Supporting TEachers and imMigrant Students at School Erasmus Project

Project Title

Supporting TEachers and imMigrant Students at School

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 school education

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Inclusion – equity; Early School Leaving / combating failure in education; Migrants’ issues

Project Summary

Project STEMS originates from the necessity of adaption the continuous changes in the world of education, this requires innovative, technological and renewable educational practises, system or solutions for school managements. While European countries have well-established education systems, socioeconomically disadvantaged immigrant communities experience inequality of access and a lower quality of education across the continent. These groups tend to underperform at school. According to European Commission ”Social inclusion of migrants in the EU28 – Non-EU citizens twice as likely to be at risk of poverty or social exclusion as nationals. These statics and researches indicate that immigrants have disadvantaged backgrounds and fewer opportunities compared to their peers. Immigrant students at schools encounter a new language, culture and a system at school and consequently have difficulties in adapting them, which leads to failure at school or early school leaving. Closing the gap in early school leaving rates for foreign-born learners would bring the EU 30% closer to its headline target of reducing this rate to 10% and prevent half a million young people from leaving school early, which accounts for 8.7% of all early school leavers in the EU. Necessity of changing and strengthening the profile of the teaching professions is undeniable fact and to realise this, They need to develop teaching methodologies to promote integration at school and to improve learning abilities for newly foreign students or drop out students, besides ,Teachers have to develop competencies to promote peer education methodologies and peer mentoring approach to foster effective and individualized learning processes for migrant students or students at risk of social exclusion. we are going to design ”student (immigrant )integration programme”(O3) and a ”teacher guidebook/online tool”(O2) in the light of need/situation analysis (O1)and teacher training. ”Special language support with Mentoring”,” Parent involvement” and are key fundamentals of this inclusive programme. According to EC report intervention policies at individual level provide a support mechanism tailored to their needs. One such intervention is mentoring, focusing on the personal development of young people. Studies of different kinds in different countries have shown that parents taking an active role in the education of the children have a clearly measurable positive effect on the educational outcomes of their kids. , Therefore We aim to – to promote a more inclusive education system and lead to a decrease in the achievement gap between pupils with and without a migrant background- to create innovative integration process with the help of special language support,mentoring and parent involvement – to develop teachers’skills in the field of multilingualism/multiculturalism,diversity management , intercultural pedagogy- to create an online toolkit , a sharing ,interactive environment for teachers – to develop teaching methodologies to promote integration at school and to improve learning abilities for newly foreign students or drop out student.- foster the family/community involvement method for integration of immigrants The project addresses the social inclusion/integration of immigrant students at school, supporting their integration to school and education system in the host country. Focusing on just immigrant students and ignoring teacher training (about diversity/multilingualism/multiculturalism)and parent involvement doesn’t make sense. So innovative part of this project is binding teacher training and creating immigrant students integration programme. The partnership has been established on expertise and experience of 5 countries and 7 organizations on migration in view of immigrants education. – Bursa MEM, as applicant of the project – Two University partner From Spain (Salamanca University ) and from Germany (FAU), are responsible for creating 3 outputs and – 4 Secondary Pilot Schools (TR, DEU, ES, IT ) ( They have been chosen according to number of their immigrant students ) Output 3 SIP will be applied at these 3 schools and output 2 will be for teachers from all Europe and world. all three outputs will be reachable from website. Most general results of the STEMS are – ‘Social inclusion’ , supporting students with migrant background ,getting them to involve in ”Student integration Programme”, while doing this, developing teachers’ profession for multilingualism /multiculturalism, diversity management and creating a web platform / ICT Tool for teachers is dispensable and complimentary of the programme.-Social Inclusion / Preventing ESL / Combatting Failure in Education; -Strengthening the profile of the teaching professions ; (Output- 3; Teachers’ Guide Book / Tool and Teacher Training )

EU Grant (Eur)

Funding of the project from EU: 179036 Eur

Project Coordinator

Bursa Il Milli Egitim Mudurlugu & Country: TR

Project Partners

• IES Ruiz de Alda
• UNIVERSIDAD DE SALAMANCA
• Mihrapli Abdulkadir Can Anadolu Imamhatip Ortaokulu
• Szczecinska Szkola Wyzsza Collegium Balticum
• Staatliches Schulamt für den Landkreis Gießen und den Vogelsbergkreis
• Torre dei Giovani – TdG