Schola-un tutorat pour les éducateurs pour valoriser un bénévolat - 2016-2018
- Scope
- Objectives
- Results
- Experimentation
- European networks
- French networks
- Publications & Presentations
Introduction
At the 2000 European Council in Lisbon, the Union defined the dimension of the school failure problem as : “The number of 18 to 24 years old youngsters with only lower-secondary level education who are not in further education and training”. In the EU, 16.9% of boys and 12.7% of girls are early school leavers. Reducing its incidence to 10% by 2020 has been one of the key benchmarks of European education policy cooperation. This is nearly the double of the benchmark that was to be reached by 2010 (European Expert Network on Economics of Education (EENEE). The situation is different from one country to another. The struggle against early school leaving (ESL) has become a main priority of EU countries especially in the “Strategy Europe 2000”. It combines prevention and mediation focusing on a main goal: each youngster should be able to have all the chances to build a future and therefore to succeed in life. It is a main concern for achieving social cohesion and a fair educational system. Involving all the members of the Educative community, in close relationship with local authorities and professionals, should allow to offer alternative solutions to each youngster facing difficulty at school (http://eduscol.education.fr).
A European project Comenius « Success at school through volunteering » (www.successatschool.eu, 2012-2014) designed a pedagogical strategy for youngsters leaving in disadvantaged areas based on volunteering as a pedagogical approach, to enhance empowerment among students and so improve their performance at school. Different pedagogical sessions were offered to youngsters focused on topics allowing them to value an informal learning and to bridge the gap with school by making a link between skills required for a volunteer and skills required for a student. These sessions were supported by a pedagogical mentoring in order for pupils to be aware of their potential, to value the non-formal and informal learning and so to find a way back to school. Students were the first public addressed by the Success at school project even though a support was also provided to educators delivering the pedagogical sessions.
I. Scope
Initiated by the Collège Blaise Pascal (Massy, Essonne) together with riv conseil, the project Schola - selected during the call for proposals Erasmus + 2016- gathers a European team in France, Belgium (Karel De Grote Hogeschool, Anvers), Italy (Universita degli Studi di Perugia, Pérouse), Slovenia (ZRC-SAZU), and Poland (University of Jagiellonski, Cracow). The Schola project aims at offering new approaches to strengthen the education and training paths of prospective and practicing educators/youth workers ; equipping them with all competences and skills needed to deliver high quality services and address increasingly diverse needs e.g those posed by multicultural societies. It is an innovative project aiming to reduce disparities in learning outcomes affecting learners from disadvantaged backgrounds/with fewer opportunities.
The Schola project addresses mainly educators in the broad sense- professionals and volunteers working with youngsters facing difficulties at school or already drop outs living considered as learners from disadvantaged backgrounds. Its aims and objectives are: to acquire knowledge on the reasons for an early school leaving (ESL) and the strategies offered to struggle against it, both on national and European levels ; to motivate mentors – teachers and professionals in association - by understanding the role they play in the educative community through extra-school activities ; to learn to learn on insisting on the key competences (EU, 2006) and the different types of learning (formal, non-formal, informal - Copenhagen process) and the combination between volunteers and professionals in the field ; to explain the benefits of alternative pedagogical strategies, in complement to school, on the basis of a voluntary experience (cf SAS project).
II. Objectives
The Schola project addresses mainly educators in the broad sense- professionals and volunteers working with youngsters facing difficulties at school or already drop outs living considered as learners from disadvantaged backgrounds. Its aims and objectives are:
- To acquire knowledge on the reasons for an early school leaving (ESL) and the strategies offered to struggle against it, both on national and European levels ;
- To motivate mentors – teachers and professionals in association - by understanding the role they play in the educative community through extra-school activities ;
- To learn to learn on insisting on the key competences (EU, 2006) and the different types of learning (formal, non-formal, informal ; Copenhagen process) and the combination between volunteers and professionals in the field
- To explain the benefits of alternative pedagogical strategies, in complement to school, on the basis of a voluntary experience (cf SAS project).
III. Results
All the partners are involved in all the activities; in complement, some of them lead some activity – Intellectual outputs. The main steps of this 24 month project are:
- Management & coordination : leadership (administrative and financial management) led by College Blaise Pascial in Massy ; coordination among the European consortium by iriv conseil
- Intellectual outputs 1- Pedagogical Sessions – offering different modules for school mentors (teachers & professionals working in associations- volunteers and paid staff), based on a collaborative approach, to understand and apply in their professional practice the benefits of extra-school activities to struggle against ESL and to enhance the motivation both of the learners and teachers/trainers led by iriv conseil
- Intellectual output 2- Mentoring : designing a pedagogical strategy among mentors (teachers & educators in associations) in order for them to include the Schola approach in their professional practice (differential strategies- combining at school activities together with out of school strategies), led by Karel De Grote University
- Experimenting both the pedagogical sessions and mentoring in each of the 5 countries- the first year the training sessions among the teachers & trianers (IO1) and the second year the mentoring among youngsters (IO2) ; all the partners ; experimentation among 12-15 mentors & 20 students/pupils
- Exploiting the results of the project among the associations, primary and secondary schools, local authorities in charge of education for public with special needs (youngsters) by implementing focus groups, meeting of information in order to involve key stakeholders ; all the partners
- Evaluating the quality of theresults : among the partners
- Disseminating the results amongEuropean, national and local networksby the implementation of events such as seminar, conference, leetings… all the partners in each country
IV. Experimentation
Each country partner is asked to test the pedagogical approach designed in the framework of the Schola project- a general framework is offered and tested in the 5 countries among key stakeholders involved in the Voluntary sector- associations, local authorities...
V. European networks
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Project leader |  France |
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Coordinator | France |
http://www.iriv.net |
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Partner |  Germany |
https://www.kdg.be/ |
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Partner |  Italy |
http://www.unipg.it/fr/ |
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Partner |  Poland |
http://www.en.uj.edu.pl/ |
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Partner |  Slovenia |
http://www.zrc-sazu.si/ |
VI. French networks
As far as France si concerned, a network has still been implemented in Massy since 2013 in the framework of a former European project- Success at school thanks to a Volunteering (Comenius, 2012-2014) with the City hall of Massy and associations on the ground- such as Paul B, a social center, Espace singulier...
VII. Publications & Presentations
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