Partner school is Burattino Elementary and Vocational School, http://www.burattino.hu. Burattino School takes place in a suburban area of Budapest, in Csepel. As most of the industrial facilities in Csepel, a traditional working class district, were shut down in the early 1990s due to the economic restructuring, the area became one of the poorest in the city, leaving many children in poverty. The Burattino School is a boarding school open for children and youth from economically and socially deprived backgrounds, many of them Roma, from Csepel and the surrounding districts and municipalities.
The school's aim is to offer the underprivileged children from first grade to the age of 22 education (both primary school and vocational training), provide orphans and children in difficult family situations with shelter in one of the three children homes, thus and giving them an alternative to staying on the streets. Although originally only a small proportion of the children enrolled at Burattino were Roma, today a large and growing share of the students are from the largest ethnic minority in Hungary. 2012 was the first year when all of the new pupils in the first grade were of Roma origin. The students of this school had a lot of personal experiences concerning early school leaving, most of them were dropped out at least once from other schools.
For our study we have chosen the Secondary School with integrated classes no. 37 in downtown Warsaw. ESL affects 50% of its students. Early school leaving is defined as missing classes for various reasons, which causes significant deterioration in learning results (including repeating a grade). Detailed research (critical incident workshops with teachers) allowed us to discern social and cultural factors, which influences young people's problems with school attendance:
- more difficult integration into the school community due to different ethnic or national background (Roma, half-Moroccan, Silesian students et al.);
- lack of motivation to attend school due to lack of learning ethos in the family and previous school failure;
- wide range of family problems, economic and others.
Despite school pedagogues' and psychologists' commitment, psychoeducational classes on the subject of ESL conducted in a safe and student-friendly atmosphere of the workshop are necessary in Secondary School no. 37. Such activities will give students an opportunity to find a solution to the problem together and discover positive strategies of functioning within the school community, for instance, proactive problem management instead of escape.
The school website can be found at http://www.gimnazjum37.waw.pl/
Created in 1983, Lycée technique François-Truffaut is a small establishment with roughly 210 students. The students we will be working with are receiving technical training to become receptionists.
The secondary school Cristofol Colom is located in Barcelona’s suburbs. It develops its educational task in a difficult social context. For this reason in 1996 it entered the Programme for Special Attention for Educational Centers according to its socio-economic context.
The difficulties in school attendance mainly have their origin in this socio-economic difficult context. Main school’s characteristics context :
- the high percentage of Roma community and migrants;
- the high rate of unemployment;
- the difficulties with housing according with the financial crisis.
These factors lead to the need for new educational strategies that are effective at points identified as crucial for the future development of citizens active in labour, civic and social life.
The school website: http://www.xtec.cat/centres/a8047698/
We are a big school, but mainly we want to be a great school
The Public Upper Secondary Institute “Pietro Giordani” of Parma, offers a professional path of studies with many fields and specialisations, a technical course on sport and a scientific course of applied sciences.
The educational project is homogeneous as the Guide Lines and Fundamental Values of proposed teaching come out from a shared professional experience that defines our tradition and orients our participation in the changing process that characteristics our times.
We consider the scholar success of our pupils as an indicator of our professional success.
We want to set up a scholar activity that value the real individual skills.
We watch at the present as already over: our attention is focused on its evolution.
Cultural richness is a precious good, in order to strength the social individual.
Professional competence is the basis for personal autonomy and condition of social growth.
Business (accountability, marketing, advertising)
social services (operators in services for elderly people, disabled and kindergarten)
adult education (EdA)
We have 135 teachers, around 1.100 students (30% coming from out of Italy, from 49 different countries) and 42 classrooms.