The project proposal is based on the Communication from The Commission to European Parliament, The Council, The European Economic and Social Committee and the Committee of the Regions “Tackling early school leaving: A key contribution to the Europe 2020 Agenda”.
Learner pathways are at risk from fragmentation in a number of ways, leading to underachievement and possible drop-out from school. Transitions between levels and types of schools can be a moment where problems arise but also may reveal symptoms of other issues. Even access to education is also an issue for many young people. One in ten young Europeans leave education or training without having the skills and qualifications which are now considered necessary for a successful transition to the labour market and for active participation in today’s society, meaning they risk unemployment, social exclusion and poverty. There are many reasons why some young people give up education and training prematurely: personal or family problems, learning difficulties, or a fragile socio-economic situation. However, education system features and school climate are also important factors in the process of pupil engagement or disengagement. Pathways move through different ways of learning and being, and this can be positive for learners, if these pathways are flexible and parents and pupils can make informed choices. The recent global public health and social crisis caused by coronavirus disease (COVID-19) has had an enormous impact globally, including on the educational domain. Due to the closure of education facilities, billions of children and students had to continue their studies from home (United Nations Children’s Fund 2020). This produced many challenges, though these challenges differed depending on the societal context. In Europe, countries such as Spain and Italy, two of the most affected countries, were confronted with far-reaching consequences for their students. Prior to the current crisis, both countries had already struggled with problems such as early school leaving (ESL) and inequality gaps regarding access to education (European Statistical Office 2019). Though the numbers are still unclear, the potential to boost ESL numbers is significant. As Álvaro Ferrer (Advocacy Advisor of Education for Save the Children – Spain) has stated: ‘The health crisis can turn into an educational crisis’.
The project intends to develop and disseminate a pedagogical method, based on the theoretical foundation of the “Didactic Digital materials” focused on life skills, aiming to prevent and/or to face the early school leaving phenomenon. The project partnership, based on the respective roles and members’ responsibilities, will experiment territorial actions in Schools to encourage and thinning the dynamics of contact between the school system and youth population (in secondary education) in order to reduce the phenomenon of school drop-outs, with particular regard to the SEN, using ICT as a key enabler of innovation and change in Education and Training and for learning in general.
The expected results of the project are the following:
In the long term, potential long-term effects could be the following:
FORO DE FORMACION Y EDICIONES Spain Comunidad de Madrid Madrid www.forodeformacion.org (Capofila)
Artes Srl Italy Umbria Perugia www.artesinlinea.it
GIUNTI PSYCHOMETRICS SRL Italy FIRENZE www.giuntipsy.it
TIBER UMBRIA COMETT EDUCATION PROGRAMME Italy PERUGIA http://www.tucep.org
Profesionalna gimnazia po agrarni tehnologii "Tzanko Tzerkovski" Bulgaria Велико Търново (Veliko Tarnovo) Павликени http://pgat-pavlikeni.com
AEVA - ASSOCIACAO PARA A EDUCACAO E VALORIZACAO DA REGIAO DE AVEIRO, Portugal AVEIRO , www.epa.edu.pt
Evropska rozvojova agentura, s.r.o. Czech Republic Hlavní město Praha Praha www.eracr.cz
CSI CENTER FOR SOCIAL INNOVATION LTD Cyprus Κύπρος (Kýpros) Nicosia www.csicy.com
UNIWERSYTET LODZKI Poland Łódzkie LODZ www.uni.lodz.pl
Il progetto è: