Description of the project
Early school leaving is a real problem of the education system, which has been insufficiently dealt with and which needs immediate actions. It is a serious and wide-spread phenomenon and it has become a priority for the European Union to reduce it. This project was born from the need to provide schools with concrete tools to prevent or intervene in cases of school drop-out, the main goal of the project being to tackle the problem of early school leaving.
The specific objectives deal mainly with the generally-acknowledges causes of the early school leaving phenomenon and they are the following:
– to improve students’ school performance by equipping them with practical skills in the fields of languages (communication), science, art and cooking, in 8 European schools, for a period of 3 years
– to enhance students’ engagement and motivation to attend school by implementing effective self-awareness and evaluation tools in 8 European schools during the length of the project
– to reduce the degree of absenteeism with at least 5% among the students of the partner schools during the length of the project
– to improve teachers’ skills when dealing with students at risk of early school drop-out, by equipping them with innovative methodology meant to boost students’ motivation and involvement
The main idea is to work on a scientific basis for all the project length, starting from an initial survey in each partner school through specific forms collaboratively made by project partners at the beginning of the project, regarding data about students and their family background, their aims about private life and professional skills, fears, doubts, likes and dislikes. In this way, it is possible to have a complete picture about the early school leaving phenomenon, in order to plan the actions to follow for providing with the insertion of ESL students into class group. These students will be formed by attending laboratories, useful for developing their basic skills: foreign language knowledge, general culture, art, literacy and numeracy, cooking.
Some of the ET2020 objectives will be fulfilled in this training system: improving the quality and efficiency of education and training; acquiring key-competences in education, making training and education more attractive and efficient; promoting equity, social cohesion and active citizenship by education for developing skills and competences necessary for students’ employability; fostering further learning and inter-cultural dialogue. Actually, educational disadvantage should be addressed through high quality inclusive education, including entrepreneurship at all levels of education and training. A set of principles are also provided, that should be observed when working towards the objectives mentioned above. This includes the implementation of European cooperation in education and training from a LifeLong perspective whereby the open method of coordination (OMC) is used more effectively and synergies are developed among different sectors involved.
The project must be carried out transnationally for a better analysis and study of the ESL phenomenon among countries which have quite high early school leaving percentages. From the presentations of the schools it is clear that all institutions are facing this problem, therefore there is a need to implement some new measures. The more diverse the partners are, the more reliable results will be in terms of ensuring their use at a general level; and if we take a look on the map of Europe, we can infer that this partnership brings together schools from different points of Europe – south, south-east, central-east, west – so, the geographic distributioon covers a big part of Europe and Turkey, which will provide different socio-economic perspectives to our project. Last but not least, every partner school brings to the partnership its own expertise in certain domains, which enhances the value of the project and its future results.