Inclusion Against Exclusion Erasmus Project

General information for the Inclusion Against Exclusion Erasmus Project

Inclusion Against Exclusion Erasmus Project
July 7, 2020 12:00 am
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Project Title

Inclusion Against Exclusion

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Inclusion – equity; ICT – new technologies – digital competences; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

This project included five primary schools from FR,IT,RO,ES,TR. It was applied with the pupils aged between 14-18.
The project focused on the problem of social exclusion (in terms of basic skills lack). In order to reach this goal of inclusion we practiced new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities.

This application refers to the particular needs of students according to the needs analysis which took place at all the partner schools. As the project group, we discussed and defined 4 issues which prevent the school success.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs ). The needs analysis has been done in five schools by taking the observation of the teachers’ view, taking consultant teachers’ ideas into account, applying basic survey which evaluates those four obstacles. We came to the following conclusions: in FR, it seems they have no problem with 1 and 3 but they need to increase the level of basic skills and help some students who have problems with number 4. Other schools have problems mainly with number 4 obstacle. In Spanish and Italian schools, “lack of social inclusion and basic skills ” of the students are seen as the most important problems which prevent students from adapting an academic success. In Turkish and Romanian schools “lack of basic skills, lack of parental support, lack of socio-economic needs” stands for the first reason for failure.

Besides, each school has different good practices in their school curriculum (see related sections). They were observed and followed by the teachers and transferred after evaluation.

The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems.

Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner applied one of these methods in its school environment, observe and evaluate the outcomes. During the meetings these outcomes were discussed by all the partners and were transferred to one another. At the end of 2 year time, 5 strategies had been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods at their schools.

OBJECTIVES
-to promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society.
-to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out
-to conduct new methods in the field of social and emotional child development as part of students with special educational needs’ practical curriculum.
-to give teachers different methods of education and share the good practices

NUMBER AND PROFILE OF THE PARTICIPANTS
Students/teenagers: The project took excluded students in the centre, so 180 in total took part actively in the project activities. Approximately 1200 students/teenagers were indirectly affected.
Teachers/Adults: there were teams of 5 teachers at each partner organisation so 30 in total took an active part in the project. There werea teacher of English, Maths Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults were indirectly affected.
Administrative staff: The head teacher/chairman and a deputy head took part in the project, approximately 36 administrative staff were indirectly affected.
Families: The number of the family members was 300 in total and they will contribute to introduce the host country’s culture, tradition and to prepare traditional food for an international evening.
Local community: Local community including local press, municipality, directorate of national education and PTA helped to disseminate the project to a wider community.

RESULTS AND IMPACTS
Through our project the five partners intended to create both short-term and long-term tangible and intangible results and to achieved the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.

EU Grant (Eur)

Funding of the project from EU: 143018 Eur

Project Coordinator

LYCÉE JOSEPH PERNOCK & Country: FR

Project Partners

  • Atakum Mesleki ve Teknik Anadolu Lisesi
  • SCOALA GIMNAZIALA SPECIALA “SF. VASILE” CRAIOVA
  • Luis, José Manuel y Antonio Molina Galdeano C.B.
  • Istituto d’Istruzione Superiore Leonardo da Vinci