Progress in promoting equality and inclusion is one of the cornerstones of the ERASMUS + programme, especially significant when it comes to vulnerable groups such as the case of immigrants collective, and more specifically young immigrants who are immersed in phases of education and professional training. The reality offers worrying statistics when it comes to assess immigrant students performance (lower than the figures for national classmates) and drop-out figures (over the national average in all the European countries). Linguistic adaptation is a central issue in the mentioned educational phases, that can contribute to improve not only the academic results but also social inclusion of immigrant students. However, it requires the design of appropriate environments and teachers prepared to meet the challenges that undoubtedly generates multilingualism. And those are the central targets of MULTI-ESKOLA project.In line with the Paris Declaration, we will implement actions aimed at addressing diversity in education and training (formal and informal, the development of social, civic and intercultural competences and media literacy, as well as fighting discrimination and segregation.MULTI-ESKOLA project clearly addresses the target group of teachers and, additionally to school and I-VET centres managers. The project focuses on the development of two strategic outputs that points to the priority of "Strengthening the profile of the teaching professions" as we will develop resources and educational materials aimed at improving the professional skills of the teachers of secondary schools and initial vocational training, promoting continuous and peer learning through the creation of specific environments that allow interaction between teachers, experts, the educational community in general, and representatives of parents, among others.MULTI-ESKOLA project is designed to respond to the challenges of multilingualism in educational centres focusing on:- The need of all the students to develop language competences both in mother tongue and in other language to facilitate their social and labor inclusion. - The development of trilingual educational models and excellence models that clearly respond to the current social and labour market demands.- The respect for the minority languages, official and non-official, that coexists in many European regions in educational (formal and informal) environments.The project main goal is to respond to the new challenges of European schools and i-VET centres by providing resources for the development of an inclusive education and training, from the perspective of multilingualism.The project specific objectives include:- To identify, analyze and propose schools and i-VET centres recommendations and guidelines for designing effective multilingual education programs.- To develop resources and educational materials aimed at improving the professional skills of the teachers of secondary schools and initial vocational training.- To promote continuous and peer learning through the creation of specific environments that allow interaction between teachers, experts, the educational community in general, and representatives of parents.Outlined needs are not country limited by common to all the EU countries, thus transnational approach is the best way to achieve quality outputs gathering multiple views and experiences to respond to a EU level issue.
Progress in promoting equality and inclusion is one of the cornerstones of the ERASMUS + programme, especially significant when it comes to vulnerable groups such as the case of immigrants collective, and more specifically young immigrants who are immersed in phases of education and professional training. The reality offers worrying statistics when it comes to assess immigrant students´ performance (lower than the figures for national classmates) and drop-out figures (over the national average in all the European countries). Linguistic adaptation is a central issue in the mentioned educational phases, that can contribute to improve not only the academic results but also social inclusion of immigrant students. However, it requires the design of appropriate environments and teachers prepared to meet the challenges that undoubtedly generates multilingualism. And those are the central targets of MULTIESKOLA project. MULTIESKOLA project is designed to respond to the challenges of multilingualism in educational centres focusing on: - The need of all the students to develop language competences both in mother tongue and in other language to facilitate their social and labor inclusion. - The development of trilingual educational models and excellence models that clearly respond to the current social and labour market demands. - The respect for the minority languages, official and non-official, that coexists in many European regions in educational (formal and informal) environments. Thus, the project main goal was to respond to the new challenges of European schools and i-VET centres by providing resources for the development of an inclusive education and training, from the perspective of multilingualism. The MULTIESKOLA project has clearly targeted the target group of teachers, as well as school directors and I-VET centers. Its development has focused on the design of a Toolkit of educational resources for teachers, within the framework of the priority "Strengthening the profile of the teaching professions". This result allows to improve the professional skills of teachers of secondary schools and initial vocational training, promote continuous and peer learning through the creation of a learning environment that allows the interaction between teachers, experts, the educational community in general and representatives of parents, among others. The project was initiated by a team formed by 5 European organizations, directly linked to the field of education and training, thus representing the target groups of the project. The main activities carried out include, first of all, a research phase, with interviews with managers, directors and teachers at different centers, which has allowed collecting ideas and data in each participating country and which has been a key information base for the approach of the contents of the Toolkit. Next, the Toolkit of Educational Resources for Teachers has been designed and developed, a tool that includes four thematic working areas (peer mentoring, Diversity and interculturality, Edutainment and Motivation), and offers training content, practical tools and resources useful in the day to day of the teacher. In addition, the transversal management, evaluation and dissemination activities have been developed. The latter has been especially relevant, and the partners have managed to involve a large number of educational centers and stakeholders in their local and national contexts, thus achieving a significant impact on the target groups of the project. It is interesting to note that, in fact, at the end of the project, there are already a significant number of educational centers and teachers that are using the Toolkit to organize their school activities (curricular and extracurricular ones). The partners are receiving very positive feedback, and it is foreseen that this use will also allow an update and adaptation of the Toolkit to new ideas, needs, approaches, and even thematic areas, in a medium-long term. The MULTIESKOLA Toolkit has from its origin, a vocation to be a living product,open to the contributions that are received from the teachers who use it, and who enrich it with their comments and ideas.