THE PROJECT | erasmus14

THE RATIONALE

Early school leaving creates high individual, social and economic costs. Young people with only lower secondary education or less are more often affected by unemployment, are more likely to depend on social benefits and have a higher risk of social exclusion.

The heterogeneity of situations requires the presence of qualified teachers capable of enabling students to identify and develop their talents and to foster their personal growth and well-being, as well as helping them to acquire skills and key competences that they will need as citizens throughout their personal, social and professional lives. Teachers have to develop new learning environments and approaches to teaching in order to remove any barriers to learning with the purpose of including each pupil in the school community, in particular those with special educational needs.

TOPICS

Early School Leaving / combating failure in education

Promoting social inclusion and well-being of pupils

Use of ICT

OBJECTIVES

Working in close collaboration with colleagues, parents, local authorities, stakeholders and the wider community in order to put in place a comprehensive approach
involving families and parents and support them in their engagement with school education, encouraging them to get involved and responsible for their children's school attendance and education
enhancing the professional development of teachers through continuing training
identify students' needs as early as possible through frequent, regular meetings among support teacher, school teaching coordinator, coordinating teachers of the classes, students showing school disaffection
creating a safe and attractive school environment based on mutual respect and cooperation so that students have faith in themselves
enhancing basic and crosscurricular skills
improving foreign language and digital skills to enable students to face the challenges of the contemporary world
having flexible school organization to set special times every week when students are offered assistance by the support teacher with tasks they are finding difficult or have not been able to complete and to organize school and extra-school welfare activities
using forms of assessment that goes beyond traditional tests assessing final results but instead take both the process and the final result into consideration
adopting inclusive teaching methodologies to promote the inclusion of all students (problem based learning, cooperative learning, critical thinking, meta-cognitive strategies)
making use of ITC to create multi-sensory learning units using LIM, to share best practices, ideas, and materials, to make it possible through web applications to track grades and credits, get homework assignments, enable parents' communication with the school and monitor the students' attendance in the school
exchanging good practices and knowledge among the EU countries on the most effective ways to tackle early school leaving
improving European dimension of teaching