In an inclusive non-formal education space, children will benefit from living with different experiences and learning from them and will allow: -Develop in the school children community values such as solidarity, respect, reflection on human behavior and coexistence with diversity and inclusion, citizen participation and a sense of belonging. -Promote the acquisition of transversal competences through non-formal learning in inclusive spaces and through participation and cooperative learning, stimulating the development of a critical spirit, creativity and acquiring habits of dialogue and search for consensus. -Provide flexibility to educational professionals to develop innovative and alternative non-formal education methods to help students learn.
IncLeisure is an educational project that aimed to provide all participants with an experience of participation, training, analysis and thinking about inclusive non-formal learning spaces (INFLS) not only as a solution to a problem of social exclusion of the school children's community, but as a way learning values and transversal skills within regulated school education. It is a non-formal education that is received in places of daily life and social relationships such as schoolyards, parks and sports spaces. The subject who receives it is an active part of his education and that of others. Community participation, of all agents (institutional, educational, family, neighborhood) in the definition of these common spaces, and of the activities carried out in them, contributes greatly to generating feelings of belonging to the group, ties and, therefore, inclusion of all participants. The project emphasized the usefulness of implementing adequate playgrounds structure to bring motivational tools for teachers to work learnings with students. Early school leaving is due to a series of factors of diverse nature and is linked to situations of cumulative exclusion that often originate in early childhood, with the most vulnerable groups