Synergies for Remigrant Children Inclusion

As well to the report of the Commission for the Evaluation and Quality Assurance in Education in 6 Eu schools, the following aspects, previously identified, have been improved, 1. Migration of the labor force, and the segregation phenomenon in our institutions, created a new category of students: students victims of the (cyber) bullying phenomenon among children of migrants and re-migrants- through the project, we increased the level of inclusion by 80% and totally reduced the phenomena of bullying and cyberbullying 2. The lack of a strategic partnership, at the European level and the need to experiment with the methods applied in other countries, plus the need for a permanent connection between our school and other units of the same level in Europe. Through the project, we created the internationalization of the schools involved and created a European network for inclusion, formed by 6 countries and developed through the new Etwinning project. Synergies for Remigrant Children Inclusion project's AIM: Improving the institutional capacity of the schools to create an educational climate, promoting interculturality and desegregation (EDP) in order to integrate migrant students into our educational system and eliminate the elements of exclusion, and school failure among these students, who are most often victims of BULLYING; Specific objectives: To increase the monitoring of individual progress regarding the integration needs of the students, developing the 5 key competencies, from the perspective of inclusive education, using STEAM instruments, through 5 LTT activities. for 94 teachers; and 1 LTT for 31 students According to Sels- Assessment Tools on Inclusion increased the level of inclusion by 78%; School progress - by 75% To develop the competencies of organizing the educational environment for safety and in accordance with the students ‘needs to acquire competencies of independent life - "Children's Rights"-total fulfillment objective- Inside of all partner schools has been creating a Right Children Center To develop at least 60 innovative methods(6 partners 2 methods 5 guides) for supporting human capital development of partner schools targeting the specific activities in the field of anti-bullying educational factors in increasing synergy applying and transferring that in the local, national, and international levels(LTT for teacher)- To create a sustainable institutional framework for piloting and easy replication of a program for anti-bullying education for at least 35 migrants students, from each partner school, set in the project (Sept. 2020 - August 2023 ) and developed 1 year after project completion: STEAM, DRAMA, Children Righ- total fulfillment objective till August 2023 and all the prerequisites for the development of activities in the following year have been created. To develop 21st-century skills for 50 students: leadership skills, problem-solving, decision-making, project and school work management, practical creativity, time management, communication skills, and entrepreneurship (through LTT students ) -We increased the number of participating students To improve students' motivations for learning and breaking down language barriers. To develop knowledge and understanding among 600 students and educational staff about the diversity of European languages and values Target group: - 200 migrants students, from all partner schools ( 8-12 years)( including the newcomer Ukrainian Refugees Students from the partner schools) - 200 teachers for primary schools - 160 emigrant's parents( Including Ukrainian refugee parents) - 6 members of school management teams ; By implementing the project, we demonstrated that bullying, a real and complex problem, has no resolution by a single direction of intervention, not by a single discipline. School remediation, for students in a situation of school failure, approached from a transdisciplinary perspective, has given our intervention an integrative dimension through 6 directions of simultaneous action, through which we intervened and considerably reduced the effects of this phenomenon( with 89% ). There were two ways of action: - Integrating children with migrant parents, crossing boundaries between disciplines, and enriching learning by using eLearning media and STEAM methods are premises for success in any endeavor for inclusive education. We approached the segregation, discrimination, (cyber) bullying - recognition, prevention, and combating- through two directions of simultaneous action: a) the exploration, internalization, and promotion, by children, among other children, parents, and teachers, of the UN Convention on the Rights of the Child, through an innovative and collaborative methodology. - development of key competencies, as a result of eliminating the pressure created by cyberbullying and discrimination, among children. Thus, children will be able not only to identify the problems at an early stage but also to have a holistic approach to solving them. The teachers helped migrant children learn how to react in a proper and constructive way to the problems and tension in life. The school staff helped with the integration.remigrant were involved during a period of 3 years of project activities. Working together young people understood the importance of education and collaboration. They analyzed and explored the Childrens’ Rights and discovered new roles in their lives. Technology connections involved students to software applications, imaging tools, and ICT. Students started to use new programs. Students and teachers improved usage of digital equipment. We carried out STEAM activities. We increased the monitoring of individual progress regarding the integration needs of the students, developing the 5 key competencies, from the perspective of inclusive education, using STEAM instruments. Differentiated learning techniques reached students with different and special learning needs. New methodological tools were bought and were used to improve learning, improving student's motivations for learning and breaking down language barriers. We developed professional skills for using specific methods of formal and non-formal learning. Outdoor education was full of different activities: camping, Family festivals, visiting museums and places of interest, games, integrated lessons in the schoolyard, etc. We developed the skills of students: leadership skills, problem solving, decision making, project and school work management, practical creativity, conflict management, communication skills and entrepreneurship (through LTT students). All the partners developed knowledge and understanding among 500 students and educational staff about the diversity of European languages and values. Students and teachers improved English and discovered partners countries’ customs, traditions. Our educational strategy falls into several categories of inclusive education, and we solved migrant student's bullying problem: a) training and education: 6 LTT and we prevented and/or tackled bullying( 89% reducing): 1. ICT for INCLUSION -E-leaning and audio-visual anti-bullying practices. I've created digital applications, guides, podcasts, stories childhood games. 2. CHILDREN'S RIGHTS -collaboratively, on Children's Rights (UNICEF) as European countries, we have strengthened our pupil's tolerance and appreciation of each other; anti-bullying Children's Rights flash mob; Children’s Rights drama plays engage students in an active way, using this process was made possible to reach students at risk of exclusion. 3. STEAM for ESTEEM - includes real-life problem-solving activities, encouraging children's autonomy. studying the basic natural elements and connecting them with Children's Rights. The STEAM units study: Wind Powered(energy) Water,( Fractals), Soil ( architectures) Plants( Fibonacci number); We created the guide. 4. LEARNING ITINERARIES: Effective teaching means effective learning for an inclusive school. A guide was realized. 5. PEDAGOGICAL DRAMA - understatement of the democracy values; the theatrical plays have been produced and used for raising awareness on bullying.Children's Rights role-playing, as it uses reason to understand the causes and effects of the bullying phenomenon; A guide was created. 6. CHILDWOOD STEAM LAB- Differentiated learning techniques for students exchanging, STEAM labs b) awareness raising - the role of teachers in reforming the curriculum has been improved c) capacity building-knowledge of how the reform process was organized in partner schools; structuring public policies in the education area; Intervening cohesive strategies and tools(practices and methodologies, which use STEAM for ESTEEM strategy) d) action in comunity: Prevention action e) partnership development- new Etwinning project