The Project “HEAR ,SOLVE AND DECIDE was created by a 'strategic association located in three educational centers, one in Sant Feliu de Llobregat (Barcelona) Spain, one in Rosarno (Reggio Calabria), Italy, and one located in Le Bourget in France.The idea of this project, came into being from an unwanted situation that occurred in the school of Sant Feliu. The students in this school ,in fact, in the years 2012/13 and 2013/14 got marks below the expected levels and abandoned the periods of training at the companies included their training programs, and therefore, the number of graduates in end of course fell sharply.This led the teacher teams to plan and set up some actions aimed at solving the problem of early school leaving. They planned new activities aimed at 'EMOTIONAL LEARNING and at strengthening pupils ‘s personality, in order to correct and to increase their social and personal skills necessary to live as adults.The good development of these actions has encouraged the Spanish teachers to propose this "educational practice" to other European colleagues and to present this project in ERASMUS +partnerships so that a greater number of pupils and teachers can be involved.30 students will be asked to participate in the project . 85% of them with special educational needs and ten of them with a light intellectual deficit with a greater than 33% recognized disability. In this project, there are 30 pupils participating but during the stay in each school, other class groups from the same school participate as well. The three schools come from three economically and socially disadvantaged centers. In the selection of pupils priority will be given to: special educational needs, risk of school dropping out and gender equality. They are all teenagers between 16-21 years in the training process to access their exams in ESO (compulsory secondary education).The project carries out its activities in two school years. Weekly activities are planned according to the same program for all the three schools. Each school will keep some forms and will record the indications for the teachers and the activities to be done working with EMOTIONS and CONFLICT RESOLUTION. The treated emotions will be: Joy, Love, Beauty, Frustration, Uncertainty, Fear, Worry, Anger, Loneliness and Sadness. Each center will work on the same program and will share progress, doubts, videos, and other materials with their foreign peers in virtual spaces that will culminate in concrete productions, among which we highlight " the Decalogue GOOD ADVICE" consisting of comments produced by the whole group during the process. These learning activities will be followed by other complementary activities that will be done when you visit the students in their country in order to live experiences as knowing each other and being part of a group, collaborating and producing together. in order to, be, tobe capable, useful and necessary.The Project meets the new concept of the inclusive education and' is based on the active learning paradigm of Edgar Dale with the idea that learning by doing is the true and lasting learning. The body experience where you activate the emotions of the subject and techniques like Role Playing facilitate empathy and social perspective. This project aims to obtain an improvement of the marks of the pupils and to avoid / reduce early school leaving. Finally strenghtening pupils emotionally and ensuring that their self-esteem as useful, capable and necessary people will increse they will grow up in the culture of collaboration and respect to diversity. Moreover we claim to disseminate these strategic objectives in the social and professional surroundings near us and to use platforms such as Erasmus + and e-Twinning able to impact on the national and European contexts.In addition to all the benefits that we have already outlined the project will be sustainable over time with a reproductive capacity. It means giving the possibility to generate synergies and other benefits..
The SENTIMOS. SOLUCIONAMOS Y DECIDIMOS project was developed during two school years (2016-18) and included three centers located in France, Italy and Spain. These are centers of different sizes (enrollment n°) with a common denominator: they are attended by vulnerable young people, socially and economically, which was the essential characteristic for selecting the participants for the project. The general social-economic context in Europe, despite the end of the financial crisis 2007 declared ten years after it started, is finding for its place in between attempts to get the economy back to its normal state and the search for the right middle, often contradictory and inefficient, that pretends to palliate the social crisis due to refugees and immigrants from countries that have known war, hunger and terrorism. The stocks of poverty and vulnerable population increase, and the social principle “equality, equity” facilitates and generates EXCLUSION all over again. We have to look forward to diversity and recognize one’s enriching value to get back dignity of those who have to face our social system. OBJECTIVES: share and diffuse internationally the “Right Teaching Practice”. Basically the project aims at the EMOTIONAL EMPOXERMENT of the young people (15-21 years of age), especially of those who live and grow in a reality of personal disadvantage, social and economic, who show signs of undesirable behavior and attitude, beyond those due to adolescence and often leading to deficient and reactive emotional distress. Facilitate “getting closer to those who are alike and learning to know oneself, always being accompanied to make sure one’s discoveries have a value”. ORGANIZATIONS: The Strategic Association has formed three centers: Xamfrà-Taller Sant Miquel created in 1982 is a small center of E.Especial that only imparts adapted professional formation, oriented at professionalization and future social labor insertion of its 60 students, all of them having a slight intellectual deficiency. It is located in the industrial districts by Barcelona, in Sant Feliu de Llobregat, having 44 000 local people and being the regional capital (Baix Llobregat). The R.Piria Institute created in 1969 is a public Institute of high education that hosts 1 200 students grouped into: Scientific Institute, Professional Agricultural Institute and Technical Institute of Administration, Finance and Marketing, located in Rosarno which has 15 000 local people, at the North of Reggio Calabria province. Its economical force is agriculture (citrus). It faces constant arrival of refugees and immigrants that cannot be absorbed and generates great difficulties and conflicts. Lycée du Bourget was recently created, in 2016, located in Le Bourget having 12 000 local people in the Isla region, “department 93”, 10km from Paris. Its population is essentially of Arab origin, with deeply rooted multicultural character, something Xamfrà and Piria students are not quite familiar with. Second and third generations take part in its educational, social and economic system. The middle-high school contains two blocks: one of 700 students and one, called Microinstitute, of 50 students, and those are the places where the project was centered. ACTIVITIES: Sessions, as they are called, occupied the weekly working time, from 45 to 90 min, and were organized and prepared under the specific directions or Xamfrà tasks. (Teacher’s Manual). During the Mobilities C1, C2 and C3 each center proposed to the incoming group (20 students, 6-8 teachers) its own activities that had been prepared beforehand. They have also proposed a Cultural Program to give the participants a possibility to learn and share certain cultural traditions, fashions, customs and heritage. RESULT-IMPACT : Various indicators were used to explain the quantitative results obtained from the calculation of the project efficiency that, at 93,5% (Check-List data), largely satisfied our expectations as we had been aiming at 80% (+/-5%). The evaluation items were categorized in three dimensions to also let us analyze the impact of each one of them like the Strategic Association: STUDENT (93,44%) – CENTER (93,59%) – ASSOCIATION (87,13%). It has to be noticed that in Xamfrà, for the first time in past 5 years, the students that passed their labor practice (ABILITY) qualifying for the graduation from the educational program, passed from 70% to 75% of their final enrollment. This is a huge success for us. Regarding the center and a good collaboration with the French colleagues, we have agreed upon an international linguistic activity in the next year (letters in Spanish). LONG-TERM BENEFITS: We state the evidence that the content of this project can help teachers, centers and management to EMOCIONALLY EMPOWER the student, it only depends on their will to include this inclusive view in their practice and work.