3.7. Monitoraġġ tal-istudenti f’riskju

Guiding Cities joins policy makers and education stakeholders to map policy and guidance and create coherent policy to respond to the complex needs in the fight against ESL.

The project aimed to:
• Analyse guidance actions in 4 countries through country-based focus groups including stakeholders in education and guidance.
• Develop a Guiding Cities Model and Checklist mapping different possible actions, actors community needs relative to guidance and lifelong learning.
• Establish and manage Working Groups and a survey of best practices (involving at least 40 stakeholders).
• Publish online the GCities Model and links to resources and practices for each type of action and/or each target group. The GCities tools will be available in 6 languages (EN, ES, CAT, IT, EL, RO).
• Test the GCities Model and Checklist-benchmarking tools with at least 40 communities or organisations.
• Improve professional development of local service providers and school guidance practitioners.

This project is aims to fight against school dropout by addressing risk factors including:
• behavioural problems (discipline, violence ... )
• integration problems
• learning problems
• low motivation
• low self-esteem
• a lack of ambition
It is also important the student have a positive experience of school

 This project has two components:

1.) In "volet 1" students work collaboratively on a cross thematic directly related to the project. The aim is to restore and develop the pleasure of learning through informal activities.
2.) In "Volet 2" partner institutions (management, nursing service , teachers ... ) devoted to educational activities and educational research work together to produce a toolbox on prevention of ESL which can be adapted to local context. The focus is on prevention of conflicts, fight against discrimination, peer mediation, individual tutoring, class or group projects.

https://digitaliessite.wordpress.com/category/accueil/

"Our School - My Future" was an ESL project initiated within the framework of the Erasmus+ Strategic Partnerships for School Education. It aims to support cooperation for innovation and the exchange of good practices between schools from different countries across Europe.
Part of the problem of ESL is attributed to lack of support and guidance, disengagement from schooling, and secondary-level curricula which too often do not offer enough options for varied courses, alternative teaching pedagogies, experiential and other hands-on learning opportunities or sufficient flexibility and support.
The framework for this project was designed to focus mainly on in-school factors influencing ESL, such as teaching methods and curricular issues, positive/negative school climate, and the parents’ role as a contributing factor to ESL.
A distance education programme, “Promotion of healthy lifestyles and development of the students’ social skills through physical education and environmental activities” was offered to teachers from five partner countries. Some 65 teachers from Greece, Poland, Romania, Spain, and Turkey had the opportunity to participate in this training programme, along with six academics who are also members of the Hellenic Academy of Physical Education.

Il-proġett Preventing School Failure (PSF) kellu l-għan li jindirizza n-nuqqas ta’ inklużjoni u ġustizzja fis-sistema edukattiva, billi jenfasizza r-rabta bejn il-falliment fl-iskola u l-politiki inklużivi. Huwa kellu l-għan li jeżamina l-evidenza biex jissuġġerixxi li l-politiki tal-edukazzjoni inklużiva għandhom il-potenzjal li jipprevjenu l-falliment fl-iskola – kemm fir-rigward tal-individwi kif ukoll fis-sistema ġenerali. 

Rescur Isserfjar tal-Mewġ kien proġett ta’ Comenius tal-Programm ta’ Tagħlim Tul il-Ħajja ta’ tliet snin li żviluppa kurrikulu ta’ reżiljenza għall-edukazzjoni bikrija u primarja fl-Ewropa permezz ta’ kollaborazzjoni interkulturali u transnazzjonali.