[display-frm-data id=12972 filter=limited]
The learning happening after class and besides homework is still an often overlooked area for schools. School leaders in most countries have at least some room to maneuver with regards to budget, human resources and physical space for creating an extracurricular offer, and for a school leader committed to inclusion it means the improvement for a more inclusive offer.
At the same time, an inclusive school leader can only see their school as one building block of a local community, the most important gate keepers for successful education – either ones to keep the door open or the ones to keep it closed. Such an ambition can create wide field of opportunities for cooperation with providers of education which have been operating outside formal structures and requirements from their beginning, and which have experience in connecting the motivation to learn with real life experience – may they be museums, university engagement programmes, public utility or company visitor centers, natural parts and similar.