations, where we have here like a little comparison that I'm not going to focus on this. And then, and now what about my school, and my school is located in a good social cultural area. It has around 600 pupils. And as I said, families collaborate with the school a lot. It's located, as I said, in Medellin-Grafen, Seville, on the south of Spain. Despite of the comfortable situation we live, we need it to fight this problematic. So to, you know, like to combat early school living, but actually to highlight and to give importance to the inclusion, we used service learning. This is the most important point and this is when we're sorry, I'm going to, to stop a little bit and, you know, to, to, to be more specific because for us for our, for our environment, service learning is very important. We found that this methodology help pupils develop several capacities. But it's like, it is very important for them to feel that they are really involved in the teaching learning process. So, and I will show you then as Rosa said, the presentation will be uploaded, I think, and you can see the video, like, which says something like learning, emotional and kindness and service learning. You can see like one project that my school developed and carried out and you can see like the different projects that we worked on and the impact that it had impacted that the project had in the, in the closest society that we live with. Then you can see as well the two of the activities related to the projects that the school developed and carried out. One of them is the COVID explained to people with special needs. Like, you can see a little bit here, maybe you're, you're not going to listen to it because you're not going to understand it, I think, but it's like you can see a little bit. As you can see, some of the activities are more like, more focused on the sharing, you know, like the information and to make people conscious about the problem. Like the impact is in, like it has an indirect impact, let's say, but some of them like this one, which is collecting used oil. Pupils got in charge in like COVID, but in the, I don't know how to say confinement in English now, sorry, I forgot, but it's like when we were in our, in our houses, we, the pupils just carried out this activity to get the oil, like the used oil and to give it a second chance, let's say. So yeah, you can like, you can go into it when you have the presentation. And then here you can see, you can barely see the projects that we are developing now. And each, now we are changing it a little bit. Here it is divided into the years, but now we're doing it like two by two. Or, you know, like the groups, first and second are together and third and fourth, five, fifth and sixth, and these three, which are the kindergarten. And then it's like recognizing the effort, which is very important as well for us, like, because service learning has different stages. And one of them, the last one is a celebration. And then like recognizing the effort is very important for them to make them participating, like really participating in the teaching learning process as the main characters. And then that's all. I don't know if you have any question that I can, I can answer you and, well, as I said, thank you. Thank you very much. This is interesting. I mean, you said you've never done it, but it was like you've never done anything else. Thank you. Congratulations to that. That's very good. I have a question, like before we get into details, I have a question for you. That is, what has been, what has kind of how I have, how have you and your colleagues benefited from the project and what kind of role do you see for these kind of projects and for webinars like the one that you're in now. I mean, I have reflections on that. You know, I don't know how to show it to, to all of you the, you know, the benefits that this kind of teaching learning process has in the, you know, like the way that you can see the education. I don't know. Well, it's something that it's very important when you are a teacher here in the public education in Spain, you are moving. Like you are knowing a lot of schools until you get your school. So it's like, this is even richer, or even better, because when I arrived to this school. I've lived before, like, let's say different methodologies in schools. And when I came here, you see that pupils are very active. Like pupils, sorry, are very confident. And they are very polite as well. And this, the last one that I mentioned, it's very important because I think that sometimes I saw another question before, which said something like, do you, do you think that the, the arrive, like the Ukraine people arriving, you know, the new people arriving and can be like, maybe, like a bad thing for the, I don't know, I'm trying to remember it, like a bad thing for the Swedish pupils. And it's like, because of the contents, you know, like sometimes teachers are all the time thinking of the knowledge and like, if, if education is the trivial game, you know, like the trivial. And it's like, this is not about education, education is a lot of more, you know, like we are building citizens, we are not building machines, you know, like you, you have Google, you already have Google, you don't need to know. This is my opinion, obviously, like you don't need to know what's the highest mountain of America to be like a good citizen. You need to have the tools to help people to communicate with others to be part of a community. And maybe this is the most important thing for me that that's why I'm here. You know, I don't know if I answered your question. I did in many ways, and you lifted and you're also touching up on the on the question that I like to ask both you and Rosa, because you both mentioned in your presentation, this deficit perspective that we often have on on on you are newly arrived, we have them in our societies, but we also have it in our schools. So please, if you could both maybe Rosa could start and we come back to you as a or and also of Monica, if you're still with us. Maybe we should start with Monica because you're still with us. Do you have any idea around that? Well, we talk a lot about the deficit perspective, but every student and no matter if you're multilingual or whatever should be met by high expectation in school and should be met by high expectation perspective by all teachers. And maybe when it comes to to newly arrived children, that's even more important, because they, they face so many difficulties in being in a new country with a new culture being in a new school with a new school culture. So high expectations is very important. I think maybe a lot of you have seen this picture that we use sometimes with the little cat looking into a mirror and what the cat sees in the mirror is a big lion. And I think that's a very good picture that shows the high expectations and how we should regard newly arrived students when we talk to them and when we teach them and whenever we try to include them in in our school systems. So I have to say goodbye. I'm unfortunately so I will try to listen to you to the rest of you. And Rosa, back to you about deficits perspective deficit perspective. Yeah, well, more than about deficit perspective in negative, of course, deficit. I would like to talk in a positive terms. And I think there is a whole strand of literature on fans of knowledge. And I would invite all the listeners here to just Google fans of knowledge and learn about this very revealing experience in the in the border of Mexico with with the states, which is basically recognizing that every child and their families are fans of knowledge. So it's perhaps in the line that Jose was trying to to share with us. What is knowledge? Knowledge is not only that thing that are on books, but knowledge is also experiential knowledge that immigrant background children and their families got a lot. Knowledge is about having competencies in different languages. Even if for us, their languages are not the main strand, the mainstream languages. So it's basically changing our, our mindset and looking at the children. Any any child and their families as potential careers of other knowledge that also need to be integrated in in the standardized curriculum. So I would just more than insist on the negative impact of having negative perspective or deficit perspective. Finding more about these fans of knowledge, positive recognition of diversity and different backgrounds in terms of language or religion or geographical place where they come from. So there is so much to learn from them and from where they come, rather than just thinking that they rest, they have value in what they already contribute and have in their in themselves, their vital experiences as well. And that is also from society perspective extremely important because, I mean, when people come to our countries with with that kind of knowledge with knowledge of other languages, knowledge of other cultures, knowledge of other nations, that is actually something that our societies can, can if I would be really, really, you know, what could you say, capitalistic about it. It's something that we can make money out of. It's something that we can make our countries richer of, both in terms of culture, like we can see in Sweden that many foreign born or foreign with parents from the foreign countries. They are now very, very interesting authors in Swedish in Sweden because they have a broader linguistic palettes than others. But they can also establish, you know, business relations with countries with knowledge, with that language knowledge. So there is a richness that we have to be. It's not a deficit. I mean, it's a richness is another knowledge. And we need to, you know, to make sure that we use that also in schools. But back to you Jose, what's your perspective on. Well, look, my, like the project that we are, you know, like developing in my year, I'm a teacher as well, and I'm teaching second primary, you know, second primary, which children are seven or eight years old. The project is called an uncertain trip. I don't know if I said it properly in English, but we are, we are working on refugees and we are working on immigrants as well. And, you know, like then specifically for them, when, you know, they, they are not like they have not, they don't have sorry, like a good perspective of this kind of things. But it is very, you know, it's surprising when you see them building the empathy and developing some as Rosa said, you know, like their backs are full of tools. And I'm sure that my class, for example, is totally prepared to receive a new Ukrainian Ukrainian boy or girl, you know, like because they we worked before we worked in advance. And I think that this is very important. We don't, sometimes we don't prepare them to be like normal citizens, we prepare them to be good people to remember good people to write good people to, to, to read, but sometimes it's like, okay, what do you really need in your daily life? You know, but I would like to highlight her, if you allow me, the important, the importance of the resources as well, because in Spain sometimes, as I said, I don't want to be like negative, but sometimes we need more resources, especially personal resources in schools, because otherwise, it's very frustrating for teachers when you have like a lot of job to do. And you don't, you know, you can't give them the quality of the education that they deserve. I think what the concerns that you raised is very, I mean, one thing is that you say that you don't have the resources and I would struggle to find teachers that are around Europe that actually says we got all the resources we need. But what I mainly take out also from your point of view, saying that I think it's really, really important is that you as an educator in Spain, just like Monika and Gunilla also gave some kind of examples of, especially Gunilla, of the attitude of the educators all over Europe that you have this, this central ethical dimension that you want to give every kid as good and upbringing as good an environment as you ever could. And that is not only in knowledge, as you said, it's also about how to relate, how to build relations, how to be democratic in your attitudes in the daily life and so on and so forth. There is a strong, strong, I mean, common ethics among educators all over Europe to do the best they ever can to give all children in their classroom best ever, you know, experience of schools. And that I think is a very, very strong and important and a common denominator. We can see that we in the north and the south, we have the same, you know, we have the same things to struggle with but we also have the same passion. I mean, the same passion for teaching and for children, I guess. Isn't that so? And I think that is also something you learn when you meet people in other schools in other countries. You can see that they are culturally different but there are values that we share. That is my experience at last, at least. So Rosa, do you have any final comment before we close? Yeah, I just noted a couple of things on the chat to move on from the deficit perspective to the benefit perspective. We all benefit when we move and we live on diversity communities either at schools or in general in society. And the second is about remembering Freire. We are in the anniversary of Freire remembering this attitude of understanding, more than this understanding of teaching as a political task. And where we are obliged to proportionate or to give all students the best quality and inclusive education that we can, trying to combine excellent education or quality education or teaching with inclusive teaching, is not excluding that quality education is only education where, for example, bilingual is only about English. Bilingualism is also about children who speak other languages who are not considered in the mainstream of languages as important but they are because every and each language is a heritage comprises understanding of life and society and so on. So, yeah, it's a political issue and an ethical issue as well. This duty that we do have to strive to provide quality and inclusive education to all children. Of course, migrant background children, but I think we all other children will benefit from whatever we provide to migrant students as well. That would be my conviction and my conviction. Thank you very, very much. And I think that this is very central democratic values. I mean, you said you're political, but it's a very, very broad democratic perspective. I like the term the moral imperative. They use that in Canada for school reforms that actually we have a moral imperative. We need to build our schools inclusive. We need to make give us a democratic imperative that we give ever kid as good school background upbringing that we as we can our common common children. And it's also I think central for the European values, democracy values in the European Union. With that we have to wrap up the summit this webinar. And I want to say thank you so much to all that participated all you listened and to all our presenters. Also to the people who made this possible in the background such as Iris dear from the Commission, our friends at the toolkit and Paul and Elena from the European School of it. Especially the importance of recognizing the wealth of, of knowledge and resources that that people that we think are strange brings to our communities and to our schools. And I hope we will be better at disseminating all that knowledge that that teachers and school leaders have around in Europe. Because I think we could be in a superpower in education if we joined forces. So stay tuned for more webinars and all other resources that we have in the European toolkit for schools at the school education gateway and soon the new European school education platform. Lastly, I would like to say a thank you from us organizers, and I take the liberty to include the Commission. To all of you out there in schools in Europe, who are now working to alleviate the effect on children and young people of the totally unacceptable invasion and crime. You are always doing a fantastic work, but the current situation is of course a moment when many others need to more do more than the normal fantastic. So thank you all, and I hope I will see we will see you soon again. Thank you.