Arca Cooperativa Sociale, founded in 1983, deals with the management of social, welfare and educational services, designed and provided privately and in agreement/public procurement with public administrations.
Arca is based in Florence and operates in Tuscany, in the Provinces of: Florence, Livorno, Lucca, Pisa, Pistoia and Siena. The main fields in which Arca operates are: early childhood, minors, disabled person, drug addicts, and people with psychiatric discomfort.
Through its many projects and interventions, Arca pursues the general well-being of the community and the promotion and integration of its citizens, in a company that combines the principles of business with cooperation, participation and democracy.
The cooperative involves more than 1,300 people, between members and employees.
Arca, together with other Tuscan cooperatives, has founded the company Rosalibri Srl, to manage the following structures: Residential community for psychiatric patients "A. Ponticelli" of Panzano in Chianti, the RSA Rosa Libri of Greve in Chianti and the RSA Naldini Torrigiani located in Tavarnelle Val di Pesa.
Also, Arca joins the National Mutual League of Cooperative.
Arca has promoted and supported the birth of the Ulisse Cooperativa Sociale aimed by the insertion of disadvantaged people into the work market.
Cooperativa Arca has several quality certifications, including:
-UNI EN ISO 9001: 2008 - project designing, management and distribution of Educational services for the childhood; Services for the childhood; Services of scholar support of disabled people; Residential services, day services and services for youth policies; Residential services for disadvantaged people and under18 people.
-UNI 11034: 2003 - planning and implementation of services to childhood.
The main field in wich Arca operates is Early childhood Education.
Since 1989, it has been managing early childhood services, mostly kindergartens as well as play centers and centers for children and families for a total of 90 services.
The goal of early childhood education centers managed by Arca Cooperativa is the overall well-being of the child (physical, psychic and emotional). A well-being that allows children to make new experiences, to build meaningful relationships, to grow according to personal rhythms and paths. Every child is welcomed in the services with its own world to be respected and protected in support in its development.
Cooperativa Arca has developed a proper, modern and inclusive method of early childhood education, based on the development of child's skills, on the involvement of educators and families, on differentiated and dynamic activities, with particular attention to the inclusion of children differently skilled and to the intercultural issues. It has developed also quality standards and guidelines for services for early childhood.
Arca has collaborated with the National Consortium of Social Cooperatives LEGACOOP to standardize the quality criteria and guidelines of services for early childhood, also in accordance with the next ministerial reform of the educational sector, which will achieve to the unification of pre-school services (0 / 6 years).
In the early childhood educational services managed by ARCA, the number of foreign children is very high, the percentage reflects the Italian average (around 11%) and the high immigration rate. Precisely for this reason, the multiculturalism of services is a particularly relevant issue for the organization and for services.
Erasmus Brussels University of Applied Sciences and Arts (EhB) is a Flemish higher education institution located in Brussels. It offers 21 BA and 4 MA-programmes in 9 different fields of study which are attended by more than 5.000 students, clustered in 4 departments and 2 Schools of Arts located on 5 campuses throughout the city. A sixth is currently under construction. The completion is expected for January 2020. The Department of Education and Pedagogy will have its home base in the new building. The departments offer Bachelor programs with a strong professional focus while the Schools of Arts offer Bachelors and Masters in Music, Audio Visual and Performing Arts. Erasmus University College Brussels has about 891 staff members, who represent 493 Full Time Equivalents (January 2018). Erasmus University College Brussels applies the European Credit Transfer System (ECTS), which facilitates curriculum comparison and student mobility. Erasmus University College Brussels is cooperating actively with the Vrije Universiteit Brussels (VUB) in the Brussels University Association (UAB).
Erasmus University College Brussels stands for student-oriented curricula through an intense collaboration between students and lecturers. The language of instruction is Dutch, however English modules are available for (incoming) students. During their studies, students at EhB are involved in ongoing research as much as possible, fostering an attitude of innovation and inquisitiveness. Artistic research groups within the Schools of Arts (the Royal Institute for Theatre, Cinema and Sound (RITCS) and Koninklijk Conservatorium Brussel (KCB)) carry out artistic and academic research, while several Centres of Expertise engage in practice-based research, multidisciplinary in character. Erasmus University College Brussel’s internationalization policy is to foster an international mindset and orientation in each student and staff member. Therefore, all schools participate actively in the Erasmus + Exchange Program. Throughout the years, Erasmus University College has also developed expertise in EU-projects. Erasmus University College is a member of the Compostela Group of Universities. All our departments are active members of international thematic networks. Our University College has developed course offerings in English in most of its programs, and created opportunities for traineeships.
The Department of Teacher Training and Early Childhood Education & Care: Through narrative, creative and pedagogical coaching we create cultural awareness which enables people to grow personally and professionally. Our practical scientific research about among other things ‘Diversattude’ and ‘A School for Cultural Sensitive Professionals’ gives us tools to professionalize early childhood educators and preschool and primary teachers. ‘Narrative coaching’ can support reflective practice. We believe that this expertise is mandatory for a project that focuses on competences in action. The conceptual model of education shows an internal working model in which perspectives about education, the role of the educator, the image of the child and families and their socio-economic status and the professional image influence pedagogical dialectic. Pedagogical management that takes this into account is necessary to enable growth from within.
Our expertise lays in creating a strong pedagogical climate in which children and their caretakers can thrive. We see diversity as a strength, the uniqueness of every person, the openness for every story helps us to unfold an attitude in pedagogical professionals that sees every person (child, student or adult) as an active agent and skilled participant.
People experience and experiment with their own capacities and those of others. Coping with challenges of a world in transition we want to build personal and collective identities as well as tolerance, acceptance and appreciation of others. The context of Brussels gives us a nutrient ground to experiment with the strengths of diversity. We believe we can enhance pedagogical practice on different levels (micro-, meso-, macro) by establishing a culture of critical reflection, cooperation, appreciation and openness. Our experience in the creation of strong pedagogical networks with multidisciplinary participants allows us to see practice through different perspectives. This holistic multitude becomes a synergy in which the sum is much more than its parts. We trust that our capacity for (ex)change of perspective can denaturalize prejudices and presumptions, and in doing so can value each participant as a knowledgeable and skillful expert.
Eötvös Loránd University (ELTE) is the oldest and largest university in Hungary and it is the most popular higher education institution among applicants each year. The Faculty offers training and research activities that meet the social requirements of teacher training for learners’ education up to the 6th class of the primary school. The specialized fields of Primary School Teacher Training, Pre-School Teacher Training, and Infant and Early Childhood Education offer BA level qualifications, and the option of continuing the studies on MA level.
The Faculty offers many programs of higher level professional training and further training that also meet the current social requirements. The former Teacher Training College of Budapest has been an integrated part of Eötvös Loránd University since 2000, and from 2009 the Faculty operates on university level.
The Faculty’s values and traditions, and its national and traditional ’primus inter pares’ role make it necessary to consider the changing social demands. Therefore the Faculty takes leading part in the innovation and development activities of the training fields that prepare future professionals for learners’ early education. The Faculty constantly develops its academic and professional relations both on national and international levels.
The Faculty of Primary and Preschool Education (TÓK) in 2019 celebrated the 150th anniversary of when our institution first opened its doors in Buda. The first state-sponsored teachers’ college to provide instruction in early education, our institution dedicated itself to this task in 1869, thanks to the landmark public education law championed by Hungary’s first Minister of Education, József Eötvös (1813-1871). As befits a flagship institution, TÓK has always remained true to its original mission throughout our nation’s turbulent history. Since 2000 we have continued to preserve this time-honored tradition within our capacity as an independent faculty of Eötvös Loránd University.
In 1968 TÓK expanded its profile in Primary Education instruction to include training in Preschool Education; in 2010 we broadened our program even further by offering a BA degree in Early Childhood and Infant Education. Our students can therefore immerse themselves in how to instruct and care for children from the initial, infant stage all the way to sixth grade in primary school.
Throughout the past 150 years our programs have continuously evolved to reflect the demands of a changing society while also striving to develop a professional, academic network that extends throughout the field of Childhood Education in both Hungary and abroad, from our neighbouring countries to more far-flung international institutions. We take great pride in ensuring that every aspect of our training programs in continuing education contribute toward the introduction and dissemination of the latest research findings in education.
This is not to say that our highly respected traditions do not seamlessly accommodate our modern techniques: the Faculty’s aim is to encourage the kind of playful attitude, joy and openness toward others that day cares, preschools and primary schools expect to provide in the 21st century. An atmosphere of curiosity and receptivity toward science and the arts characterizes our Faculty, as is demonstrated by the richness of our degree programs: 2017 marked the addition of Drawing and Visual Culture to the subjects in which our students can specialize.
Thanks to the broad array of activities led by our staff and lecturers, our students can develop their talents in academic student circles, our Faculty choir, the Musical Stage Program or in countless other artistic, literary, theatrical and athletic programs that enrich life at TÓK. The Student Council plays a decisive role in organizing events at our institution; a brief summary of the events held at our Faculty can be found in this publication.
Our Faculty offers a full degree Kindergarten Education Programme in English for the 2020/21 Academic year.
Eötvös Loránd University’s Faculty of Primary and Preschool Education welcomes all those who would like to benefit from the long-established traditions and spirit of innovation that makes studying at TÓK an unique experience. Our door remains open to students eager to participate in our academic work and research while enjoying the quality student life found at Eötvös Loránd University.
Galileo Progetti Nonprofit Kft. is a non-profit organization, funded by Hungarian and Italian partners in 2009 and based in Budapest.
The main objectives of Galileo are the development of social economy and social sector in general and the inclusion policies, also thanks to the exchange of good practices and experiences among the European Union countries, and in particular by developing the Italian-Hungarian relations and encouraging European mobility and exchanges of experiences.
Galileo also aims to develop the feeling of civil participation and European citizenship, and works with particular attention for the inclusion of disadvantaged people or at risk of social exclusion, such as Roma minorities and disabled people. Galileo works in collaboration with private and public local bodies, involving in European experiences other organizations, guided by the belief that international experiences increase personal and professional skills and have a strongly positive impact on the development of the quality of the social sector at local level.
It has the role of motivator, promoter, facilitator, manager and coordinator.
Over the years, Galileo has developed a wide and solid network at European level, especially with social enterprises, educational institution and VET providers. Is the Hungarian member of ENSIE, the European Network of Social Integration Enterprises for the employment of disadvantaged people, recognized and supported by the European Commission.
The Unified Crèches of District 8 of Budapest (Józsefvárosi Egyesített Bölcsődék) provides day care at seven sites, with 492 available places, for young children from twenty months up to three years of age, or until the 31st of August after their third birthday.
Children’s admission to day care begins by a visit in the facility, followed by a visit by the future child carer at the family of the child, as well as gradual acclimatisation together with the parent(s). These meetings provide an opportunity for the parents to get to know their early childhood educator and the principles and practices of day care; furthermore, they enable early childhood educators to learn more about the child and their personal habits with the assistance of the parents, thus making it easier for the child to adapt to the new environment.
As each of our crèches has its own kitchen, age-appropriate and modern nutrition is ensured even for children who have to keep a special diet because of food intolerance.
Our day care facilities aim at promoting the physical and mental well-being and balanced development of children. Modern facilities, schedules and material conditions suitable for the particular age groups, as well as our child-loving, well-trained and highly-experienced staff are the guarantees of our crèches’ outstanding professional performance.
We create a loving, secure and familiar atmosphere so that each and every child can develop in accordance with their own capabilities, experience the joy of carefree play and enrich their minds and fantasies, which, later on, will enable them to think creatively and continue to develop.
While respecting their privacy, in cooperation with the parents, we strive to make the children entrusted to our care become individuals who are open to the world, eager to learn, susceptible, independent and accept the fundamental rules of social coexistence.
In addition to day care, we also provide special counselling, temporary child care and other services supporting families in parenting.
The following services are provided against a fee:
The following services are provided free of charge:
You can learn more about our crèches and the services offered at our website (www.bolcsode-bp08.hu), as well as in our Professional Programme (http://www.bolcsode-bp08.hu/jebdata/szakmai_program.pdf).
In the summer, crèches will be closed alternately for 2 weeks, but if necessary, a nearby open crèche will accept your child during this temporary closure period.
At our website www.bolcsode-bp08.hu you can read more about the closure periods of our crèches in the ‘Information’ section and learn about our programs, weekly menus, recipes of our children’s favourite dishes and other curiosities in the ‘News’ section.
The Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI) was established on January 1, 2019 and although it is a new institutional structure, it takes up the scientific legacy and teaching of the Department of Education and Psychology (SCIFOPSI) with the Department of Languages, Literature and Intercultural Studies (LILSI).
It is the task of the Department to carry on research to study training processes, community relations, people’s development during the lifespan and in cultural contexts, and individual and group behaviour and mental activity in both normal and vulnerable situations.
Department’s institutional tasks are: Research and Education, Interculturality, Internationalization, Interdisciplinarity.
It is the task of the Department to develop all its research projects also for the purpose of training highly qualified scholars to work in social, psychological, pedagogical and educational professions.
FORLILPSI intends to support, and increase historical and theoretical interpretative research, based on evidence, and applied to social problems which combines the pedagogical perspective with the educational sciences and technological knowledge in an interdisciplinary way.
The Department has the task of designing, developing and implementing basic and applied educational, training, pedagogical research programs that enhance the role, at national and international level, of the areas of the history and philosophy of education; social, intercultural and gender pedagogy; special pedagogy and new technologies; adult education strategies and lifelong learning in work and social life; school and extracurricular teaching; educational services for children.
The Department has always placed special emphasis on the process of internationalisation, to increase its international networks and collaborations.
Particular interest is placed on the study and carrying out researches on Italian and international ECEC systems, concerning early childhood education and professionals involved in ECEC’s training.