Way Back to School Erasmus Project

Project Title

Way Back to 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 2018

Project Topics

This project is related with these Project Topics: Access for disadvantaged; Early School Leaving / combating failure in education

Project Summary

Early school leaving and reducing absenteeism rates is a hot issue which is on the agenda of every nation. Since the beginning of the Erasmus+ program, being one of the main priorities brought this issue to the forefront. In addition to this fact, it is a global problem that affects not only a few countries or schools but also the whole education community. It has been subject of many discussions on the EU level and the EU Commission held thematic working groups and seminars on the issue and published many articles or policy supports. At the end of all these efforts, in 2013, the EU countries have committed to reduce the average early school leaving rates below 10% by 2020. In 2015, The European Commission published their conclusions on reducing early school leaving and promoting success in school where they emphasized:
“In our increasingly diverse societies, there is an urgent need for inclusive and coordinated responses from both educational and non-educational stakeholders which are aimed at promoting common values such as tolerance, mutual respect, equal opportunities and non-discrimination, as well as fostering social integration, intercultural understanding and a sense of belonging.”
During the project, we aimed to lessen the level of absenteeism which had climbed up in the last few years from one digit numbers to two digits. To fulfil our aim, we implemented measures in different steps. The first was to try to spot out the risky group using questionnaires and to get to know more about the child, the family and living conditions.(Prevention) Partners have students in the early stages of absenteeism. We immediately started counselling activities, family visits, informed all the relevant teachers and reorganized the classroom environment and even used extracurricular activities (Intervention). Finally we had a small number of students who skipped school for a significant amount of time. We made family visits as a group of teachers that the student is close to and talked to the family and the student; visited the student in his/her workplace, talked to the employer and found out more about the situation and asked for help from the social services or the local authorities. We even tried and raised some money by asking for funds from the authorities and supported the family financially (Compensation).
We were in the middle of the project line when the pandemics started. The process of pandemics had a profound effect on our project. In all the partner countries,the schools had closed,students and teachers were locked down in the houses and education had to be online for a significant amount of time.During that time,we had to stop visiting the parents in their homes for obvious reasons,we had to maintain the communication on the phone. The target group of students in our project were from an economically disadvantaged group so they had difficulty attending online classes as most of them lacked the necessary technical equipment and internet connection. All the partners of the project did their best to support these children via govermental funds or by raising local funds. And once these children were back at school,they had been supported by extra classes so they could keep up with their classmates who had been luckier in the process.
Keeping in line with the above paragraph by the EU Commission, another objective was to create inclusive classroom and school environments where all students, regardless of their religion, ethnicity, family background etc. felt comfortable at and helped each other; a school environment where all students, parents and staff came together and made attractive; a school environment where there was respect, confidence, no discrimination and understanding and most importantly a big sense of belonging.
The project had 7 partners from 5 different countries. These 7 partners included a directorate of education, 4 schools from primary-upper primary and secondary levels, 1 college that provides secondary and vocational training mainly to early school leavers and a teacher training centre that will provide in-depth professional development for the staff of the partners. All partners had previous experience in working with disadvantaged groups that are at risk of early school leaving and/or have high absenteeism levels. Each partner had also developed methods, measures, activities and connections in order to tackle this problem. The exchange of their good practices and the practices that were developed through the project cycle had significant impacts on the involved institutions, students, teachers, parents, stakeholders as well as wide impacts on local, regional, national and international levels.
The methodology that was used was mostly based on informal and non-formal teaching and learning methods. As formal methods had been tried and failed on this issue, we aimed to make school more attractive and our students, parents and teachers more motivated through non-formal methods. We also used questionnaires, workshops, brainstorming and mind-mapping activities, games, music, dances in order to achieve our objectives.
The transnational nature of the project broadened the impact and brought it a new dimension. Teachers learned from each other and the teacher training centre and became more professional and competent. Students became aware that they were not the only weird ones with problems but there are many other kids who suffer from the same issues in different parts of the world. Institutions became more international, improved and student friendly. Stakeholders and other related institutions raised awareness about the problem and helped in its prevention and solution.
Overall, the project created measurable, sustainable and lifelong impacts and results on the students’ “Way Back to School”

Project Website

http://www.proyectoscprgijon.es/WayBack2School/

EU Grant (Eur)

Funding of the project from EU: 171899 Eur

Project Coordinator

Germencik Ilce Milli Egitim Mudurlugu & Country: TR

Project Partners

• CPR Gijón-Oriente
• OSNOVNA SKOLA PODTUREN
• Hasan Fatma Onal Anadolu Lisesi
• Cork Education and Training Board
• IC9°CuocoSchipa
• Himmet Condur Cumhuriyet Ortaokulu