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Description
This project aims to promote the educational success and employability of 125 young people with a history of school failure, abandonment and/or absenteeism from the municipality of Angra do Heroísmo and in situations of social vulnerability. This is achieved through actions that promote and facilitate personal, academic, social and professional development. It aims to develop mediation actions in the school context, to promote strategies to bring families closer to schools, and to promote strategies to promote employability and the creation of a youth employability network.
Summary of project results
In 2019, Cáritas da Ilha Terceira conducted a socio-educational diagnosis of the municipality of Angra do Heroísmo, gathering various contributions to rethink the intervention strategy of the Youth Development and Inclusion Center. The aim was to characterize the socio-educational situation of young people aged 14 to 18 in Angra do Heroísmo, who have trajectories marked by school failure, and to establish an intervention model that effectively addresses the identified problem.
The analysis of the retention and dropout rates at national, regional, and municipal levels for the second cycle of basic education from 2002/2003 to 2016/2017 showed a decrease in the percentage of students in retention and dropout situations. Nationally, the rate dropped from 15.6% in 2002/2003 to 5.8% in 2016/2017. In the Azores Autonomous Region (RAA), it decreased from 24.2% to 6.6%, and municipally, from 17.5% to 8.9%. However, municipal rates have consistently been higher than national and regional rates since 2011/2012.
For the third cycle and vocational courses, regional retention and dropout rates increased from 24.2% in 2014/2015 to 49.8% in 2016/2017. In Angra do Heroísmo, these rates decreased from 70.4% in 2014/2015 to 28% in 2016/2017. Key conditions include increased overall school failure in regular education, significant failure in the second cycle, improved success in the third cycle, and increased failure rates in other education types, such as PROFIJ, with rates between 20% and 30%.
Early school leaving remains high, with slight increases since 2016 in the RAA, diverging significantly from the national trend of consistent decreases since 2011. Social and employment data indicate that young people under 24 are the most frequent recipients of social integration income, although their numbers have decreased in the municipality from 2003 to 2018, contrary to the RAA trend. Unemployment benefit claims have increased, with 121 young people aged 18 to 25 registered in November 2020, facing low qualifications and difficulty accessing the job market.
The project activities were developed across three main components. The first component involved non-formal education workshops outside the school context for young people aged 14 to 18 who were at risk of school failure or dropout. A total of 64 cooking workshops, 42 sports workshops, 51 arts and crafts workshops, and 35 group activities were conducted, involving 40 young people. During the second year, four sustainable agriculture workshops were also held. Additionally, school health sessions were conducted for some classes at the request of a partner school.
Individual mediation and psychological support were provided to all young participants, with 92 individual mediation sessions and 248 psychological support sessions conducted for 71 young people. In the second year, school mediation was provided for three young people identified by a partner school as being at risk of failure, all of whom successfully completed the 6th grade. A cooking workshop was also developed for two classes in the Vocational Guidance and Screening program, with 33 sessions involving 17 young people. These activities helped develop practical skills and essential personal and social competencies, such as responsibility, teamwork, communication, and conflict resolution. Emotional and behavioral stabilization was also addressed, enabling the young people to set and achieve their goals more consciously. This component resulted in the creation of the Guide to Activities and Intervention Strategies for Young People at Risk and/or Dropout.
The second component was a mentoring program for vocational and alternative pathways equivalent to the third cycle of basic education for young people aged 14 to 18. Group interventions included personal and social skills programs, such as "Me and Others," "Risk Castles," and "GPS-25," totaling 108 sessions with 48 young people. In collaboration with the Regional Directorate of Youth, the "Entrepreneurial Academy" program was conducted with four classes. Additionally, 714 individual mentoring sessions were held for 65 students to work on their school motivation, and 49 psychological support sessions were provided for 10 young people.
The third component involved implementing the Angra do Heroísmo employability network. This included a local diagnosis, training for technicians in supported employment methodology, and job interview preparation. Two plenary sessions, a focus group with companies and young people, a public presentation of the network, and the start of individual work with young people (62 individual sessions) were conducted. A UFCD course in Interpersonal Communication and Assertiveness resulted in the certification of three young people, and the network was promoted within the community.
The capacity-building component of this project included an organizational diagnosis and action plan conducted by TESE, involving feedback from staff, partners, and funders. This process identified strengths and weaknesses, leading to strategic recommendations. Internal actions included updating job descriptions, restructuring EISANQ, renewing certifications for two child transport technicians, and staff participation in the Ação Inov Açores program. Additionally, 11 staff members received 25 hours of digital marketing training, addressing a key gap identified in the external evaluation. Three more technicians renewed their child transport certifications.
The project largely achieved its defined objectives, and in some measures, even exceeded them. The first component aimed at the behavioral and emotional stabilization of young people at risk of school dropout or failure, with the goal of returning to school or successfully completing the academic year. Through various activities, practical skills were developed in the specified areas, but more importantly, essential personal and social competencies were cultivated for productive integration into society. The young participants had the opportunity, with support and guidance, to work on their mental and emotional health, which is fundamental for pursuing their goals and defining healthier life projects. Significant results were achieved with some young people, leading to their return to school, completion of their studies, or even integration into the job market. Satisfaction surveys for the 2021/22 academic year showed that 50% of the young people rated their knowledge level as good at the end of the year, compared to 25% before the activities began. Additionally, 50% were satisfied with the cooking workshops, and 50% were very satisfied. Regarding group dynamics, 50% believed these had a positive impact on behavior, and 75% stated that the learnings were very important for their future.
The second component aimed to support young people in completing their education. Through the activities, they developed essential personal and social skills for achieving their daily goals, such as communication, responsibility, conflict resolution, and entrepreneurship. They also worked on school health and citizenship topics, contributing to their personal and social enrichment and more productive societal integration. Employability skills were developed through the vocational guidance program, which covered active job search topics and included work-based training experiences supervised by the team. Informal activities improved the school environment, motivating the young people and helping them build relationships with peers, technicians, and teachers. Home visits, frequent phone contacts, and group activities with families increased family involvement in the young people''s school life, bringing families closer to the school and strengthening family bonds. Satisfaction surveys for the 2021/22 academic year indicated that 65% of the young people rated their knowledge level as very good and 35% as good at the end of the year, compared to 40% and 35%, respectively, at the beginning of the year. Notably, 20% of the young people rated their knowledge level as poor or fair at the beginning of the year, which was no longer the case by the end.
The third component successfully implemented the Angra do Heroísmo employability network, composed of various entity partners. Training in supported employment methodology and job interview preparation increased the capacity to support this target group. The network''s promotion resulted in contacts with parish councils, a vocational school, and three signed cooperation protocols. Individual sessions with young people began, aiming to define individual employability action plans. The UFCD course certified three young people in personal and social skills deemed essential by employers.