SOCIAL INCLUSION OF DISADVANTAGED STUDENTS Erasmus Project

Project Title

SOCIAL INCLUSION OF DISADVANTAGED STUDENTS

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: Key Competences (incl. mathematics and literacy) – basic skills; ICT – new technologies – digital competences; Inclusion – equity

Project Summary

This project includes five schools from RO, IT, MK, PT, TR with pupils aged between 12-17.

The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach this goal of inclusion, we applied 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 from each partner school, based on four common issues which have a major influence on scholar success.(1-Lack of social inclusion; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economic needs ). The needs analysis was done in five schools by taking the observation of the teachers’ view and by applying a basic survey that evaluates those four obstacles.

Before creating this project we had a consultation period about the new strategies and finally we’ve defined 5 new ones to be used in our project. Every partner applied one of these methods in its school environment, observed and evaluated the outcomes. By the end of a 2 years time, 5 strategies will have been applied and evaluated. According to the observation and results of success, the partners will continue to use these strategies and methods in their schools.

We applied 5 new strategies to enhance the ability to prevent school abandon through a collaborative international partnership based on different good practices in each school. The project tried to find methods to encourage the inclusion of disadvantaged students in community activities and on the labor market.

We linked formal, informal and nonformal education in order to offer our students solutions for these four problems and real opportunities for their behavior.

OBJECTIVES
-to promote the inclusion of excluded students, the ones with a lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into 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 support children’s emotional and social behavior through a stimulating learning environment
-to give teachers different methods of education and share good practices

NUMBER AND PROFILE OF THE PARTICIPANTS
Students/teenagers: The project had excluded students in the center, 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 organization so 30 in total had an active role in the project ( teachers of English, Maths, Counselors, ICT teachers and PE teachers/trainers). Approximately 150 teachers/adults were indirectly affected.
Administrative staff: The headteacher and the deputy headteacher took part in the project, with the accountant’s help, approximately 36 administrative staff were indirectly affected.
Families: The number of family members was 300 in total and their contribution was to introduce the host country’s culture, tradition and to prepare traditional food for international evenings.
Local community: Local community including local press, municipality, directorate of national education and parents associations helped us to disseminate the project to a wider community.

RESULTS AND IMPACTS
Through our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve 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.
Our project teams are formed of 36 students and 6 teachers in each school.
Tangible results
Erasmus corners were accomplished by students at the beginning of the project.
We had brainstorming in each school to find the proper content of the project web page. Students had to collect information, photos and testimonials about the activities.
The teams documented about the new methods we want to implement in schools and about educational systems in partner countries.
We drafted an e-magazine based on the activities from hobby clubs as extracurricular activities meant to attract students toward educational way of spending their spare time.
The e-book containing these 5 methods represents the most important result of the project, ensuring the sustainability and visibility of our project.

Project Website

http://erasmus-rory.eu

EU Grant (Eur)

Funding of the project from EU: 124760 Eur

Project Coordinator

Liceul Tehnologic Grigore Moisil & Country: RO

Project Partners

• Istituto Omicomprensivo “Ridolfi- Zimarino”
• Buyukresitpasa Ortaokulu
• Primary School “Goce Delchev”
• Agrupamento de Escolas Fernando Távora