As the National Agency of the Erasmus+ (earlier: LLP) programme and through the projects and activities of the Knowledge Centre, TPF could acquire broad theoretical knowledge about the EU policies of all levels of education and also the educational aspects of the concerning fields, like social policy, economy, etc. Besides this, through the core activities mentioned above, TPF has the duty, network, capacity and motivation to get updated knowledge and information of the current EU recommendations on policy level and also their possible implementation to local level, synchronized with the national educational policies.
The organization’s core activities and functions include and require an extensive knowledge of EU educational policies, policy priorities, promoting the concept of the knowledge-based society, improving the communication and cooperation between educational institutions and labour market, creating fora and facilitate discussion between the parties involved on national, regional and local level in the field of making transparent, permeable and accessible the qualifications system.
The Knowledge Centre has a wide experience in executing policy experiments and local/international projects. Based on all those experiments, the Knowledge Centre also participates in the drafting of policy recommendations on both regional and international levels.
Over the past 20 years, Tempus Public Foundation gathered wide experience in development, coordination and execution of different trainings and courses. Based on these, TPF has a special know-how on this field, including the execution of massive open online courses, unique to Hungary and the Carpathian Basing. The training courses developed by the Knowledge Centre offer a Europe-wide review, practical knowledge, professional connections and mental charging for government associates, representatives of small- and middle-sized enterprises and teachers. By that participants can be more successful in their work and they can reach their personal goals much effectively. Throughout the years, our offline, online and blended courses gained more than 20.000 satisfied costumers. The Knowledge Centre offers courses based on internationally used terminology as well.
The trainings offered by the Knowledge Centre:
One of the main missions of the Knowledge Centre of the TPF is to strengthen the link between policy, research and practice and to foster the implementation of relevant EU objectives (social, employment and educational issues) into Hungarian educational policy. This is realised in various forms: on one hand, by regularly providing structured information to different stakeholder groups tailor-made for their needs, such as evidence-based policy recommendations for policy-makers, books and publications addressed to practitioners that facilitate the understanding of policy priorities and research results into the world of practice using an accessible language. On the other hand, by creating various platforms that bring different stakeholders together: workshops, peer-learning activities, conferences, webinars, online forums, etc. both at national and international levels.
Based on the experience on the field of training, Tempus Public Foundation creates panels for inner and outside knowledge-distribution, develops the concept of a learning institution, and implements and integrates all events and brands connected to them into the organization. The portfolio of the Knowledge Centre also includes the adaptation of international practices, the creation and development of an archive for good practices and the ESL portal, which contains international good practices and databases. The knowledge brokerage function of the Centre takes shape in the following projects:
TPF has extensive experience in participating in national and international networks as well as coordinating and facilitating network building and networking activities. This experience incorporates in all the core activities of the organization, but especially in the project activities which were realized on both national and international level.
Knowledge Centre of Tempus Public Foundation successfully applied many large-scale projects. These projects allow us to continue the international knowledge exchanging activities together with some of the EPNoSL partners on specific areas as well as to focus on the national objectives.
The STAIRS project was launched on 31 January 2019 and lasts for about 3 years. The project focusses on the adaptation of good practices in the field of social inclusion across Europe and on the adaptation process itself. The consortium consists of 7 partners from 6 different countries: Hungary, Ireland, Czech Republic, Slovenia, Croatia, Portugal.
The project contributes to the enhancement of acquiring knowledge, understanding and ownership of fundamental values of professionals dealing with disadvantaged youngsters by promoting mutual respect and intercultural dialogue, combatting discrimination on all grounds. The consortium - led by the Tempus Public Foundation - intends to identify and synthesise innovative approaches from high-performing countries in the field of professional protocols that help to foster equity and inclusion.
Activities planned in the project:
In the STAIRS project, the primary role of sharing counties such as Ireland and Portugal is to introduce their system through Good Practices selected by them based on a common set of criteria designed together with the whole partnership. Good practices were presented in case studies carried out to respond to social, economic, cultural and demographic changes that have taken place in Europe through a commitment to upholding principles of equity, diversity and inclusion.
The aim of the CroCooS – Prevent dropout! project was to develop an institutional level early warning system (EWS) for combating early leaving from education and training based on collecting and analysing interventions having been successful in the partner countries.
In particular it aimed to contribute to reducing the number of early school leavers by providing emphasizing the importance of cross-sectorial cooperation through system level as well as practice-oriented solutions. The CroCooS project contributed to the specification and to the applicability of a comprehensive early warning system in the European countries. In this process we have had research on how effectively the involved schools can build their own institutional system to filter and support students at risk. The early warning system contained filtering criteria, methods for recognition of the problems in time and suggestions for intervention which can be used individually or in groups after the recognition of the problems.
In particular, a resource pool was compiled that contains comprehensive short summaries on the main issues of ESL based on international literature and their connections with early warning systems. Moreover, guidelines were provided for school leaders and team leaders responsible for ESL issues in their schools on developing an institutional Early Warning System (EWS) for preventing and reducing dropout from school. These guidelines for EWS were intended to support the work of schools in building an early warning system for preventing and reducing dropout in their institution. In particular, school leaders’ and teachers’ (mentors’) work were supported by a toolkit – a collection of tools that contain supplementary materials in modular form, practices, tools ready to be used in practice. The toolkit could have been used by the teachers (teams) of schools during the development process of the school’s own EWS.
15 pilot programmes were elaborated in 3 countries during the 1,5 years, which are similar with regard to their goals, but unique with regard to the way of the implementation. Also, there are similarities in the results, but all the pilot processes were influenced by local demands, school characteristics, organizational culture and the national education system, as the detailed evaluation report shows.
Project website: www.crocoos.tka.hu
Early school leaving (ESL) has been recognized as a pressing concern all across Europe for many years, with its severe social and economic consequences. European countries have been discussing possible solutions at individual, institutional and policy levels. We’ve learned that there was a desperate need for immediate practical help in the frontline, and professionalization of the combat against ESL.
The European ESL-Platform and Support Services (ESLplus) project focused on two goals:
Main products of the ESLplus project:
Project website: www.eslplus.tka.hu
The most important outcome of the project is the realization that however, ESL is a common issue in Europe, the reasons and the necessary interventions have to be different according to contextual factors. Only providing structured and targeted information and continuous support for local actors can be effective. The ESLplus partnership believes that the results contribute to the European policy goals and wide range of dissemination activities and the involved professional partners (Sch.Ed.Gw, CEDEFOP, E2C…) deeply embedded in the European policy space, guarantee the utilization of the 3-year long work.
Teachers in the 21st century need to respond to a rapidly changing environment characterized by fast technological progress, changing labour market needs and demographic changes. Evidence shows that fostering strong working relationships among teachers, as well as promoting professional collaboration between teachers and other educational stakeholders allow them to deepen their knowledge, keep their competences up-to-date, while professional collaboration improves student outcomes as well.
The main goal of the international collaboration was to develop a European Methodological Framework (MF) which aims at facilitating collaborative learning of teachers and other educational stakeholders, while seeking to provide guidelines for policymakers.
The Methodological Framework for Collaborative Teacher Learning (CTL) was developed on the basis of extensive research on good practices of collaborative learning, conducted in each participating country. Later during the project the MF for CTL was tested and further developed with the help of professional programs and workshops, to reach its final stage. Finally, in the synthesis phase partners assessed the whole MF development process and drawing the conclusions they finalised the methodological framework into a Guide for Collaborative Teacher Learning.
The final product incorporates a range of user friendly resources, guidelines and tools arranged in the Resource Pool, designed to be used as an effective tool to foster local collaborations between teachers within and across schools and between teachers and other school staffs, students and parents, on institutional, local, regional and national level.
Project website: www.effect.tka.hu