| 1991 |
Mrs Rita Schwark (Bundeselternrat, Germany) for her efforts to help families and schools cope with dyslexia. |
| 1992 |
"Le grand prix des jeunes lecteurs" (PEEP, France) for its initiative in favour of reading. |
| 1993 |
Mrs Karin Rolsted (SOS, Denmark) for her approach to new parentteacher cooperation-methods. |
| 1994 |
the Dutch anti discrimination project NPCS - Anne Frank Foundation, because of the innovative way it stimulates schools, pupils and parents to be aware and active in combating xenophobia and discrimination. |
| 1995 |
the Italian association AGE for the project “This is my family”, which gives a voice to children, letting them speak about their family through the sincere expression of art and writing. |
| 1996 |
the Finnish project “Together to good life” an initiative of the Parents Council of the Primary School in Laauka. Its aim is to intensify co-operation between different people and groups who influence a child’s life (preschool and day care, hobby clubs, sport clubs, local leisure, recreational services, shopkeepers,...) The motto is: “It takes a whole village to raise a child”. |
| 1997 |
Mrs Mulgannon, co-ordinator of the Home-school-community project in a primary school in Galway City (Ireland). The project developed by the Department of Education in designated areas of disadvantage aims to promote partnership and collaboration between parents and teachers in the interests of children's learning. |
| 1998 |
Mrs Anita Jans, (Belgium) for the "Analysis of images" workshop. The aim is to teach children about the audiovisual content and all kinds of expression; to make them attentive, critical and open-minded; to discuss the influence of the television and to teach them how to use it. |
| 1999 |
the Storysacks project presented by the English Ministry of Education. It was started by a group of parents at Westlea Primary School, Swindon, England. Working with the head teacher, they developed the sacks to encourage parents and children to enjoy reading books and discuss the stories. |
| 2000 |
the German project “The Ten Adventures of the Little Muck” presented by the German parents association BER. This project was developed in the William-Hauff Primary School, which is located in “crisis location number 1” in this district of Berlin. 67% of the pupils are foreign, about 20% of which can hardly speak German. The 100th anniversary of the school made parents and teachers think about improvements in their school. They developed multi-cultural projects, on which the “Ten Adventures of the Little Muck” are based. The school became the favourite meeting place of its community and co-operates successfully with child and youth organizations.
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| 2001 |
the Belgian project: “The meeting takes off” or “From the others to us…in passing by the street”, presented by the Minister of Education. It is an initiative of the parents’ association of the Saint-Barthélemy middle school of Liège (member association of UFAPEC) who, to fight a climate of violence, has created strong links between four schools in a neighbourhood. Different types of schools: general, technical, vocational; public or private. |
| 2002 |
the German project “Compassion - socially aware learning and action at school and in society” was developed by the Secretariat of the German Bishops’ Conference and the Schools Foundation [Schulstiftung] of the Archidiocese of Freiburg, and presented by the KED parents’ association. This project allows youths to do an internship in different settings (rest home, hospital, home for the disabled, kindergartens, etc.) in the framework of their secondary schooling. In the following months the subject of “Social Awareness” is expressly addressed and cognitively reflected in every subject, where possible and in conjunction with the normal curriculum. |
| 2003 |
the German project “LERN-WERK Hamburg” is a ZEIT Foundation sponsorship project supporting “Produktionsschule Altona” and seven Hamburg five-(and-6-)form secondary modern schools located in difficult social environments. The aim is to help integrate the pupils at these schools into working life. The pupils take part in additional practical courses or work one or two days a week in the schools’ own workshops or in local firms. This concept serves to enforce self-esteem and engenders a greater willingness on the part of the pupils to perform, not only in project activities but also during normal lessons, a trend that has been verified by the half-year evaluations. The project also supports long-term contact with the parents, involving them in the choice of career and in job-application procedures. The parents help actively in the search for company es providing practical training opportunities. |
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2004
2005
2006
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No ALCUIN-Award |
| 2007 |
EPA highly appreciates the revival of the Alcuin Award. But the jury came to the conclusion, that none of the candidates fulfils all five required criteria. Therefore there is no prize this year. Nevertheless they want to honour all of the projects, because they all are excellent examples of good practise of parental work. So each of them receives a medal, honouring each project for one special criterion:
- “Reaching parents through media” (Malta) is honoured for originality.
- “Ludotecas João de Deus – A contribution to prevention of social exclusion” (Portugal) is honoured for contribution to education.
- “Raval project” (Spain) is honoured for the involvement of parents.
- “Making parents aware of their rights and encouraging them to be active in school” (Poland) is honoured for the home-school relationship in education.
- “Grand Prix des Jeunes Dessinateurs” (France) is honoured for the easy dissemination.
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| 2008 |
Platform for Ethnic Minority Parents (OUDERS & COO, Netherlands) |
| 2009 |
Parents' Office at the "Hauptschule am Stoppenberg" (KED, Germany) |
SUPPORTED BY THE EUROPEAN UNION