COMENIUS PROJECT

PARTICIPANTS:Belgium, Finland, Ireland, Sweden and Spain.

SPANISH TOPIC: EARLY SCHOOL LEAVING

MEETING PLACE: CASTRILLÓNIES Isla de la Deva

andCentro Cultural Valey

(Valey Cultural Centre)

MEETING DATE: MAY 2014

COMENIUS PROJECT SPANISH TOPIC: EARLY SCHOOL LEAVING

PARTICIPANTS: Belgium, Finland, Ireland, Sweden, and Spain

MEETING PLACE: CASTRILLÓN

IES ISLA DE LA DEVA AND CENTRO CULTURAL VALEY (Valey Cultural Centre)

MEETING DATE: MAY 2014

GENERAL CONSIDERATIONS

EARLY SCHOOL LEAVING

* Affecting one in seven young people in Europe.

*Reducing early school leaving to less than 10% by 2020 is one of the headline targets in the EUROPE 2O2O STRATEGY.

ESL risks damaging Europe's future competitiveness.1

EU MEETINGS ABOUT EARLY SCHOOL LEAVING

* Brussels, June 2011 : Council Recommendation on policies

to reduce early school leaving.

*Early intervention.

*Involvement of all social agents.

* Brussels, 1st-2nd March 2012: Conference report: reducing early school

leaving: efficient and effective policies in Europe.

*22 specific examples of successful initiatives.

*Exchange experiences and share views.

*Adaptation to the environment”.

ට WORKING IN GROUPS.

ට MEETING REGULARY TO EXCHANGE EXPERIENCES AND GOOD PRACTICE.

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EARLY SCHOOL

THE REASONS

for early school leaving are highly individual, but we can find some

recurring characteristics:

* Social disadvantage.

* Low education backgrounds.

* Vulnerable groups, such as

young people from a public care background.

* People with physical and mental disabilities.

LEAVING

THE CONSEQUENCES

ESL represents a waste of individual life opportunities and a waste of social and

economic potential.

*Unemployment, poverty and social exclusion.

* Early leavers are less active citizens.

* More often theyŕe dependent on social assistance.

*High rates of ESL are detrimental to the objective of making lifelong learning a reality .ESL is a constraint

against smart and inclusive growth within Europe.

EARLY SCHOOL LEAVING IS NOT JUST A SCHOOL ISSUE

EARLY SCHOOL LEAVING IS A PROCESS RATHER THAN A ONE-OFF EVENT

“IT TAKES A WHOLE VILLAGE TO RAISE A CHILD”. (AFRICAN PROVERB)

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EXPERIENCE SUGGESTS THAT AN ANALYSIS OF THE NATIONAL, REGIONAL AND LOCAL CHARACTERISTICS OF THE PROBLEM IS REQUIRED FOR THE MEASURES TO BE SUCCESSFUL.

TACKLING EARLY SCHOOL LEAVING

European frame FLEXIBLE EDUCATIONAL PATHWAYS

OPEN SCHOOLS SOME SUCCESSFUL MEASURES TO COMBINE GENERAL EDUCATION,

VOCATIONAL TRAINING AND FIRST PRACTICAL WORK

SCHOOL AS “LEARNING COMMUNIITES” EXPERIENCE TARGET STUDENTS WHO MIGHT BE

PUPILS, TEACHERS, PARENTS AND OTHER STAKEHOLDERS. DISCOURAGED BY LOW ACADEMIC ACHIEVEMENTS

NETWORKING WITH ACTORS OUTSIDE SCHOOL AND WANT TO START WORKING AS EARLY AS

(YOUTH AGENCIES, SOCIAL SERVICES, DRUG TASK FORCES...) POSSIBLE.

LANGUAGE SUPPORT DES E GR E GATION POLICY

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LOUXEMBOURG.COUNCIL RECOMENDATION OF 28 JUNE 2011ON POLICIES TO REDUCE EARLY SCHOOL LEAVING

Reducing early school leaving is essential for achieving a number of key objectives in the Europe 2020 strategy. The reduction of early school leaving addresses one of the major risk factors for unemployment, poverty and social exclusion. The Europe 2020 strategy therefore includes the headline target to reduce ESL to less than 10% by 2020, from 14,4% in 2009. Member states have undertaken to establish national targets, taking account of their relative starting positions and national circumstances.

2012.- MORE THAN 14% OF ALL 18 TO 24 YEAR OLDS

IN EU FINISH THEIR EDUCATION AND TRAINING

WITH ONLY LOWER SECONDARY EDUCATION OR

LESS. 2020.- BY 2020, THE

AVERAGE EUROPEAN ESL WILL BE BELOW 10% IF

THE TARGET IS MET.

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THE COUNCIL OF THE EUROPEAN UNION

INVITES THE COMMISSION:

To support Member States’ strategies through the exchange of experience and good practice and to facilitate effective peer

learning,networking and experimentation with innovative approaches among the Member

States on measures aimed at reducing early school

leaving and improving the educational outcomes of children

from groups at risk.

To ensure support and contribute to the

implementation of Member States’

strategies on early school leaving.

To report periodically on the progress towards the Europe 2020 target and on the implementation of Member States’ strategies on early school leaving through the Annual Growth Survey and within

the reporting arrangements under the ET 2020.

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THE COUNCIL OF TE EUROPEAN UNION RECOMMENDS MEMBER STATES

A FRAMEWORK FOR COMPREHENSIVE POLICIES TO REDUCE EARLY SCHOOL LEAVING

Strategies on early school leaving should be based on an analysis at NATIONAL, REGIONAL AND LOCAL LEVEL of the conditions leading to the phenomenon, as average rates often mask large differences between different regions or countries.

1. Identification of main factors and monitoring

The development of evidence-based and cost-effective policies to combat early school

leaving requires gathering and maintaining data on the phenomenon. This should allow

analysis at local, regional and national levels.

Evaluation of the effectiveness and efficiency of existing policy measures aimed at reducing

early school leaving is an important basis for improving

strategies and programmes for increasing pupils’ chances of school

success.

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2. Policy framework

2.1. PREVENTION POLICIES

1. Providing high-quality early childhoodeducation and care is beneficial for all children and especially relevant for those from disadvantaged backgrounds, includingmigrants and gypsies.

2. Increasing the educational offer by providing education and training opportunities beyond the age of compulsory education can influence the behaviour of young people and their families and lead to higher rates of completion of upper secondary qualifications.

3. Promoting active anti-segregation policiesand providing additional support for schools in disadvantaged areas or with high numbers of pupils from socio-economically disadvantaged backgrounds.

4. Emphasising the value of linguistic diversity to improve their proficiency in the languageof

instruction.

5. Enhancing the involvement of parents, reinforcing their cooperation with the school and

creating partnerships between schools and parents.

6. Increasing the flexibility and permeability of educational pathways.

7. Strengthening high-quality vocational pathways and increasing their attractiveness and flexibility. VET provision allows for alternative pathways into

upper secondary and tertiary education.

8. Strengthening the link between education and training systems and the employment sector, in order to emphasise the benefits of completing

education for future employability.

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2.2. INTERVENTION POLICIES

1. Developing schools into learning communities

based on a common vision for school development shared by all Stakeholders.

2. Developing early-warning systems

for pupils at risk.

3. Networking with parents and other actorsoutside school, such as local community services, organisations representing migrants or minorities, sports and culture associations, or employers and

civil society organisations.

4. Supporting and empowering teachers in theirwork with pupils at risk, which is a pre-requisite for

successful measures at school level.

5. Extra-curricular activities after and outsideschool and artistic, cultural and sport activities, which can raise the self-esteem of pupils at risk and increase

their resilience against difficulties in their learning.

2.2.1.- INTERVENTION POLICIES AT INDIVIDUAL LEVEL:

1. Mentoring individual pupils to helps them overcome specific academic,

social or personal difficulties.

2. Tailoring teaching to pupils’ needs.

3. Strengthening guidance and counselling supports students’ career

choices, transitions within education or from education to employment.

4. Ensuring that young people whose economic circumstances may result in their dropping out of

education are given access to appropriate financial support.

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2.3. COMPENSATION POLICIESaim to help those who left school prematurely to re-engage in education, offering routes to re-enter education and training and gain the qualifications they missed.

1. Successful second chance education programmes, which provide learning environments which respond to the specific needs of early school leavers, recognise their prior learning and support their well-being.

These programmes are different from schools in both organisational and pedagogical approaches and are often characterised by small learning groups, by personalised, age-appropriate and innovative teaching and by flexible educational pathways. As far as possible, they should be easily accessible and free of charge.

2. Various routes back into mainstream education and training, the provision of which is important.

Transition classes with a strong emphasis on guidance can help to bridge the gap between previous school failure and re-entering mainstream education.

3. Recognising and validating prior learning, including competences achieved in informal learning, which improves the confidence and self-esteem of young people and facilitates their re-entry into education. It can motivate them to continue education and training, helps them to identify their talents and to make better career choices.

4. Targeted individual support, which integrates social, financial, educational and psychological support for young people in difficulties. It is especially important for young people in situations of serious social or emotional

distress which hinders them from continuing education or training.

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CONFERENCE REPORT: REDUCING ESL. EFFICIENT AND EFFECTIVE POLICIES IN EUROPE.

EARLY SCHOOL LEAVINGAffecting one in seven young people in Europe

Reducing its levels is a shared objective of EU countries in the EUROPE 2020 STRATEGY.

****************************

CONFERENCE ON 1-2 MARCH 2012

Organized by the European Commission

PRACTITIONERS More than 300 RESEARCHERS POLICYMAKERS

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*Four-point action plan:

1.- Developing a sufficient evidence-base for better targeted policies against ESL.

2.- Establishing cross-sectorial cooperation.

3.- Addressing drop out from vocational education and training.

4.- Promoting different forms of learning to retain disengaged young people in education and training.

*Working in groups in this field. *Meeting regularly to exchange experiences and good practice.

.- PREVENTION *TACKLING ESL .- INTERVENTION

.- COMPENSATION

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ALL POLICIES RELEVANT TO CHILDREN AND YOUNG PEOPLE SHOULD CONTRIBUTE TO THE STRATEGY AGAINST

EARLY SCHOOL LEAVING.

* This concerns especially social policies and support services, employment, youth and integration policies.

* Every new policy or measure aimed at children, young people, parents or professionals working with children and young people, irrespective whether it is related to the formal education system or not, should therefore be tested againstits contribution to reduce early school leaving.

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24 CONCRETE EXAMPLES OF SUCCESSFUL INICIATIVES

A.- PREVENTION

1.-Unique pupil number (UK)

IF YOU KNOW WHAT THE PROBLEM IS, YOU CAN SOLVE IT.

2.- Education number: better registration, better analysis (Netherlands)

3.- High quality preescol education for all (Sweden) EARLY CHILDHOOD EDUCATION AND CARE:

BETTER SAVE THAN SORRY... High levels of investment in preschool education. Social competences receive emphasis as well as different ways of approaching language development for children with a migrant background.

4.- Prolongation of compulsory education (Poland / Italy) LIMITING THE NUMBER OF PUPILS COMPELLED TO REPEAT A SCHOOL YEAR AND SETTING UP DIFFERENT EDUCATIONAL PATHWAYS FOR EARLY LEAVERS.

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5.-Desegregation policies (Hungary/ Bulgary)

* Zones of Educational Priority (Cyprus)6.- Positive discrimination measures * The Ambition réussite programme (France)

* PROA (Reinforcement, Guidance and Support Programme) (Spain)

Extra support for pupils facing difficulties in primary and secondary education and for schools hosting large numbers of pupils from socially disadvantaged backgrounds.

7.- Systematic language support. Structured system for language development (SWEDEN)

Sweden has a structured curriculum for Swedish as a Second Language. Children from a migrant background are also entitled to support both Swedish and the mother tongue during early childhood education and care and can choose their mother tongue as a school subject in primary and secondary education,equivalent to other school subjects.

Moreover, individualised study support and guidance can be provided in the student's mother tongue.

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*Lower cycle of vocational secondary education (Louxemburg)8.-Increasing impermeability of educational pathways * Diversified, flexible pathways (Italy)

*Production Schools (Denmark)

9.- Strengthening vocational pathways

Providing alternatives to ESL (Spain).

The national ESL rate of 31% during the last years masks significant regional differences in Spain. In the Basque Country ESL is less than the EU average, and VET constitutes a strong feature. Significant efforts including the support of European Social Funds have improved its labour market relevance by establishing close cooperation between enterprise and training providers. Large investments were also made in order to improve thetechnical equipment of training centres and to align it with the equipment used in enterprises. Providers of initial training offer also continuous training, which has a positive effect on the morale and motivation of trainees.

Quality is constantly evaluated and strict quality standards are applied in most training centres.

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B.- INTERVENTION

* TEACHERS10.- Schools as learning communities * PARENTS

*STAKEHOLDERS

Rural education project (ROMANIA)

Learning Communities (Spain).- The Learning Communities are a flagship initiative implemented in several Spanish

regions. Learning communities usually centre on pedagogic innovation, e.g. interactive learning or a pedagogy aiming at promoting respectful and open exchange and solidarity between the students and school staff. Pupils, teachers and school leaders, parents, community stakeholders and education authorities are all involved in defining and building a project for the school, and are actively engaged in learning from each other.

The implementation of the initiative comprises several phases. The first step is reflection and an open brainstorming on the motivation for change. In order to continue, the project must be approved by the most relevant actors (teachers, the head teacher, families

and administration). Once a school decides to adhere to the project, all the stakeholders together need to decide what to improve, both in academic and non-academic ways.

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11.- Early warning systems Digital absence portal (Netherlands)EARLY WARNING SIGNS: EARLY ACCESS CARE.

12.- Involvement of parents (cooperation between families and school)

The Home-School Community Liaison (IRELAND)

The initiative aims to establish collaboration between parents and teachers for children's learning, targeting, in particular, families from disadvantaged backgrounds and/or neighbourhoods. In order to overcome parents' own negative experiences with school, the initiative tries to recover trust by recognising parents as belonging to the school (e.g. parents’ rooms), offering adult education courses, involving parents in teaching mathematics and reading to primary school children, and involving parents of children with special needs in helping their own child in class. Parents thus gain knowledge and understanding of learning and can better support their children at home.

Another key feature of the programme is the 'home-school coordinator', who acts as a mediator and contact person. The coordinator regularly visits families and can intervene in particular in crisis situations, after absences from school or in cases of disruptive behaviour.

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13.- Networking with actors outside school

Regions take action (NETHERLANDS)

The School Completion Programme (IRELAND)

Schools are grouped into clusters of secondary and primary schools. Each cluster has a local management committee composed of principals, voluntary and statutory agencies including County Development Boards, Local Drug Task Forces, Area Partnerships (local organisations focussing on social inclusion), the local programme coordinator, parents, community interests, etc.

The clusters of schools receive extra-funding to organise activities such as academic and non-academic support for pupils on a continuous basis. In order to avoid the stigmatisation effect of singling out individual pupils for support activities, most activities target the whole class or

school.

14.- Extra-curricular activities

OPEN SCHOOLS (Naples, Italy)

Tanoda centres (Hungary)

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15.- Teacher education, empowerment and motivation.

We need all Youngsters.- Courses on diversity for VET teachers (DENMARK)

COMENIUS PROJECT: THE GOLDEN 5

The proposed project GOLDEN5 aims to

produce, over three years (2004­2007), an educational program and a modular course for educational staff to create a more congenial and

effective school environment. This project is founded on the belief that schools have

important responsibilities for the education of future citizens, with healthy

attitudes towards themselves, others and society, and that children at risk of social exclusion do need

special attention. Teachers themselves need to be competent in managing strategies and

improving the social development of the children and the class as a group.

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16.-Student-focused strategies.- Individual support to young people who are at risk of dropping out.

Care and Advisory Teams (The Netherlands)Mentoring and tutoring

Tutoring programmes (French-speaking Community of Belgium)

The tutoring programme supports pupils in upper-secondary education to reduce year repetition and facilitate transition to higher education. This programme was created in 1989 and aims at schools with a large population with socio-economic disadvantage and immigrant backgrounds. The tutors are university or college students who offer support to groups of 3 to 8 students in a specific course. Even if the programme is not a one-to- one, the additional support has proved to be very useful for the pupils.

Personalised programmes for educational success (France)Personalised learning Primary level students with severe and persistent learning difficulties are identified by their teacher, who

implements a personalised programme for educational success.

The Mission Générale d'Insertion (France)

Improving guidance.- Young people often find it difficult to make the right choice or they lack a clear idea of what a certain occupation involves. It can prevent young people from taking wrong decisions regarding their future career developments.

Career Orientation and Guidance (The Netherlands)Easy access to labour market data (Czech Republic)Improving guidance and recognition (Luxembourg)

Financial support .- Policies against ESL need to take account of the financial difficulties that cause many young people to leave school early. Some Nordic countries have traditionally provided study allowances as part of a policy of 'citizen entitlement'. Financial incentives can also be conditional, e.g. based on regular school attendance.

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Scholarships in Latvia

3.- COMPENSATION

Compensatory strategies create opportunities for those who left education and training prematurely, but want to gain the qualifications they missed at a later stage in their life. The aim is also to reintegrate young adults in danger of social exclusion by offering a range of tailor-made education and training opportunities.

17.- Second chance programmes

Second chance schools need to provide a different learning environment which responds to the specific needs of their learners:

Ω Smaller learning groups.Ω More teachers per student.Ω More personalised and innovative , flexible and multiple pathways. Ω More elements of vocational training.

Belvárosi Tanoda Alapitvány Foundation (Hungary)

Hungary's Belvárosi Tanoda Secondary School is part of the network of Tanoda centres which aim at providing children from disadvantaged backgrounds with the extra support in education. The Belvárosi Tanoda is a second chance school for students whohave dropped out of upper secondary education teaching.

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18.-Support to re-enter mainstream education

Project Learning for Young Adults (Slovenia)Transition classes (France)

Sas transition centres (Belgium)

Sas is a programmme of school reinsertion targeting 13 to 17- year- olds who have dropped-out of school.

The basic principle is to offer a sabbatical period of maximum one year to allow pupils to explore other fields

of activity (e.g. art-related), providing them with an experience, which may reinforce self- esteem and may

equip them to face the challenges of school more easily.

Even though the pupils are not registered as school leavers, the period spent in Sas centres is not recognised as a year of education. Pupils have to restart at the same point they left. The idea behind this approach is to avoid stigmatisation linked to the attendance of second chance schools.

The main objective is to bring pupils back to mainstream school: academic education should take place within the school.

New Opportunities Initiative (Portugal)

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19.- Targeted individual support

Youthreach centres (Ireland)

Youthreach provides second-chance education for unemployed early school leavers aged 15-20.

It is administered in out-of-school centres, operating full time on a year-round basis.

They are small in size, with about 50 pupils each.

Average stay in Youthreach is 18 months.

Youthreach provides formal education with the main objective of supporting pupils to get the leaving certificate.

Medical treatments.

In addition, Youthreach provides Psychological and family support.

Self-development activities helping young adults handle emotions and frustration, assertiveness, nutrition...

Sport and leisure opportunities.

Action Locale pour Jeunes (Luxembourg)PLUS programmes (the Netherlands)

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A LOCAL VIEW ON THE TOPIC: EARLY SCHOOL LEAVING IN CASTRILLÓN

SOCIAL SERVICES AND FUNDACIÓN SECRETARIADO GITANO

I.­ CASTRILLÓN 2010­2014

I COMPREHENSIVE PLAN OF ACTION FOR CHILDREN AT RISK

HEALTH EDUCATION FAMILY ENVIRONMENT MULTICULTURALISM FREE TIME ENVIRONMENT

AND AND

TOLERANCE LEISURE

RUN BY THE SOCIAL SERVICES

AIM: PROTECTION AND PROMOTION OF THE CHILDREN'S RIGHTS.

PLAN OF ACTION: MAINLY THROUGH EARLY DETECTION AND INTERVENTION IN CASES OF VULNERABLE SOCIAL AND FAMILY ENVIRONMENT.

SUSTAINABILITY: BY PROMOTING THE RELATIONSHIP AMONG ALL SOCIAL AGENTS.

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SPECIFIC ACTIONS Financial help Early intervention Cooperation between institutions

and school

There are benefits from the town hall for families who are in difficult financial situations.

1.- Social salary (financed by the Principality of Asturias).

FINANCIAL HELP 2.- Financial help granted by the town hall.

RUN BY THE SOCIAL SERVICES

* GENERAL HELP: It covers every kind of necessity to help and accompany the families and minors at risk.

* SPECIFIC HELP: Help with buying school materials between the ages of 3 and 6. During the obligatory stage of schooling, they benefit from the state educational grants, though in some

exceptional circumstances the town hall can give extra funds. To get this financial help, families are required to school their children when they are 3, even

though schooling is not compulsory at that age. 26

SCHOOL ATTENDANCE IN THE MUNICIPALITY OF CASTRILLÓN IN 2014 (22,959 Inhabitants)

*It is unusual for children not to go to school at 3 years old.

*Schooling at Primary Education is also absolute except for very exceptional cases.

*Abseentism starts to show at Secondary Education.

* Monitoring through schools:

ACTION PROTOCOL

When a minor reaches 20% of non-attendance, the case is moved to the Social Services, along with a report. Social services get together with the families to clarify the reasons and provide possible

solutions.

Yet in the 90s, abseentism among certain sectors of the population was very high.

How has this positive change been possible?27

PREVENTION AND INTERVENTION FROM OTHER FIELDS . TRANSVERSAL APPROACH

“ EVERYBODY KNOWS EVERYBODY ELSE”

The fact that it is a small municipality without important social problems makes it easier

to tackle the problems that may arise

“ EVERYBODY HELPS”

Cáritas (Catholic charity), the Red Cross, Social Services, Secretariado Gitano, San Martín

Foundation, Action Plan on Drugs ...

The aim is to help and to intervene. as the need arises

For instance, if immigrant students need support with language, it is the Secretariado Gitano that makes it possible. If you need to apply for a grant, they will help with that.

“ SHANTY TOWNS REEDUCATION PROGRAMME” The high rates of abseentism we had a couple of decades ago was closely related to the hygiene problems and the mobility shanty towns bring about, the

lack of basic necessities and living far away from schools

SOCIAL HOUSING AND HELP

FUNDACIÓN SAN MARTÍN TOWN HALL REGIONAL MINISTRY OF SOCIAL WELFARE AND EQUALITY

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ALL POLICIES RELEVANT TO CHILDREN AND YOUNG PEOPLE SHOULD CONTRIBUTE TO THE STRATEGY AGAINST

EARLY SCHOOL LEAVING.

OTHER ORGANIZATIONS INVOLVED

ESCUELA DE PADRES - SCHOOL FOR PARENTS PLAN SOBRE DROGAS Y EDUCACIÓN PARA LA SALUD - ACTION PLAN ON DRUGS AND HEALTH EDUCATION

ATENCIÓN INFANTIL TEMPRANA - EARLY CARE AND EDUCATION OFICINA DE INTERVENCIÓN JUVENIL - YOUTH INFORMATION CENTRE

FUNDACIÓN SECRETARIADO GITANO ESCUELAS DE EDUCACIÓN INFANTIL - PRE-SCHOOL EDUCATION

CASA DE ENCUENTRO DE LAS MUJERES - CENTRE FOR WOMEN CENTRO CULTURAL VALEY - VALEY CULTURAL CENTRE

CENTRO MUNICIPAL DE SERVICIOS SOCIALES - MUNICIPAL SOCIAL SERVICES CENTRE EQUIPO DE APOYO A LA FAMILIA - FAMILY SUPPORT GROUP

PATRONATO MUNICIPAL DE ACTIVIDADES CULTURALES - MUNICIPAL CULTURAL ACTIVITIES BOARD PATRONATO DEPORTIVO MUNICIPAL - MUNICIPAL SPORTS BOARD

CENTRO DE ATENCIÓN A PERSONAS CON DISCAPACIDAD - CENTRE OF ATTENTION TO DISABLED PEOPLE CENTRO DE VOLUNTARIADO - VOLUNTEER CENTRE

ASOCIACIONES JUVENILES, PACIFISTAS,VECINALES, AMPAS YOUTH, PACIFISTS, NEIGHBOURS, PARENTS OF STUDENTS... ASSOCIATIONS

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FOUNDATION SECRETARIADO GITANO

START UP CIRCUMSTANCES IN CASTRILLÓN IN 2002.

Housing: Existence of two shanty towns and

shacks occupied by 19 families.

Education: 100% of children enrolled in

Primary school, although with a significant

level of absenteeism as well as health

problems.

In ESO There are 9 Secondary students, but

only two of them attend regularly.

HOUSING: Actions on housing and endorsement

of the Plan to eradicate shacks in 2006 have led

to the rehousing of 20 families.

EDUCATION: 100% of minors are regularly

attending at Primary and Secondary school.

Data: 17 Pre-school students , 26 Primary, 7

Secondary and 2 ESPO.

CURRENT SITUATION

COMPREHENSIVE APPROACH

From the beginning in 2002

until now we have been

working with a holistic

perspective setting targets and

actions in the ten areas that

make up our work.

Access to resources, personal skills Access to resources, personal skills

development.development.

Equal treatmentEqual treatment

HousingHousing

HealthHealth

EducationEducation

Equal opportunities between men and womenEqual opportunities between men and women

Childhood and youthChildhood and youth

Training and Labour InsertionTraining and Labour Insertion

Promotion of Roma culturePromotion of Roma culture

EDUCATIONAL AREAEDUCATIONAL AREAGeneral Purpose

Standardise the education of the Roma

community, so that the educational

system provides them the tools to get

academic adaptation and achieve social

integration.

ACTIONSACTIONS

•Educational centers.

•Families.

•Minors.

•Other agents.

LESSON TIMELESSON TIMETutorial action programme: School tasks and

socioeducational actions. 18 students take part in it. (Pre-

school, primary and secondary education).

Adult education.

SUMMER TIMESUMMER TIMESummer school: It’s held from 1st July until 15th

August. About 25 students take part in it (Pre-school,

primary and secondary education).

Activities: school tasks, sports , workshops... Educating

in values.

“Forest would be so sad if only finest birds sang ”

(Rabindranath Tagore).

CONTACT

Address:C/ Alfonso I, nº5, bajo.

33450- Piedras Blancas.

Phone n.: 985502647 / 985530050 (Ext. 3602)

http://www.gitanos.org/

diana.reyes@gitanos.org

School attendance success and the efforts the town hall

has made in the right direction to take preventive

action on a variety of fronts doesn't mean we are so successful when it comes to calculating the number of

students who do not get the Secondary Education

Certificate. By doing so, they increase the rates of "early

leavers".

NEVERTHELESS THERE IS

EVIDENCE THAT PREVENTION

OF EARLY SCHOOL LEAVING

IS EASIER AND CHEAPER

THAN COMPENSATING THE

NEGATIVE EFFECTS IT HAS.

40

EARLY SCHOOL LEAVING

STUDENTS’ ACTIVITIES

First of all, every group must choose their spokesperson.

GROUP 1

You have to look for the reasons and consequences of ESL in the

document. Try to develope and explain why these reasons are at

the basis and why they provoke the consequences exposed. Half

the group for the causes and the other half for consequences.

Draw conclusions in common.

Write down in a Word file (both sides of the page)with

journalistic format (don’t forget to include pictures)

OUTCOME: Report

GROUP 2

LOUXEMBOURG. COUNCIL RECOMMENDATIONS TO REDUCE

ESL.

Split up the group in two subsets.

a) Two politicians and their two consultants

b) The journalists.

Look for the prevention policies in the document (complete the

information with research from the Internet). Every subset has

to defend different points of view.

Once you have the information, journalists must prepare an

interview in which the politicians and their consultant must try

to convince journalists about the advantages and benefits of the

three measures they have chosen.

OUTCOME: Write down the interview in a Word file with

journalistic format. Take pictures and include them.

GROUP 3

ESL IN THE FAMILY

Split up the group in two subsets.

a) Two students will play the role of a ESLeaver’s parents.

b) Journalists and camera operators

You need a smartphone to record a video.

Look for an appropriate scene. Invent an interview to be done.

OUTCOME: Video

GROUP 4

LOUXEMBOURG. COUNCIL RECOMMENDATIONS TO REDUCE

ESL.

Split up the group in two subsets.

A) Two politicians and their two consultants

B) The journalists.

Look for the intervention policies in the document (complete

the information with research from the Internet). Every subset

has to defend different points of view.

Once you have the information, journalists must prepare an

interview in which the politicians and their consultant must try

to convince journalists about the advantages and benefits of the

three measures they have chosen.

OUTCOME: Video

GROUP 5

CONFERENCE REPORT: REDUCING ESL. POLICIES IN EUROPE.

Split up the group in two subsets. Each one select four

examples of successful initiatives. Discuss about the eight ones

and discard three of them by reaching an agreement.

Present the five policies chosen in a power point file.

OUTCOME: PPT presentation.

GROUP 6

COMPREHENSIVE PLAN FOR CHILDREN

Think about questions and prepare an interview for the

following topic: ESL starts from childhood.

Look for the information in your dossier (complete it with

research from the Internet).

Try to find a responsible for local services related to ESL. Tell

him/her to explain to you why ESL starts at childhood.

OUTCOME: Write down the interview in a Word file with

journalistic format. Take pictures and include them.