The Assembly therefore calls on member States to enhance their
education systems in order to ensure access to quality education
for all and regular class attendance until the end of the study
programme. Member States should, in particular:
4.1 identify priority education
zones, and devise measures for urban and rural environments;
4.2 identify groups at risk of exclusion and draw up action
plans for vulnerable groups, providing measures to support education
of children who are at risk of dropping out of school, and bring
back to school those who left it before having finished the school
programme;
4.3 promote networking, exchanges and mutual learning on inclusive
education between schools, and the development of relations between
schools and the wider community;
4.4 strengthen co-operation between public authorities and
families and put in place the necessary measures to protect children
and ensure that they get access to school and attend classes regularly
if families fail to do so;
4.5 improve access to pre-primary education for all children,
with a special focus on children from disadvantaged families, children
of migrants and asylum seekers, and those attending schools in rural areas;
4.6 support programmes that help children from minority and
migrant communities to acquire adequate knowledge of the language
of schooling;
4.7 invest in programmes that support parental engagement
in their children’s early literacy activities with the potential
to promote literacy in the early primary grades; these programmes
should be tailored to the cultural, ethnic and socio-economic contexts;
4.8 encourage parental involvement in school activities, particularly
in schools with a higher proportion of students whose parents have
low levels of education or a low level of proficiency in the language
of their children’s schooling (for example migrant families);
4.9 promote academic resilience and academic success (including
success “against all odds” for children from disadvantaged families),
for instance by setting up programmes fostering a positive school climate
and motivation to learn for socially disadvantaged students;
4.10 promote the inclusion in high-profile schools of students
from disadvantaged families and migrant backgrounds in order to
provide an equal opportunity to achieve;
4.11 enhance, through targeted training, the ability of school
heads to implement a policy of inclusiveness, to stimulate a democratic
atmosphere in school and to further develop co-decision procedures
on school matters;
4.12 step up, through targeted training of school heads and
teachers, measures to prevent violence among pupils, in school and
outside of it, offline and online, in order to minimise possible
conflicts among and with new students;
4.13 include in curricula more teaching on human rights, democracy,
social justice, multicultural society, tolerance, peaceful conflict
resolution and mutual respect in order to advance, in the most efficient
and smoothest manner, the inclusion and socialisation of new students;
4.14 enhance teachers' initial professional education and in-service
training to enable them to implement the above-mentioned values
and to foster a co-operative atmosphere in the classroom, by acting
as role models;
4.15 support teachers’ continuing professional development
and, in particular, implement teacher education programmes to raise
teachers’ awareness of the role played by language in children’s cognitive
and social development and teachers’ ability to manage linguistically
diverse classrooms;
4.16 foster access to pedagogical professions for students
from minority and migrant families;
4.17 ensure gender equality at all levels of the education
system, with a special focus on women and girls from disadvantaged
groups, such as Roma, migrants and refugees, and women and girls
with disabilities;
4.18 ensure access by lesbian, gay, bisexual, transgender and
intersex children to quality education by promoting respect and
inclusion of LGBTI persons and the dissemination of objective information about
issues concerning sexual orientation and gender identity, and by
introducing measures to address homophobic and transphobic bullying;
4.19 provide adequate financial support for programmes promoting
social inclusion and access to education for all, bearing in mind
not only the cost of investing in education, but also the long-term
costs of not doing so.
