Brussels, 13 September 2019

Measuring what matters — according to Learning for Well-being perspectives — is essential for well-being, including for school children.  Too often, however, standardized assessment in schools undermines children’s well-being rather than enabling each child to develop her or his unique potential.  Yet even within the constraints of the existing system, teachers exercise creativity and empathy for their pupils’ engagement with learning and these teachers develop good practices within assessment.


A new Erasmus+ project will seek to collect 20 such good assessment practices from teachers across Europe and to share these practices in a readable and appealing publication, both in print and on line.  A peer learning workshop will also be held towards the end of this fifteen month project.  The project partners — the European Council for Steiner Waldorf Education, the Hungarian Waldorf Federation and the Learning for Well-being Foundation — will meet five times to discuss the stimulating methodological and logistical issues involved, the first of these five already scheduled for the 29th-30th of October in Brussels.

This partnership is one more successful ERASMUS+ applications launched by or within Learning for Well-being Foundation over the past few years.


In 2015 L4WB-F joined a consortium of partners to undertake “INTESYS” a three year (November 2015 – October 2018) Forward Looking Cooperation Project co-funded by the European Commission’s Erasmus+ Programme. The project focuses on piloting new approaches to Early Childhood Education and Care (ECEC) systems in Europe with a view to ensuring that children and families in vulnerable situations have access to high quality ECEC provided by services that are better integrated across the different sectors (education, health, welfare, etc.), professions and across age groups and governance levels.