Background/Context: Today EU is far from reaching the 2020 targets and the worsening social situation caused by the economic crisis is undermining the sustainability of social protection systems. Students dropping out of school are an obstacle for smart and sustainable growth for all. If less youngsters drop out and if general educational output is increased this will work against unemployment and poverty. As highlighted in “Youth on the move”, one of the EU flagship initiatives; to significantly decrease the number of students dropping out of school is an investment, not only for the individual youth, but also for future EU social cohesion and wealth. Objectives, activities and target groups: This project is targeting newly immigrant children (0-5 years in the country of concern) in the age range of 12-16 years. This project also target native older citizens +65 years To work towards social cohesion we want to investigate how ICT can be used as a pedagogical link between older citizens and newly arrivals at risk for early school dropout. In this project we want to test from a participatory as well as from a research perspective if we successfully can link newly arrivals (minimum 120) 12-16 years old with citizens +65 (minimum 180) for co-creation and co-learning. In this concept newly arrivals with continuous support from established teachers and coaches, plan Smart tablet training courses for older citizens, perform these and also evaluate and refine them. Research questions: • How ICT can be used as an effective tool for breaking polarization between young and older citizens? • How can ICT smooth the access into general education system for newly arrived immigrant children in the age span of 12-16 years? • How ICT can be used as an effective tool to increase the access to lifelong learning of older persons? • How ICT can increase the acquisition of EU key competencies and in particular communication and language in immigrant pupils between 12-16 years? • How ICT and intergenerational learning can be used towards reducing ESL? • How ICT can contribute to better understanding and harmonious coexistence among young immigrants and older people, both living in big cities? • How can schools, teachers and other educational authorities contribute to reducing of school drop out by building network between older and younger generations living together in the community? Methods and foreseen impact: Newly arrivals 12-16 years impact assessment - Lower risk for future ESL (will be assessed through formative assessment, project teacher assessment, as well as grade average) - Increased self-confidence, motivation for education and increased sense of empowerment in life (will be assessed through formative assessment where an app will be used) - Increased acquisition of the key competencies language and communication (oral and written) - Lower risk for local gang recuritment (will be assessed through focus groups and in-depth interviews) - Increased transition into tertiary education. In the longer perspective, we foresee an increase in this target group continuing into tertiary education. However, the time for this project does not allow us to be able to assess this outcome, we will however, assess the motivation towards entering into tertiary education in the target group through formative assessment, in-depth interviews and focus groups. Citizens over 65 impact assessment - Increased capacity to use smart tablets, will be assessed through focus groups methodology - Increased sense of capacity to handle modern technology and sense of access to public services and information, will be assessed through formative assessment (an app will be used) - Increased sense of security in the local area (will be assessed through focus groups) - Increased sense of lifelong learning accessibility (will be assessed through focus groups)
Background/Context: Today EU is far from reaching the 2020 targets and the worsening social situation caused by the economic crisis is undermining the sustainability of social protection systems. Students dropping out of school are an obstacle for smart and sustainable growth for all. If less youngsters drop out and if general educational output is increased this will work against unemployment and poverty. As highlighted in “Youth on the move”, one of the EU flagship initiatives; to significantly decrease the number of students dropping out of school is an investment, not only for the individual youth, but also for future EU social cohesion and wealth. We wanted to work towards social cohesion and investigate how ICT can be used as a pedagogical link between older citizens and newly arrivals at risk for early school dropout. In this project we wanted to test from a participatory as well as from a research perspective if we successfully could link newly arrivals, 12-16 years old with citizens, +65 for co-creation and co-learning. In this concept newly arrivals with continuous support from established teachers and coaches, plan smart device training or PC courses for older citizens, perform these and also evaluate and refine them. Objectives: This project is targeting newly immigrant children (0-5 years in the country of concern) in the age range of 12-16 years. This project also target native older citizens +65 years and in some cases immigrant older citizens in the context of family learning. Number and profile of participating organisations; 1. Stadsdelsförvaltningen Västra Hisingen, Sektor utbildning. 2. Sheffield City Council, Children Young People and Families, Lifelong Learning Skills and Communities 3. Uniwesytet Lodzki, Educational studies 4. Dirección general de immigración, Comunidad de Madrid, Immigration observatory 4, Senatsverwaltung für Bildung, Jugend und Wissenschaft Berlin, School department Description of undertaken main activities; Newly arrived students with continuous support from established teachers and coaches, planned smart device training or PC courses for older citizens, performed these and also evaluate and refine them. The University of Lodz did research based on these questions: • How ICT can be used as an effective tool for breaking polarization between young and older citizens? • How can ICT smooth the access into general education system for newly arrived immigrant children in the age span of 12-16 years? • How ICT can be used as an effective tool to increase the access to lifelong learning of older persons? • How ICT can increase the acquisition of EU key competencies and in particular communication and language in immigrant pupils between 12-16 years? • How ICT and intergenerational learning can be used towards reducing ESL? • How ICT can contribute to better understanding and harmonious coexistence among young immigrants and older people, both living in big cities? • How can schools, teachers and other educational authorities contribute to reducing of school drop out by building network between older and younger generations living together in the community? Results and impact attained; ICT tools cannot replace face-to-face interaction, but they can effectively contribute to a better understanding and harmonious coexistence between young immigrants and older people. ICT-supported learning eliminates intergenerational and cultural distance. It helps to work for the common good, creating a sense of belonging and ensuring mutual support. The research results based on course related surveys showed improvement of communication skills in the students. They felt empowered by intergenerational learning in their communication skills, increased comfort level of cooperation with older generation adults. In addition to communication and social skills, participation in the ICT course with seniors changed young immigrants’ attitudes towards school education. Many felt more motivated to pursue their education and retrain at high school level. Another added value of the youth’s participation in the course was increased confidence The courses had an effect on the youth’s sense of belonging to the community. If relevant, longer-term benefits. All partners plan to continue with permenant courses that involves newly arrived students and seniors. The project showed that intergenerational learning using ICT tools stimulated the development of students and seniors, improved their self-esteem, increased their self-reliance, and motivated their self-determination. Intergenerational relations led to a change in the perception of one’s own limitations and raising expectations. The experience of participating in the courses will allow pupils and seniors to influence their lives as well as their place in the environment in the social, economic and political context.