The InTrans consortium is working together to address gaps at the policy level, as well as, pre- and in-service training levels.
Every child has the right to a quality educational experience.
In the last decade, transitions of children across the home environment, early childhood education, and care (ECEC) and compulsory school education (CSE) has gained attention both in academic and in policy debates. Despite this, very few initiatives engage today professionals, children, families, and local communities in the creation of warm and inclusive transitional practices.
InTrans addresses this gap by acting at policy and pre and in-service training levels.
Who is involved?
Centre For Innovation in the Early Years (VBJK) of Belgium (ISSA Member) is the coordinator of this international project. University of Ghent (Centre for Diversity and Learning and Department of Social Work and Social Pedagogy) in Belgium, University of Bologna in Italy, the University of Tampere in Finland, the Education Research Institute (ERI) in Slovenia (ISSA Member), and the Danish Union of Early Childhood and Youth Educators (BUPL) in Denmark, are partners in this project, together with ISSA (International Step by Step Association), which leads its dissemination activities.
What is the aim?
The project’s overall goal is to ensure that all children and families — especially the most vulnerable — benefit from warm and inclusive transitional practice in ECEC and school, by supporting professionals through action at the policy advocacy and training levels.
How does InTrans do this?
InTrans promotes inclusive transitional education by working on three levels:
Policy and Governance
The project facilitates activities to create awareness, knowledge development, and exchange for national and international policymakers in order for them to develop a shared vision on warm and inclusive transitions and corresponding policy measurements.
In-Service training of ECEC/primary school staff
InTrans supports in-service trainers with vision, knowledge, examples of good practices, and tools to invest in the creation of warm and inclusive transitions with ECEC/primary school staff.
Pre-service training of future ECEC and primary school staff
Through exchanges and debates, this project raises awareness amongst pre-service training institutions about the importance of investing in warm and inclusive transitions.
This project is funded by the Erasmus+ program, Key Action 3.
Photo: ©Caroline Boudry