Summary of the Project

The project focuses on the problem of social exclusion (based on lack of basic skills). In order to reach this goal of inclusion we will practice new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities.

This application refers to the particular needs of students according to the needs analysis which took place at the all partner schools. As the group of this project we discussed and defined 4 problems which prevent school success. They include lack of social inclusion, lack of basic skills, lack of parental support and finally lack of socio-economical needs. The needs analysis had been done at five schools by teachers' observation, sharing ideas and applying basic survey which evaluated these four obstacles. As a result, in Lithuania the problem of lack of social inclusion and parental support does not exist, but they need to develop the level of basic skills and help students who lack socio-economical needs. Other schools have problems, more or less, with this fourth issue. At Romanian schools, “lack of social inclusion and basic skills ” of the students seem to be the most important problems in term sof preventing students from adapting academic success. In Turkish and Swedish schools “lack of basic skills, lack of parental support and lack of socio-economic needs” became the key reasons for failure.

Besides, each school has different good practices in their school curriculum. They will be observed and followed by the teachers and transferred after evaluation. The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems.

Every partner will apply one of these methods in its school environment, observe and evaluate the outcomes. During the meetings these outcomes will be discussed by all the partners and will be transferred to one another. At the end of 2 year time, 5 strategies will have been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods at their schools.

OBJECTIVES

To promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society.
To apply new strategies for overcoming learning difficulties in STEAM subjects.
To conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum.
To give teachers different methods of education and share the good practices

NUMBER AND PROFILE OF THE PARTICIPANTS

Students/teenagers: there will be teams of 30 students at each partner organisation so 180 in total will take part actively in the project activities. Approximately 1200 students/teenagers will be indirectly affected.

Teachers/Adults: there will be teams of 5 teachers at each partner organisation so 30 in total will take an active part in the project. There will be a teacher of English, Maths Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults will be indirectly affected.

Administrative staff: The head teacher/chairman and a deputy head will take part in the project, approximately 36 administrative staff will ibe ndirectly affected.

Families: The number of the family members will be 300 in total and they will contribute to introduce the host country’s culture, tradition and to prepare traditional food for an international evening.

Local community: Local community including local press, municipality, directorate of national education will help to disseminate the project to a wider community.

RESULTS AND IMPACTS

Through our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.