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Description
The project aims to improve the quality of educational services, especially in rural areas in 5 counties. The intervention aims to reduce the risk of early school leaving for at least 650 children at risk, improve the quality of educational services for 180 children with SEN and increase the transition rate from primary (grades I-IV) to lower-secondary (grades V to VIII) education and lower-secondary to upper-secondary education (highschool or vocational education) by 1% each. The intervention aims to improve the quality of educational services by also training 48 teachers and mediators in working methods with children at risk of dropping out of school and / or with SEN. The target groups are: children at risk of dropping out of school and children with SEN in primary and lower-secondary school in one or more of the situations of vulnerability identified by the call, mainly from rural areas in 5 counties in Romania; their parents; teachers from the 20 schools targeted by the project. The PP coordinates the implementation of the project and provides support to schools in establishing a procedure for identifying and monitoring children at risk of dropping out of school, provides training and advice to teachers in improving the quality of educational services by transferring working methods tested in other projects. P1 ensures the training of teachers in working with children with SEN. P2 ensures the transfer of good practices from Norway and the evaluation and monitoring of the project, transferring its own methods to the Romanian partners.
Summary of project results
The project was necessary to address the high school dropout rates and low educational outcomes in rural and small urban areas of Romania, particularly in the North-East and South-West Oltenia regions. These areas had some of the highest dropout rates in the country, with rural students facing a dropout risk 2.5 times higher than their urban counterparts. Economic hardship, parental migration, lack of educational support at home, and the cost of schooling were major factors contributing to school abandonment. Many children from disadvantaged backgrounds, particularly Roma students, faced discrimination, low teacher expectations, and a lack of motivation to continue their education.
The project aimed to reduce school dropout rates by addressing both student-related challenges and deficiencies in the education system. It focused on increasing school attendance and performance, particularly among vulnerable students. A mentorship program played a key role in boosting student confidence and resilience. By providing role models, personalized support, and positive reinforcement, the project helped prevent educational disengagement.
At the institutional level, the project addressed the poor quality of teaching and the lack of inclusive practices in schools. Teachers often struggled with outdated methods, insufficient resources, and limited knowledge of working with children from marginalized backgrounds or those with special educational needs. The project invested in training teachers, improving school resources, and fostering better collaboration between schools and parents.
The intervention targeted 20 schools in high-risk areas where project partners had already established strong community relationships. Preparatory research revealed the need for material investment, teacher motivation, and structural improvements in education quality. Teachers often lacked support and resources, and many expressed reluctances to work with struggling students rather than focus on high achievers. Parents reported communication barriers with schools, while children highlighted discrimination and a lack of role models as key challenges.
The project addressed these issues through an integrated approach combining mentorship with direct educational support, parental involvement, and school system improvements. It provided material aid and remedial education to students, offered counseling to parents to strengthen their role in their children''s education, and supported schools with better teaching resources and professional training. By tackling both systemic and individual barriers to education, the project worked toward a long-term reduction in school dropout rates and created a more inclusive and supportive learning environment for vulnerable children.
The project was implemented to improve the quality of education and support children at risk of school dropout and those with special educational needs (SEN) in five counties in Romania. While the project did not reduce school dropout rates or significantly increase school attendance, it provided essential support services, improved educational resources, and developed sustainable intervention strategies.
One key activity was the implementation of an integrated set of measures to improve education quality. An educational software was provided to students and teachers for one year, along with educational games. These tools aimed to enhance digital learning and encourage interactive teaching methods. Additionally, outdoor sports equipment, including tracksuits, pants, and sports shoes, was distributed to students to promote physical activities.
To strengthen the teaching process, a comprehensive teacher training program was conducted. A total of 76 teachers participated, exceeding the initial target of 48. The training focused on inclusive education, working with at-risk students, and supporting children with SEN. Teachers also received mentoring and resources to improve their teaching methods.
The project facilitated bilateral initiatives between schools in Romania and Norway. A know-how exchange program allowed five Norwegian teachers and a representative from FAFO to visit Romanian schools, where they observed the challenges faced by at-risk students, particularly those from Roma communities. The exchange resulted in follow-up online activities, including cultural games and creative workshops between Romanian and Norwegian students.
A major effort was made to prevent school dropout through a targeted intervention program. A guide on best practices was realized and distributed at advocacy conferences. The intervention program included tutoring, remedial lessons, and life skills development through sports and games, offering continued support for students. Additionally, 377 parents participated in parenting workshops.
Efforts were made to scale up the project''s impact and ensure sustainability. Regional conferences were held in the five counties to disseminate best practices and expand the network of schools engaged in supporting vulnerable students. A national advocacy conference in Bucharest brought together policymakers, school representatives, civil society members, and mediators to discuss strategies for integrating after-school support into local and national education policies.
While the project faced challenges in improving school retention rates due to external factors such as economic difficulties, legislative changes, and the impact of the pandemic, it successfully provided structured academic support, improved teaching quality, and engaged parents in their children’s education.
The project aimed to support children at risk of school dropout and those with special educational needs in five counties in Romania. The project provided valuable educational services, improved learning conditions, and strengthened support systems for students and teachers. While overall school participation rates did not increase, the project contributed to local improvements in several schools and laid the foundation for long-term positive change.
One of the key achievements was the academic support provided to students. Through after-school programs, remedial lessons, and tutoring, many children improved their school performance. Around 500 students increased their school grades by at least one point, and 200 students successfully passed remedial exams, avoiding grade repetition. These improvements show that targeted interventions can have a direct impact on students'' educational progress, even in challenging environments.
The project brought significant improvements to school resources and teaching quality. Schools received digital learning tools, educational games, and outdoor sports equipment, creating a more engaging learning environment. Teachers benefited from training programs focused on inclusive education and modern teaching methods. A total of 76 teachers participated, exceeding the initial target, and many reported feeling better prepared to support vulnerable students. The knowledge exchange with Norwegian schools further enriched their professional development and introduced new educational practices.
Children with special educational needs received additional support, helping them integrate better into school life. While the initial target was to assist 150 students with SEN, the project reached 102 children, of whom 81 were from Roma communities. This intervention provided essential assistance to some of the most vulnerable students, ensuring that they received tailored educational support.
Parental engagement was another area where the project had a meaningful impact. While the initial target was to involve 600 parents, 377 actively participated in counseling sessions and workshops. This helped improve communication between schools and families, raising awareness about the importance of education. Although not all parents were reached, those who participated became more involved in their children''s academic journey.
In the 20 schools involved in the project, the impact varied. Some schools saw notable improvements in student motivation and participation, while others continued to struggle with high dropout risks. In several cases, the after-school programs and additional resources led to better engagement from students and teachers, showing that well-targeted interventions can create positive change at the local level. However, broader structural challenges, such as economic difficulties, policy changes, and family migration, limited the project''s influence on overall school retention rates.
One of the long-term impacts of the project is the strengthened educational infrastructure in these 20 schools. The investments in digital learning tools and teacher training will continue to benefit students beyond the project’s duration. The project also contributed to the development of an advocacy network, bringing together educators, policymakers, and local stakeholders to promote inclusive education. The knowledge and experience gained through this initiative have the potential to influence future policies and educational programs.
Despite challenges such as inflation, legislative changes, and external funding influences, the project successfully demonstrated the value of integrated support for at-risk students. It reinforced the need for continuous investment in education, showing that with the right resources and strategies, positive changes can be made. The schools that actively engaged with the project now have stronger foundations to continue supporting vulnerable students, making this intervention a stepping stone for future improvements in the Romanian education system.
Summary of bilateral results
The project benefited from the involvement of a donor partner, which provided expertise, international experience, and resources that strengthened its impact. FAFO, a Norwegian independent research foundation, played a key role in knowledge exchange. With expertise in research on vulnerable groups, inclusive education, and parental involvement, FAFO helped adapt best practices to the Romanian context and contributed to monitoring and evaluation methodologies. Bilateral cooperation allowed Romanian educators to exchange experiences with Norwegian counterparts. Five Norwegian teachers and a FAFO representative visited Romania to observe the challenges faced by disadvantaged students, particularly Roma children. These visits facilitated discussions on inclusive education and dropout prevention. Romanian educators also participated in online and in-person meetings with Norwegian schools, fostering long-term partnerships. The Norwegian partner introduced innovative teaching tools and methods. Inspired by Norway’s education system, the project incorporated digital learning and alternative techniques. FAFO also provided expertise in parental guidance, supporting family engagement in education, a key factor in preventing dropout. At an institutional level, the bilateral component strengthened cooperation between Romanian and Norwegian educational institutions. This collaboration enhanced teaching strategies while promoting inclusive and student-centered education. Despite economic difficulties and policy changes, the bilateral partnership created a sustainable network for continued collaboration. The exchange of expertise and the newly established school partnerships will continue to support educators in both Romania and Norway, ensuring that the lessons learned extend beyond the project’s completion.