This project includes five schools from RO,IT,MK,PT,TR with pupils aged between 12-17. The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach this goal of inclusion we will practice new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. This application refers to the particular needs of students from each partner schools, based on four common issues which have a major influence on scholar success.(1-Lack of social inclusion; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs ). The needs analysis has been done in five schools by taking the observation of the teachers’ view and by applying basic survey which evaluates those four obstacles. Before creating this project we had a pre-work period about the new strategies and finally we’ve defined 5 new ones to use in our project. Every partner will apply one of these methods in its school environment, observe and evaluate the outcomes. During the meetings these outcomes will be discussed by all the partners and will be transferred to one another. At the end of 2 year time, 5 strategies will have been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods in their schools. We intend to develop new strategies for these schools to enhance their ability to prevent school abandon through a collaborative international partnership based on different good practices in each school. The project tries to find methods to encourage inclusion of disadvantaged students in community activities and on labor market. We’ll practice new links between formal, informal and non formal education in order to offer our students solutions for these four problems and real opportunities for their behavior. OBJECTIVES -to promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society. -to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out -to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum. -to give teachers different methods of education and share the good practices NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: The project will take excluded students in the centre, so 180 in total will take part actively in the project activities. Approximately 1200 students/teenagers will be indirectly affected. Teachers/Adults: there will be teams of 5 teachers at each partner organisation so 30 in total will take an active part in the project. There will be a teacher of English, Maths Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults will be indirectly affected. Administrative staff: The head teacher/chairman and a deputy head will take part in the project, approximately 36 administrative staff will be indirectly affected. Families: The number of the family members will be 300 in total and they will contribute to introduce the host country’s culture, tradition and to prepare traditional food for an international evening. Local community: Local community including local press, municipality, directorate of national education and PTA will help to disseminate the project to a wider community. RESULTS AND IMPACTS Through our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.
This project includes five schools from RO, IT, MK, PT, TR with pupils aged between 12-17. The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach this goal of inclusion, we applied new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. This application refers to the particular needs of students from each partner school, based on four common issues which have a major influence on scholar success.(1-Lack of social inclusion; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economic needs ). The needs analysis was done in five schools by taking the observation of the teachers’ view and by applying a basic survey that evaluates those four obstacles. Before creating this project we had a consultation period about the new strategies and finally we’ve defined 5 new ones to be used in our project. Every partner applied one of these methods in its school environment, observed and evaluated the outcomes. By the end of a 2 years time, 5 strategies will have been applied and evaluated. According to the observation and results of success, the partners will continue to use these strategies and methods in their schools. We applied 5 new strategies to enhance the ability to prevent school abandon through a collaborative international partnership based on different good practices in each school. The project tried to find methods to encourage the inclusion of disadvantaged students in community activities and on the labor market. We linked formal, informal and nonformal education in order to offer our students solutions for these four problems and real opportunities for their behavior. OBJECTIVES -to promote the inclusion of excluded students, the ones with a lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into mainstream education and society. -to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out -to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum. -to support children's emotional and social behavior through a stimulating learning environment -to give teachers different methods of education and share good practices NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: The project had excluded students in the center, so 180 in total took part actively in the project activities. Approximately 1200 students/teenagers were indirectly affected. Teachers/Adults: there were teams of 5 teachers at each partner organization so 30 in total had an active role in the project ( teachers of English, Maths, Counselors, ICT teachers and PE teachers/trainers). Approximately 150 teachers/adults were indirectly affected. Administrative staff: The headteacher and the deputy headteacher took part in the project, with the accountant's help, approximately 36 administrative staff were indirectly affected. Families: The number of family members was 300 in total and their contribution was to introduce the host country’s culture, tradition and to prepare traditional food for international evenings. Local community: Local community including local press, municipality, directorate of national education and parents associations helped us to disseminate the project to a wider community. RESULTS AND IMPACTS Through our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations. Our project teams are formed of 36 students and 6 teachers in each school. Tangible results Erasmus corners were accomplished by students at the beginning of the project. We had brainstorming in each school to find the proper content of the project web page. Students had to collect information, photos and testimonials about the activities. The teams documented about the new methods we want to implement in schools and about educational systems in partner countries. We drafted an e-magazine based on the activities from hobby clubs as extracurricular activities meant to attract students toward educational way of spending their spare time. The e-book containing these 5 methods represents the most important result of the project, ensuring the sustainability and visibility of our project.