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Description
The main objective of the project is to develop and implement, at a multi-regional level, services aimed at increasing the social inclusion of pupils in risk situations, those with special educational needs from the counties of Covasna, Harghita and Vrancea by promoting inclusive education. The ultimate goal of the project is to increase school attendance and prevent / reduce early school leaving. The project proposes to provide diversified activities for students at risk for attracting and retaining them in school; psycho-pedagogical counseling services for pupils with special educational needs; counseling services for parents to raise awareness about education; training services for teachers working with target groups, exchange of experience for decision-makers with similar institutions in Norway. The target groups come from 12 schools (4 of the 3 partner counties) and are the following:- 728 children and young people at risk of early school leaving; - 120 children and young people with special educational needs; - 500 parents; - 233 teachers. The proposed activities will be carried out in collaboration with partners and collaborators of school inspectorates such as University of Transilvania for teacher training, NGO specialized in parent education, NGO specialized in health education, county police inspectorates for campaigns and anti-victims and anti-criminal counseling activities, CJRAE for psycho-pedagogical counseling for children with special educational needs, Oslo New School training institution for the exchange of experience in Norway. Improving school attendance to complete compulsory education allows students in target groups to integrate into society, generating long-term benefits.
Summary of project results
The project addressed severe educational and social disparities in Covasna, Harghita, and Vrancea counties, where high dropout rates, low school participation, and lack of educational support for vulnerable children were widespread issues. Many students faced barriers due to extreme poverty, parental migration, or learning difficulties, leading to an increased risk of early school leaving. Roma children, children from disadvantaged families, and those with special educational needs (SEN) were among the most affected.
In Covasna, the project targeted students from low-income families and those left in the care of relatives due to parental migration. Schools reported absenteeism rates of 15-35%, highlighting the need for urgent interventions.
In Harghita, the challenges were similar but also included high levels of segregation and social exclusion of Roma students. Many lacked basic hygiene conditions, appropriate clothing, or family support, which led to discrimination and academic failure.
In Vrancea, the socio-economic context further complicated the situation. A high percentage of children had parents working abroad, and remigration trends disrupted their education. Many schools struggled with staffing issues and lacked adequate support for students at risk.
The long-term impact of the project aimed at reducing school dropout rates, increasing educational inclusion, and equipping teachers with better tools to support vulnerable students. By fostering intercultural dialogue and cooperation between national and international partners, the project ensured a sustainable approach to improving education in marginalized communities.
The project was implemented in Covasna, Harghita, and Vrancea counties, focusing on students at risk of school dropout, children with special educational needs (SEN), and those from disadvantaged backgrounds. The activities provided educational support, material aid, and parental involvement programs to help children stay engaged in school.
The remedial education program, organized as a "School After School" initiative, involved 937 students from 12 schools. Many of these students faced academic difficulties and limited support at home. The program provided structured learning sessions to help them strengthen their knowledge in core subjects and increase their motivation to continue their education. To support their participation, warm meals were provided during the project, ensuring that children had access to proper nutrition while attending school.
The psycho-pedagogical counseling program supported 138 students with SEN in the three counties. These children received individual and group counseling sessions aimed at improving their cognitive and socio-emotional development. Many of them had difficulties adapting to school and needed additional guidance to integrate into the learning environment. Through the project, they were given personalized support, helping them build confidence and interact better with their classmates and teachers. They also received warm meals during the program to support their well-being.
In addition to in-school activities, educational camps were organized, involving 249 students in interactive and structured learning experiences outside the traditional classroom. The camps provided a space for students to develop social skills, gain confidence, and engage in teamwork activities. Many of the children who participated had never experienced such programs before, and their involvement encouraged them to stay connected with school and learning.
Material support was also provided to reduce the financial barriers to education. A total of 848 students received essential resources, including clothing and hygiene kits. Many of these children came from families struggling with poverty, and the lack of proper clothing or school supplies often contributed to their absence from school. By ensuring that students had the necessary items to attend classes, the project helped remove some of the obstacles that prevented their regular participation in education.
To involve families in the educational process, a parental education program was implemented, reaching 500 parents. These sessions aimed to help parents understand the importance of education, improve their ability to support their children’s schooling, and strengthen their communication with teachers. Many of the parents had little formal education themselves and were unfamiliar with ways to assist their children academically. Through these sessions, they gained practical knowledge on how to encourage learning at home and stay involved in their children''s education.
The project also provided training for 100 teachers to help them better support students from marginalized backgrounds. These training sessions focused on inclusive education methods, classroom management strategies, and techniques for engaging students who faced difficulties in school. Teachers reported feeling better equipped to handle diverse student needs and more confident in creating a supportive learning environment.
In addition to the educational interventions, the project also conducted awareness campaigns to inform students and parents about the importance of education and the available support services.
While external factors, including economic conditions and the impact of the pandemic, created ongoing challenges for school participation, the project contributed to improving educational support for vulnerable children. The collaboration between schools, parents, and local authorities was strengthened, providing a foundation for continued efforts to assist students in disadvantaged communities.
The project had a significant long-term impact on students, teachers, and parents in Covasna, Harghita, and Vrancea counties. It aimed to improve access to education, increase participation in school activities, and strengthen the ability of teachers and parents to support vulnerable children. The interventions provided direct assistance to children at risk of dropping out, students with special educational needs (SEN), and children from disadvantaged backgrounds.
For students, the project provided educational support and essential resources, benefiting 937 children at risk of school dropout and 138 children with SEN. Initially, many of these children faced significant learning difficulties, financial hardships, or a lack of family support. Throughout the project, they participated in remedial education programs, received tutoring, and benefited from free meals, clothing, and hygiene kits. The provision of 156,794 warm meals was a key incentive for school attendance, ensuring that students had proper nutrition while learning. Additionally, 249 students attended educational camps designed to enhance their social skills, motivation, and engagement with school activities. The students also participated in extracurricular activities.
Despite the efforts to prevent school dropout, the transition rates to secondary education did not meet the planned targets. The transition rate to lower secondary education decreased from 95.67% to 92.94%, while the transition to upper secondary education declined from 89.12% to 87.92%. Several external factors contributed to this, including economic instability and cultural norms in some communities. However, the project successfully maintained engagement in education for many students by providing structured support services. Teachers noted an improvement in student motivation, class participation, and behavior, even if these changes did not always translate into increased transition rates.
Teachers played a crucial role in supporting students, and 100 educators participated in specialized training on working with at-risk students. They learned new teaching methodologies adapted to the needs of marginalized children, improving their ability to create inclusive classrooms. The project also provided 58 teachers with training focused specifically on working with SEN students, equipping them with better tools to support diverse learning needs. The results showed an increased ability among teachers to manage vulnerable students, apply interactive teaching methods, and support their emotional and academic development.
Parents were actively engaged through education sessions, with 500 parents attending training on how to support their children''s education. Before the project, many parents lacked awareness of the importance of school attendance or struggled to provide an encouraging home environment for learning. After participating in the training, parents became more involved in their children''s education, improved communication with teachers, and better understood their role in preventing school dropout. A total of 440 parents of children at risk of dropping out and 60 parents of SEN children received direct support. The parental education program had a lasting impact by fostering stronger connections between families and schools.
The project also facilitated bilateral cooperation between Romania and donor countries through international exchanges. A total of 23 participants from Romania and five from donor states took part in exchange activities, allowing professionals to share experiences, best practices, and innovative educational approaches. These activities strengthened institutional partnerships and contributed to the sustainability of the project''s impact.
One of the most significant long-term results was the improved collaboration between schools, local authorities, and communities. The project strengthened the support network for vulnerable children, ensuring that the positive effects of the interventions would continue beyond its implementation. The partnerships and strategies developed during the project laid the foundation for further policies and programs aimed at reducing educational disparities in disadvantaged areas. Although not all quantitative targets were met, the qualitative impact on student engagement, teacher preparedness, and parental involvement demonstrated meaningful progress toward creating a more inclusive educational environment.
Summary of bilateral results
The bilateral cooperation within the project contributed significantly to improving the quality of educational support for vulnerable students by integrating expertise from the donor states. The partnership with an institution from Norway facilitated knowledge exchange, training activities, and experience-sharing sessions between Romanian and Norwegian experts. The project benefited from the involvement of the donor state partner through specialized training for teachers, focusing on inclusive education methods and best practices for working with students at risk of school dropout. A total of 23 participants from Romania and five from donor states took part in exchange programs, enabling a direct transfer of innovative educational approaches. The Norwegian partner provided expertise in intercultural education, student-centered learning, and strategies to increase school engagement among marginalized groups. The level of involvement of the donor state partner was evident in the organization of study visits, participation in training sessions, and the provision of educational resources adapted to the specific needs of vulnerable students in Romania. Through joint activities, teachers and educational professionals gained new perspectives on inclusive teaching and community involvement in education. The cooperation created a foundation for long-term collaboration beyond the project’s implementation period. Both Romanian and Norwegian institutions expressed interest in maintaining the partnership to further develop educational programs and policies supporting disadvantaged students. Future collaborations could focus on teacher training, innovative learning materials, and new initiatives to prevent school dropout. The project demonstrated that bilateral cooperation enhances educational strategies and strengthens institutional networks, fostering sustainable improvements in inclusive education.