This document discusses a partnership project between the Emilia Romagna region of Italy and the Kreis Pinneberg region of Germany. The project aimed to promote inclusion and address challenges in schools like lack of resources and unsatisfactory test results. Initial challenges included different conditions between partners and lack of interest in Germany. Despite this, mobility activities and exchanges between teachers and staff helped motivate participants through curiosity about each other's school systems and culture. Key activities focused on inclusion, welcoming immigrant students, special needs students, and promoting math and science instruction through sharing of projects and practices between the regions.

2. Go Far
Comenius Regio of the Emilia Romagna, Italy
and Kreis Pinneberg, Germany, Schleswig-Holstein
One beautiful place in our
partner region

3. Working in a European context
• The regional school administration of Kreis
Pinneberg has never worked in European projects
before.
• There have been problems to be solved within the
region and whole Schleswig-Holstein:
− Schools felt short of human resources
− A lack of progress after the so-called PISA-shock
− Results of large scale assessments and nation-wide
school tests were not satisfying
− The process of integration within our society had
made little progress since the late 80ies, but the
political awareness about an inclusive society and
school system had become stronger

4. The history of the project from the German
point of view
• Initialized through the Ufficio Scholastico della Emilia Romagna
and just one of the three officials in the regional school
administration
• In 2009 a preparation meeting was organized in Parma which was
followed by writing a common application for a Regio project
• Different conditions of the two partners
• In Italy many interested partner organisations, in Germany just the
school administration, the office of social care and youth and one
school ready for undersigning the contract
• The official Mr.Struve leaving the administration for doing another
job in the ministry of educaton
• In spite of these bad conditions the decision for the project was
made „in the last minute“ in June 2010
• With a new crew in our regional school administration we started
the project in August 2010

5. A project of little, but very important steps
for our region – what it‘s all about
 On our way to an inclusive school
 To welcome children with an immigration background
 To include children with special needs in our schools‘s
communities and find ways of individualized help and
support
 Promoting mathematical and science-orientated
instruction
 To know more about school concepts in our partner
region

6. Milestones-
How mobilities and face-to-face encounters
motivate teachers and staff
• Curiosity for the difference in the two school systems
• Curiosity for the people who like to work in a
European project
• Curiosity for the partner region and its culture
• What should we show?
• Who of our staff in schools and organisations will be
able to add something worthwhile?
• Under which conditions will the first encounter be
passed off? Enough local partners and projects to
show?
• How could all the chores be achieved? Time-
management…

7. To motivate oneself
• 7 different institutions of the Italian partner region sent
out 10 guests to Kreis Pinneberg in February 2011
• Tasks:
− What kind of projects will be presented to our guests?
− Which schools would like to show their work?
− How can the public be involved? The Landrat, first
official of the whole region, district chief executive,
took his time to organize a welcome lunch
− Talks with the regional authority
− Pinneberg, so close toHamburg - how to show its
appeal as a metropolitan area and profit by some
cultural event

8. Key activities of the first meeting
• How to organize the work in a center for children without
knowledge of German as language of school instruction?
• How can a primary school contribute to the task of
integration with a whole day program?
• How to get students back to work who neglected school
attendance or don‘t visit schools anymore?
• How is networking between the office of youth and social
care and private partners, like „Wendepunkt- an association
against violence and sexual child abuse“?
• The work of a secondary school for the project „No child
left behind“ and how to prepare the high risk group of
school kids for getting a job after school
• The project SINUS in the Kreis Pinneberg region
• The work in a very small school under rural circumstances,
success in maths by working with activating methods in a
mixed class of 3rd and 4th graders

9. Return visit from Schulamt Pinneberg – Mai
2011

10. Learning from the partner region
• Impressive people • Interesting schools‘
• Other political decisions concepts
and social conventions • Discussions about
practise and all-day-
solutions of common
problems

11. Main task: „Inclusion“
 Italy looks back to 30 years of
inclusion
 A doyen or dinosaur of a
politically motivated and
influenced pedagogy of inclusion
of the red Bologna talks about his
ideals and experiences and the
actual developments in Italy-
 The interesting and inspiring
meating with Dott. Raffaele Iosa
of MIUR in Emilia Romagna,
who worked as a school inspector
and former representative of the
ministry of education in Rome
 Controversial discussions in our
own team afterwards

12. PROGETTO STRATEGICO
Il progetto SeiPiù ha l’obiettivo
di contrastare l’insuccesso
scolastico delle seconde “W" AS TO
generazioni di immigrati, WELCOME
attraverso il coinvolgimento
delle famiglie, delle comunità
e delle Scuole, puntando alla “INTERCULTURAE”
costruzione di “reti di AS OPPORTUNITY',
fiducia”. NO LIMIT
Al progetto partecipano
quindici Istituti Tecnici e
Professionali
Prof. Anna Bandini
della Provincia di Bologna. Docente Referente integrazione alunni
stranieri
AIMS
2
Defining shared practices inside schools about the reception of
“A.Ferrari” students coming from a foreign country;
Facilitating the entry of children and young people of other
involves these plans for students with disabilities, nationalities into the school and the social systems;
students with DSA: Promoting a favourable welcome climate paying attention to human
relations in order to prevent and remove any barriers to a full
integration;
To promote communication and collaboration between school and
territory about the themes of welcome and intercultural education,
1. Tutor for disabled students and students in the perspective of an integrated learning/training system.
reported for DSA Ensuring full and effective exercise of the right to education;
2. No more "mad and desperate study" Encouraging the acquisition and / or consolidation of language
skills in everyday situations.
3. Mixed path from school to work Time: By the arrival of a new student

13. Special projects - exemplary, meaningful
Schools show their special projects:
• A tutor as a friend
• Sei Piu /6+
• W as to welcome, „Interculturae“ no limits
• Spazio Compiti
• Prove di volo

14. What seems different and meaningful to us
• Obviously the Italian
society is aware of its task
to organize social
participation and
integraton of migrants.
• As well as acknowledging
the development of
individual competencies
• Fair and equal
opportunities for
education
• Meaningful practise in
schools to motivate kids
and give them challenging
choices to participate in a
school‘s community

15. Teacher trainings in maths
• In Germany • In Italy
• „Math makes you strong“ • Rally matematico – good
• Student activating exercises
methods like „Learning • Zio tobia- relations before
with stations“ calculations
• Math games and logicals • Analytical geometry
• SINUS – teachers working • Use of It
together to find good • Intercultural math
exercises with student projects with ETwinning
activating methods

17. Inhaltsplatzhalter 3

18. Sustainability in Pinneberg
All schools are working out their own concepts
for advancing/ promoting students
With special needs
With migration background
With dyslexia
With maths problems
And also in the context of
Dealing with gifted children
Specially interested children
All leaders of math conferences in schools and
other interested math teachers of secondary
schools will be in a teacher training with
Martin Zacharias