Monday, December 3, 2018

27 – 29 NOVEMBER 2018
CEIP Salamanca, Santa Cruz de Tenerife, Spain

Day 1, Tuesday, November 27, 2018
Welcome speech.
Welcome speech.
Mrs. María Reyes San Martín Cruz, the school principal, CEIP Salamanca, Spain opened the meeting with the welcome speech. She talked about the main objectives of the Erasmus + project and the training sessions and invited the partners to upload the presentations for each training activity in Dropbox to allow other partners to access them.
She highlighted the importance of this education theme to promote the continuing professional development of educational staff and the inclusion of students at risk. It has also been stressed that it is necessary to create a teaching curriculum tailored to such situations, focusing on eliminating students' skills shortages in basic subjects. It is also necessary to prepare educators with competences in teaching and using modern pedagogical tools aimed at students at risk.

Introduction to the school
Attending to the classes
The host school assigned the participating teachers in different classes where there were a large number of children at risk to participate directly in observing working methods in one class for one hour.

Development of Teamwork
- The participants return to the training room and begin the present informative materials (Power Point, movies) about the educational systems in their countries.
- Discussions
Module 1: Workshop "Pedagogical methods of social inclusion of students in risk situation"
- Mrs. Emanuela Popescu presented the theoretical information related to concept of social inclusion in school:
1 - School Inclusion of disadvantaged students: students' perspective
2 - School Inclusion of disadvantaged students: from the teachers' point of view
Subsequently, the proposed problems were addressed and the participants shared their own experience as formal or informal educators. The theoretical approach to the subject ended with a brainstorming session on motivation regarding the concept of education for the social inclusion of students at risk.
- All the participants present 2 cases study of social inclusion situation that occurred at their schools and they have personally observed.
Spain – presented 2 cases: some siblings from Senegal and a student from South America
Denmark – presented 2 cases:  one student from Sudan and one from Romania
Romania – presented 2 cases: a student belonging to the Gypsy community and one emigrant student from Asia.
Italy – presented 2 cases: one student from Ghana and one student from Romania
Turkey – presented 3 cases: one student from Siberia Russia, another student from Iraq and one from Azerbaijan.
In the end of the first day there were:
- Discussion and feedback from all partners
- Briefing on the results of the training event
The first day finished with the evaluation through questionnaires
- Teachers’ understanding of the concept of inclusion
- Thus, participant teachers lacked professional knowledge of inclusion and relied more on personal feelings and judgment.
Teachers’ practice in social inclusion
According to the data of this study the teacher that new more did more. Thus we can suppose than there is a link between teacher’s education and practice.
How teachers promote interaction between regular students and students with special needs?

The second day began with the Module 2: Seminar "Europe, spirit of solidarity"
- the Seminar regarding the knowledge of the rights and obligations of a European citizen by the pupils;
- parents’ presentations about partners’ school involvement in educating European values like tolerance, solidarity, respect for others, non-discrimination, xenophobia to the pupils
The participants at the seminar were the representative parent of the Spanish school, the teachers of the hosting school and also the representative of the school’s parents, Mr. Ricardo García, the member of the local authority José Carlos Acha (scholastic authorities) and local NGOs members “Pequeños valientes”.

There were discussions regarding:
-  the knowledge of the rights and obligations of a European citizen by the pupils;
- discussions about partners’ school involvement in educating European values like tolerance, solidarity, respect for others, non-discrimination, xenophobia to the pupils.
- Brainstorming “How are teachers promoting social inclusion?”

The results of the Module 1 of the Short – Term Joint Training Event were the following:
A. The social inclusion is a multifactorial feeling that occurs in the 19% of the population of pupils during their academic life;
B. Although teachers understand certain aspects of social exclusion as stressors, like examination periods, different events, etc.  there was observed some sort of lack of equal consideration to the social aspect of everyday school life, which seems to host the major stressors as identified by the pupils. We have talked about the conflict between school regulations that say that each student is equal and about the reality that makes teachers more tolerant towards students at risk is to be treated equally.
C. Teachers from certain countries, e.g. Spain or Italy, expressed that there is a significant number of immigrants and therefore, a great number of pupils in risk situation.
In the second part, the members of the NGOs and local authorities presented their activities and involvement in the collaboration with the school.

The participants on the third day were the school teachers and the representatives of the participating schools.
The program started with - Discussion about possible risks in rolling up of the project’s activities
- Development of Problem Solving
- Effective Communication
Every team expresses their conclusions making the Synopsis of the training.
The program finished with Discussion and feedback from all partners, briefing on the results of the training event and the Meeting evaluation through questionnaires.

Wednesday, October 10, 2018


Friday, October 5, 2018

Monday, October 1, 2018




Thursday, September 27, 2018



Fredericia, Denmark
Contact persons: Mr. Kristensen Niels

Our school Fjordbakkeskolen is situated in southern region of Denmark in the commune of Fredericia in the village of Taulov. The social ethnical composition of the community - has Danish people and a lot of mixed ethnical compositions with people from all over the world (Afghanistan, Iraq and Syria). In our school there are around 950 students from age 6-16. The school has 50 classrooms. All classrooms have a computer and a video-projector. We have a science lab. All students from age 6- 10 have their own Ipads. From age 10 to 13 they have their own Crome books and from year 13-16 the students bring their own devices or borrow a Cromebook. We don’t have large number of dropout but we have a problem with a group of students with too much absence from school. The percentage of students with problems is 5-10 % with social problems and learning difficulties and too much absence from school. There are 68 teachers and 22 child care workers. We have 10 person non teachings you have (secretary, accountant, librarian, computer, psychologists). We want to join this project because our school’s aim is to create a strong connection between our students’ education
and real life so that they can rise up to the challenges presented in a modern world that is rapidly changing. For this reason we promote the knowledge of foreign languages, learning of ICT, communication abilities to be used for communication with other students from different schools in other countries and coming from other ethnical and cultural backgrounds.

PARTNERS (in alphabetical order)

Istituto Comprensivo Statale Ignazio Buttitta
Bagheria, Italy
Contact person: Mr.Antonino Maggiore

Our school "Ignazio Buttitta" is situated in an economically disadvantaged suburb of Bagheria, near Palermo, Sicily. The students’ parents are mostly uneducated, unemployed, some are part time/seasonal workers and do not care much about their children's education. They often rely their children education on school. The 4% over 600 pupils on roll, aged 4 -15, are not motivated and do not attend school regularly as a consequence their results are not satisfying and are at risk of social exclusion. They live in a poor economic, cultural and social environment where the access to culture is significantly limited or absent. As a result some students abandon school earlier. Students with physical disabilities and learning difficulties are included in the classrooms and have their own support teachers. We need to participate in this project because:
- new attitude as motivation in the school to take initiative, to make the school more international and innovative, to promote European Valdese, intercultural communication, human rights, tolerance and solidarity.
- increase the use of ICT, theoretical knowledge on technological innovation for pupils and teachers;
- develop student centered learning, organizational of professional and training competences, to use digital materials, communication skills between different schools from Europe, to exchange experience, good practice.
The school has started a process of integration of non-EU immigrants for years and this has led to the realization of initiatives of welcome, social and educational, cultural exchange and socialization among people of different nationalities. We participate in local and international project because we want to motivate students to attend school more regularly, to become more open and tolerant to different cultures and cultural subgroups which they usual consider inferior to them because of the color of their skin or their religion. Also meeting peers from different parts of Europe will help them overcome wrong stereotypes and racism.

Scoala Gimnaziala Maria Rosetti
Bucharest, Romania
Contact person, Mrs. Emanuela Popescu

Scoala Gimnaziala Maria Rosetti it's a primary and secondary public school in Bucharest with a stable population, mostly middle-class families. We have 850 pupils from 6 - 15 years old; lot of pupils belonging to different ethnical communities (Armenian, Macedonian, Rroma) and different religions (orthodox, Greco-catholic, Romano–catholic, muslins).There are few students with special educational needs, 32 students, for whom we have assured a teacher and a counselor who helps them in keeping up with the school requirements. School has 42 teachers with high qualifications, 1 computer expert, 1 educational counselor, 1 librarian, 1 doctor, 1 nurse. The school’s motivation to participate to join this project is to provide quality education to students' development, integrate them in social activities and become active and responsible citizens, fully aware of their own value.

CEIP Salamanca
Santa Cruz de Tenerife, Spain
Contact person: Mrs. María Reyes San Martín Cruz

Our school is located in the city peripheries. It is made up of 15 teachers and about 220 students. It is an Infant and Primary School so we have students from 3 until 12 years old. The families´ socio cultural level is middle-low class and we sometimes do not have the necessary families support to carry out many activities developed in our school. Unemployment has become one of the main problems in this area and that is reflected in our students´ academic outcomes due to the lack necessary equipment, in most of the cases.
We consider this fact as a wonderful opportunity to involve the entire school community, to share and exchange our experiences with other schools by participating in the project. It's very difficult to develop a teaching work without the families support and this kind of projects can be the connecting link between families and school. In recent years, Tenerife has received a large number of immigrants from Latin America and consequently we have in our school a considerable number of students from Bolivia, Colombia, Ecuador, Russian, Chinese, Romanian, Brazilian students. In this sense, our students are very conscious about an education for equality, accepting each different culture and showing interest in learning about new ways of life. Our school is daily used to deal with digital equipment and all our classrooms are equipped with projectors controlled by individual laptops. We reinforce our students the ICT teaching and learning. This project is also a challenge for our teachers who seek to bring Europe closer to our island. Our school consider very important for our Community the opportunity to be part of a project which will make us a better organization, by working together with some other countries and letting us enjoy with a European professional development.

T.C Ataşehir Emlak Konut Ortaokulu
Istanbul, Turkey
Contact person: Mrs. Gulder Fatma Engin

Our school has pupils from 10 – 15 years old (about 33 students with special needs who are followed by our guidance and psychological counselors closely) and 72 teachers. The school is located in İstanbul; its campus has 2 buildings with 40 classrooms, 2 conference halls, 2science and technology labs, 2 restaurants and a few workshop rooms, 1 gym, 1 football field, 1 basketball court, 1 photography lab, 1 cafeteria and 1 garden. It’s a co-educational school with 1353 students and 72 teachers. Every year, a great number of interns from various leading universities in İstanbul get their training at our school. All the classrooms are equipped with interactive smartboards in an integrated way with Apple-branded mini computers. Furthermore, our school has an iMac Lab where 36 students can use the computers simultaneously. In addition to the uniqueness of its physical and
technical substructure among all public schools, Ataşehir Emlak Konut Secondary school is the first state secondary school in Turkey which carries out an intensive English teaching program. We serve Intensive English, Math, Science, Social Science, Turkish, ITC, PE, Visual Arts, Technology and Design, Drama, Music, Astronomy and Space courses to students. Our mission is to educate our students as contemporary and modern individuals who have international values, critical thinking ability and high self-confidence. We want them to use English as well as his native language efficiently and we use a management strategy based on statistical data to realize this aim. According to the several questionnaires, we have applied to parents and students about the service and education at our school, there is 98% satisfaction. Our priorities for our students consists of enhancing our students’ knowledge and skills, promoting better use of ICT, establishing better links with the schools having high-quality education. 

SHORT-TERM JOINT STAFF TRAINING EVENT 27 – 29 NOVEMBER 2018 CEIP Salamanca, Santa Cruz de Tenerife, Spain Day 1, Tuesday, ...