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Description
The County Center for Resource and Educational Assistance (CJRAE Neamţ) is a specially integrated education institution and, at present, 65 specialists (counselors, speech therapists, mediators, social assistants) are working in the institution. The main difficulties faced by the institution are the lack of training of the teaching staff in pre-university education regarding the approach of children from disadvantaged or at risk groups. In most cases, educational institutions hardly accept disadvantaged children, especially children with special needs, which leads to poor integration, especially since the rigid mentality of teachers is centered on performance and not on children and their needs, thus creating a hostile and unfriendly environment. The main goal of the project is to trigger changes in the educational units. Within this project we aim at the following objectives: improvement over the next 2 years of the psycho-pedagogical counseling skills of a number of 65 teachers in the institution through the use of differentiated, pupil-centered strategies to ensure equal opportunities and specialized services for the quality of students in Neamt County; increasing the institutional capacity to overcome the problems existing in schools by over 50% by the end of the school year 2019-2020, developing the European dimension of the institution by applying the new practices learned in 65 county educational units. Project indicators - 10 teachers trained, 65 specialists, 10000 students and 2500 teachers. The implementation of the proposed project will increase the instutional capacity to trigger changes in the modernization and internationalization of the psycho-pedagogical counseling strategies. Throughout the project, we will conduct training, dissemination, monitoring and evaluation of the progress recorded throughout the implementation period and will ensure the development of the European dimension at institutional level
Summary of project results
- The project largely responded to the objectives of the action and the field of school education. It provided professional development opportunities for 6 CJRAE experts, as well as for the development of institutional capacity. The report presents the role of the project for the development of CJRAE and the added value brought by running the mobilities in other countries, in multicultural learning groups.
- The project was generally implemented according to the initial plan, with adjustments required by the reduction of the budget and the number of participants. In the case of the new course offered by Intercultural Iceland, instead of the one initially selected, the topic remained relevant for the identified needs.
- The feedback of the direct participants shows the relevance and quality of the two mobilities.
- The report well describes: cultural, administrative and pedagogical training, practical arrangements and collaboration with host organizations.
- ll participants have obtained the Europass Mobility Certificate.
- The report is, in general, brief / concise and does not provide sufficient or precise, concrete information on activities, participants or results.
- It is recommended to ensure access to relevant documents which may be used by other counsellors or teachers:
- the content of the brochure and the methodological guide should be easily accesibile on the institution''s website (the link to the guide still exists, but is not functional);
- the published articles should also be easily accesible on the institution''s website or at least via links to the publications that contain them.
- It is recommended to better describe and argue the achievement of the intangible results mentioned in the initial project and, implicitly, of the impact elements: responsibility, involvement, team spirit, etc.
- There are no references to language training or the level of language skills that mobility participants possessed.
- Detailing the impact and correlating it with arguments based on the activities carried out. Better capture of results at the level of educational institutions where school counselors or at least mobility participants work.
- Highlighting the inclusive dimension of the project.
No steps have been taken to recognize the professional credits associated with mobility