Description
The EduPeace Club addresses the topic of social exclusion. The general objective focuses on the improvement of the general knowledge, communication and collaboration skills and on the civil empowerment of the children of the Nicolae Iorga Secondary School in order to reduce the risk of them being exposed to marginalization and self-segregation due to the fact that they are coming from a poor region. The projects aims to increase the social inclusion and to reduce the number of absents and acts of violence by involving 40 children from the school in extracurricular activities. Besides that, the project concentrates on developing a specific methodology and instruments that can be applied in the school where students are exposed to the issue of social exclusion and a high level of violence.
Summary of project results
Children from Nicolae Iorga School do not have a place to spend their spare time, do not receive help with homework and are not empowered to see their individual value. They come from families with a low level of education and income, meaning that these children are exposed to poverty at a higher level than other colleagues from the same city. The main objectives of the project were to initiate a nonformal education Club and to improve self-esteem and school performance, as well as school attendance, for the 40 beneficiaries enrolled in the Club. The beneficiaries of the project (the 40 children who were directly involved in the project activities) were constantly consulted and supported in their decisions. The main outcome of the project was the evolution of these children, who gained more confidence, developed public speaking skills, became good friends, internalised rules of engagement and constructive conflict management. The dance and theatre shows to which they participated were as important for them as for the public, because they could all challenge their own prejudice according to which only children from good schools are "the best". The fact that teachers from the school were also involved was just as important because it contributed to closing the gaps between the students and teachers. By the end of the project, the sceptical teachers from school began to also see the changes. The relationship with the school leadership was constructive, so they fully supported the project.
Summary of bilateral results