Stakeholder analysis report: Presenting the results of the study on preschool education in Bosnia & Herzegovina

This report presents an analysis of stakeholder views, conducted in the framework of the Erasmus+ funded TEACHER Project, which is part of the Work Package 1: Developing a curriculum in accordance with the labour market needs (assessing competences the labour market requires). This package included plans for the design and implementation of an analysis of stakeholders’ views on pre-school teaching, to capture what is currently on offer and stakeholder views on the requirements and personal attributes of a teacher within this contexts. The report elaborates on the stakeholders’ roles and responsibilities in the Early childhood Education and Care (ECEC) in the country, and their relevance in the TEACHER Project as a key stakeholder groups. The report integrates pictures, drawn by children who were interviewed separately as beneficiaries of the project, to represent some of the ideas that stakeholders had about teaching in pre-school contexts

Evaluation of the Accelerating Improvement in Knowlsey: Pathways to Success Initiative

The Pathways to Success initiative aimed to raise standards, especially in literacy, across the primary and secondary phases in Knowsley, Merseyside. The project commenced in February 2018 and concluded in July 2019. It was funded through the Department for Education’s Strategic School Improvement Fund (SSIF) and coordinated by the Knowsley Education Commission, set up in November 2016. The project focused on 30 schools in an area with exceptionally high levels of disadvantage and a poor record of student achievement over a number of years, particularly for students at age sixteen. Participating schools were able to access support from a PtS Adviser, development sessions organised at school level and centrally, and modest additional funding to implement a locally-authored Accelerated Improvement Plan overseen by an Accelerated Improvement Group. Key approaches included intensive work in classrooms, capacity building and leadership development, and school-to-school support

Genetic disorders in children with obesity

Zespoły genetyczne, którym towarzyszy otyłość w wieku dziecięcym, występują rzadko. Na potrzebę diagnostyki genetycznej u dziecka otyłego, oprócz wolnego tempa wzrastania, wskazuje występowanie charakterystycznych anomalii fenotypowych, deficytów w zakresie narządów zmysłów (wzrok, słuch), opóźnienie rozwoju psychoruchowego i/lub różnego stopnia upośledzenie umysłowe. Znajomość tych zespołów ułatwia prowadzenie kompleksowej terapii u chorych. Najnowsze badania molekularne pokazują, że schorzenia te są heterogenne pod względem genetycznym. Celem pracy było przedstawienie klinicznych i genetycznych aspektów najlepiej poznanych i najczęściej występujących zespołów genetycznych przebiegających z otyłością, takich jak: zespół Bardet-Biedl, zespół Cohen, zespół Alström i zespół Prader-Willi.Genetic syndromes with obesity in children are very rare. There is a need of genetic diagnostics in obese child when its growth is slow and it has characteristic phenotype anomalies, deficits of sight or hearing, psychomotor retardation and/or mental retardation of different degree. The knowledge of these syndromes enables to undertake early and complex therapy. Recent molecular studies reveal that such syndromes are genetically heterogenic. The aim of the paper is to present clinical and genetic aspects of the most known and the most common genetic syndromes with obesity like: Bardet-Biedl syndrome, Cohen syndrome, Alström syndrome and Prader-Willi syndrome