Synergies for Remigrant Children Inclusion Erasmus Project

Project Title

Synergies for Remigrant Children Inclusion

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 : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; Early School Leaving / combating failure in education; Inclusion – equity

Project Summary

As well as the report of the Commission for the Evaluation and Quality Assurance in Education in 6 Eu schools, the following aspects that need improvement were identified:
1. Migration of the labor force, and the segregation phenomenon in our institutions, created a new category of students :students victims of the (cyber) bullying phenomenon among children of migrants and re-migrants
2. The lack of a strategic partnership, at European level and the need to experiment the methods applied in other countries, plus the need for a permanent connection between our school and other units of the same level in Europe.
Synergies for Remigrant Children Inclusion project’s AIM: Improving the institutional capacity of the schools to create an educational climate, promoting interculturality and desegregation (EDP) in order to integrate remigrant students into our educational system and to eliminate the elements of exclusion, school failure among these students, who are most often victims of BULLYING;
Specigic objectives:
To increase the monitoring individual progress regarding the integration needs of the students, developing the 5 key competences, from the perspective of inclusive education, using STEAM instruments, through 5 LTT activ. for 75 teachers ;
To develop the competences of organizing the educational environment for safety and in accordance with the students ‘needs to acquire competences of independent life – “Children’s Rights”,
To develop at least 60 innovative methods(6 partenrsx 2 methods methodsx 5 guides) for supporting human capital development of partner schools targeting the specific activities in the field of anti- bullying educational factors in increasing synergy applying and transferring that in the local, national and international levels(LTT for teacher)
To create a sustainable institutional framework for piloting and easy replication of a program for anti-bulling education for at least 35 remigrants students , from each partner school, set in the project (Sept. 2020 – August 2022) and developed 1 year after project completion: STEAM,DRAMA,
Children Righ
To develop of 21st century skills for 40 students: leadership skills, problem solving, decision making, project and school work management, practical creativity, time management, communication skills and entrepreneurship (through LTT students )
To improve students motivations for learning and breaking down language barriers.
To develop knowledge and understanding among 400 students and educational staff about the diversity of European languages and values
Target group:
– Minimum 120 remigrants students ,from all partner schools ( 8-12 years)
– Minimum 120 teachers for primary schools
– Minimum 60 remigrants parents
– 6 members of school management teams ;
The bullying,a real and complex problem, has no resolution by a single direction of intervention, not by a single discipline. School remediation, for students in a situation of school failure, approached from a trans disciplinary perspective, will give our intervention an integrative dimension through 6 directions of simultaneous action:
1. ICT for INCLUSION -E-leaning and audio-visual anti-bullying practices ( digital applications, guide, podcasts, stories, chilhood games)
2. CHILDREN’ S RIGHTS -collaboratively, on Children’s Rights (UNICEF) as European countries, we will strengthen our pupils tolerance and appreciation of each other; anti-bullying Children Rights flash mob; Children’s Rights drama plays engage students in an active way, using this process is also possible to reach students at risk of exclusion.
3. STEAM for ESTEEM – includes real life problem solving activities, encouraging children’s autonomy. studying the basic nature elements and by connecting it with Children Rights. The STEAM units study: Wind Powered(energy) Water,( Fractals),Soil ( arhitectures) Plants( Fibonacci number); guide
4. LEARNING ITINERARIES: Effective teaching means effective learning for an inclusive school, guide
5. PEDAGOGYCAL DRAMA – understatement of the democracy values; the theatrical plays have been produced and used for raising awareness on bullying.Children Rights role playing , as it uses reason to understand causes and effects of the bullying phenomenon ; guide
6.CHILDWOOD STEAM LAB- Differentiated learning techniques for students exchanging, Slabs,
Our educational strategy falls into several categories of inclusive education, for solving of remigrants students bullying problem:
a) training and education: 6 LTT aim to prevent and/or tackle bullying
b) awareness raising – the role of teachers in reforming the curriculum
c) capacity building-knowledge of how the reform process was organized in partner schools; structuring public policies in the education area; Intervening cohesive strategies and tools(practices and methodologies, which use STEAM for ESTEEM strategy)
d) action in comunity: Prevention action
e) partnership development- new Etwinning proje

EU Grant (Eur)

Funding of the project from EU: 115280 Eur

Project Coordinator

Scoala Gimnaziala Nr.28 Galati & Country: RO

Project Partners

• Meram Dere Zafer Ilkokulu
• Parnu- Jaagupi Basic School
• Pakuonis Lower Secondary School
• Zakladni skola, Liberec, Lesni 575/12, prispevkova organizace
• ESCOLA PIA OLOT