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Description
The project is addressed to 1150 people from 19 schools from Prahova and Neamț counties (650 students at risk, of which 490 in rural areas and 60 with SEN; 200 parents/ guardians and members of their families; 200 teachers and 100 people from other secondary groups) and aims to increase the transition rate in upper secondary education (ISCED 3) by 1% per year in the supported schools, and to improve the school participation of at least 40% of students in the main target group with 10%. By providing personal development, non-formal education and socialization activities, students will complete their 3 fundamental skills (literary, numerical, scientific) with all the other 13 fundamental skills (deemed as fundamental by the World Economic Forum 2015). Additionally, through 3 training programs and Affirmative Art workshops, teachers will acquire new skills in order to: improve communication with students; the relationship with the students’ parents; resolve the conflict situations between students; work with students with SEN; increase the interest of students’ in classes. In addition, a space for personal development activities and a cabinet space for individual counseling will be set-up in each of the 19 schools for the students and teachers from the TG. In the long term, the aim is to change the perspective in the educational field, by introducing personal development programs for children and students from an early age, with a medium-term impact in increasing the number of young people completing lower secondary education and continuing their studies. In the long run project aims at decreasing the number of people at risk of unemployment, poverty and social exclusion as a result of a quality personal and professional education.
Summary of project results
The project was implemented in the counties of Prahova and Neamț and contributed to reducing early school leaving. The strategy for reducing early school leaving indicates that the main factors leading young people to drop out are the result of a progressive and cumulative decline in school-engagement. These include personal, health, or emotional issues that young people face, as well as socio-economic or family-related problems, limited access to quality education or preferred study programs, difficulties with the school environment or subjects, and especially relationships with teachers and other students.
A survey conducted among students in the target schools revealed that 6% had considered dropping out of school, with the most frequently cited reasons being peers (particularly bullying), teachers, and an overloaded schedule. The same study highlighted the need for school counseling and specific workshops to prevent segregation and bullying, as a considerable proportion of students stated that the most unpleasant aspect of school was student aggression.
Another study conducted among teachers found that school dropout is primarily caused by family problems, lack of motivation and interest in school, and financial difficulties. The teachers emphasized that counseling parents is the main intervention method to combat school dropout.
The project targeted 1,150 individuals from 19 educational institutions in Prahova and Neamț counties and aimed to reduce early school leaving. It provided personal development and educational activities, helping students develop both the three traditional fundamental skills (reading, writing and arithmetic) and the competencies and character traits necessary for the 21st century.
For teachers, three training programs and workshops were conducted, equipping them with skills to improve communication with students, strengthen relationships with parents, reduce conflicts between students, work with children with special educational needs (SEN), and foster greater student engagement in class.
By the end of the project, support had been provided to 590 children at risk of early school leaving and 60 children with SEN. Additionally, 220 teachers were trained to work with children and young people at risk of dropping out, as well as those with SEN.
The project has laid the foundation for a long-term shift in the educational perspective by introducing personal development programs for children and students from an early age. Over time, the expected impact is an increase in the number of young people completing lower secondary education and continuing their studies.
An efficient education system will provide children and young people with more opportunities for development in the future, ultimately leading to a decrease in the number of individuals at risk of poverty and social exclusion.
Summary of bilateral results
The Art for Change Foundation from Norway contributed to the implementation of the project by introducing the Affirmative Art method. This method, developed in 2012, helps individuals identify and illustrate their dreams and aspirations through color-based games, words, and illustrations.Art for Change was involved in defining the project’s methodologies and conducting complementary activities and workshops alongside personal development sessions. As part of this, AfC organized WAAA (Wake up, Affirm, Align, Act) workshops in all the schools participating in the project.