Title RE-N.E.T. - REvitalizing networks and New Emphasis in Transfer: preventing and facing early school leaving by sharing solutions and tools
Project Number 2009-1-IT1-LEO05-00164
Product Analysis of “good practices” against early school leaving and social uneasiness within Vortal RE.N.E.T. TRANSNATIONAL COMPARATIVE REPORT
Title Analysis of “good practices” against early school leaving and social uneasiness within Vortal RE.N.E.T. TRANSNATIONAL COMPARATIVE REPORT
Product Type evaluation methods
Marketing Text Methodological introduction: descriptive sheets and “good practices” analysis
Description General qualitative and quantitative analysis of the Italian, Greek and Latvian “good practices” in the Vortal2 of the RE.NET Project (Emphasis in Revitalizing New Networks and Transfer). The aims of such analysis want to meet the need to enhance and to promote the spread of projects, models and tools for action, as containers of “good practices” and to account for what happened and still happens in some schools of Southern Italy and in two specific European contexts (Latvia and Greece), where early school leaving and social exclusion still are a serious problem.
Target group Trainers, teachers.
Result Parents’ involvement in the various project activities: that’s one of the most significant strengths common to all interventions. From the various gained and in progress experiences, parents welcome and participation allowed to gain greater knowledge and to share educational projects addressed to students. Through guided discussion setting it was possible to focus on adolescence problems and to include dropouts in project activities, usually more reluctant to collaborate with teachers and other students. In some specific interventions, then, students’ parents could carry out tutoring in the training modules, although this affected sometimes pupils’ behaviour. Some projects developed some real training courses for parents, aimed at improving relationships with others and with their children and family priority of ‘being good parents’. The latter aspect is even more important, when beneficiaries are boys and girls lacking, though they have parents, reference adults taking care of them. That’s true especially in contexts marked by high crime rates and cultural and social deprivation, where the parent-child relationships are influenced by variables and events that undermine the daily life and the construction of an evolutionary and positive pathway in and between families. Everything made in the various phases of the project, helped to improve the quality of education and training. As it was often clear during the analysis, a further strength and element in common to the gained regard teachers’ opportunity to plan and test innovative and attractive teaching methods based on the experience. The use of varied teaching methods, different from traditional teaching , enabled teachers and pupils to work together by experiencing operational approaches based on ‘knowing how’ and ‘learning by doing’. Such methodological approach allowed us to: discover the manual work of practical activities; to foster a positive and stimulating approach able to arouse curiosity about scientific matters, to which pupils usually show suspicion or difficulty of approach; to use materials and tools easy to use and to find, chosen to carry out experiments using constructive techniques without complicated procedures. To work on such project also by encouraging an effective and flexible educational organization through the use of schemes and structures suitable to the objectives (group working, open classes, interest groups, assignment of duties and tasks, etc..). Some schools, with specific reference to the Italian national context, underlined the quality of Resource Centres’ workshops.
Area of application The aims of such analysis want to meet the need to enhance and to promote the spread of projects, models and tools for action, as containers of “good practices” and to account for what happened and still happens in some schools of Southern Italy and in two specific European contexts (Latvia and Greece), where early school leaving and social exclusion still are a serious problem.