Early School Leaving spanish document

COMENIUS PROJECT

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

SPANISH TOPIC: EARLY SCHOOL LEAVING MEETING PLACE: CASTRILLÓN IES Isla de la Deva and Centro 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.

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EU MEETINGS ABOUT EARLY SCHOOL LEAVING *Brussels, June 2011: Council Recommendation on policies to reduce early school leaving.

*Brussels, 1st-2nd March 2012: Conference report: reducing early school leaving: efficient and effective policies in Europe.

*Early intervention. *Involvement of all social agents.

*22 specific examples of successful initiatives. *Exchange experiences and share views.

*Adaptation to the environment”.

ට

ට WORKING IN GROUPS. 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:

LEAVING THE CONSEQUENCES ESL represents a waste of individual life opportunities and a waste of social and economic potential.

* Social disadvantage.

*Unemployment, poverty and social exclusion.

* Low education backgrounds.

* Early leavers are less active citizens.

* Vulnerable groups, such as young people from a public care background. * People with physical and mental disabilities.

* 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) 3

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 OPEN SCHOOLS

FLEXIBLE EDUCATIONAL PATHWAYS TO COMBINE GENERAL EDUCATION,

SOME SUCCESSFUL MEASURES

VOCATIONAL TRAINING AND FIRST PRACTICAL WORK

SCHOOL AS “LEARNING COMMUNIITES”

EXPERIENCE TARGET STUDENTS WHO MIGHT BE

PUPILS, TEACHERS, PARENTS AND OTHER STAKEHOLDERS.

DISCOURAGED

NETWORKING WITH ACTORS OUTSIDE SCHOOL

AND

(YOUTH AGENCIES, SOCIAL SERVICES,

LANGUAGE SUPPORT

DRUG TASK FORCES...)

BY LOW ACADEMIC ACHIEVEMENTS

WANT TO START WORKING AS EARLY AS

POSSIBLE. DESEGREGATION POLICY

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LOUXEMBOURG.COUNCIL RECOMENDATION OF 28 JUNE 2011 ON 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.

▶ 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.

1. Identification of main factors and monitoring 7

2. Policy framework

2.1.

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

1. Providing high-quality early childhood education and care is beneficial for all children and especially relevant for those from disadvantaged backgrounds, including migrants 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 policies and providing additional support for schools in disadvantaged areas or with high numbers of pupils from socio-economically disadvantaged backgrounds.

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.

2.2.1.- INTERVENTION POLICIES AT INDIVIDUAL LEVEL:

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

1. Mentoring individual pupils to helps them overcome specific academic, social or personal difficulties.

4. Supporting and empowering teachers in their work with pupils at risk, which is a pre-requisite for successful measures at school level.

3. Strengthening guidance and counselling supports students’ career choices, transitions within education or from education to employment.

5. Extra-curricular activities after and outside school 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. Tailoring teaching to pupils’ needs.

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 POLICIES aim 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 LEAVING Affecting 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 More than 300

PRACTITIONERS 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 against its 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 rĂŠussite 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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8.-Increasing impermeability of educational pathways

*Lower cycle of vocational secondary education (Louxemburg) * 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 the technical 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

10.- Schools as learning communities

* TEACHERS * 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 GĂŠnĂŠrale 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 Ω Ω Ω

Smaller learning groups.

More teachers per student.

More personalised and innovative , flexible and multiple pathways.

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 who have 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. 25

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.

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SCHOOL ATTENDANCE IN THE MUNICIPALITY OF CASTRILLĂ“N 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?

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PREVENTION AND INTERVENTION FROM OTHER FIELDS. TRANSVERSAL APPROACH

“EVERYBODY KNOWS EVERYBODY ELSE”

“EVERYBODY HELPS”

The fact that it is a small municipality without important social problems makes it easier to tackle the problems that may arise

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 The high rates of abseentism we had a couple related to the hygiene problems and the mobility lack of basic necessities and living far

PROGRAMME” of decades ago was closely shanty towns bring about, the away from schools

SOCIAL HOUSING AND HELP

FUNDACIÓN SAN MARTÍN

TOWN HALL

REGIONAL MINISTRY OF SOCIAL WELFARE AND EQUALITY 28

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 29

FOUNDATION SECRETARIADO GITANO

START UP CIRCUMSTANCES IN CASTRILLĂ“N 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.

CURRENT SITUATION 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.

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 development.

Equal treatment Housing Health Education Equal opportunities between men and women Childhood and youth Training and Labour Insertion Promotion of Roma culture

EDUCATIONAL AREA General 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.

ACTIONS •Educational centers.

•Families.

•Minors.

•Other agents.

LESSON TIME Tutorial action programme: School tasks and socioeducational actions. 18 students take part in it. (Preschool, primary and secondary education).

Adult education.

SUMMER TIME Summer 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, nยบ5, 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.

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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.