Lifelong Learning Programme

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Success Stories

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Half a loaf is better than no bread
High Secondary School
Integration of immigrants students
The protagonist of the story was 15 years old. The student belongs to a family of middle cultural level.
The student's family is unstructured . Parents separaron.La mother decides to leave his hometown and move to Sevilla . In Seville decide to live with a new partner.
The student has no siblings, is an only child .
The student comes from another country, where speaking another language and was fully integrated into their culture, had his friends.
Arriving at the village of Puebla del Rio, was not comfortable in the new context.
Arriving Sevilla , moved to the town of Puebla del Rio , did not feel comfortable in the new context . The town of Puebla del Rio is very small, and the people are very closed to have difficulty admitting foreign people .
The family lives in a village located southwest of the city of Seville, 15 kilometres from it. The village is situated in the region of marshes. So, the majority of families working in the cultivation of rice.
The student was very smart, but didn't want to study because it was not adapted.
The student stopped coming to the Center, and his family didn't you, because the mother was overturned in the new couple.

Trigger of change:
After many discussions with teachers and a year without going to the hight school, the student decided to start in the PCPI (initial professional qualification program). Program is killing it today, eager to continue studying and performing a module level.
Part of the success is due also to the great professionalism of the teachers of the school. Teachers not only are adapted to the various situations that occur in the Institute, if not that take advantage of the maximum available resources. The purpose is to respond to these cases. The aim is that the day that any student will be reincorporated to classes are not confused. It is also important that students return to their academic activity with the largest possible normal, and having the ability to do again feel involved students, and that can keep track of the class in the best possible conditions.
In addition the school has three meetings with the technical team of social services, one each school quarter. These meetings attended the representative of social equipment, a representative of the Council in the field of social work, management team of the town, Cape police inspector, local area and representative of the Council of Seville.
Critical analysis
Evidence of the success of the case is the reinstatement of the student to the education system. In this case, the collaboration between teachers with the student is very important.
The student gets into the IPPP (initial qualification program) of adults and ends in two years. Strove much since it had been three years without studying. He had an average of 8 (remarkable) in high school and entered in the diploma: master of primary education.
Centre, is also of vital importance since performs all modifications that are necessary to get the student to adapt normally and have a sense of progress. Involvement in academic tasks that arise is very important.
At school they try to identify the maximum so that each student find the sense of learning, dealing in a very limited way the tasks among the professors.
Teachers with patience, understand situations in their particular context and seek a viable curriculum system for the student, making an individual adaptation.

Key to understanding the actions developed is to understand the different guidelines for action in cases of absenteeism. At the national level, the law on education (LOE, 2066) stable that schools must ensure the holistic development of its students for what should be so many adaptations of the resume as necessary. In addition, the Regional Government identifies schools located in areas of greater socio-cultural risk. These centers reiben more specific attention and greater material and human resources.

Keys to success with possible transfer are:

Unconditional collaboration of partners with the student.
Flexibility of the curriculum.
Empathy by teachers.
Plasticity of the educational center.
Direct involvement of teachers, guidance and management team.
Interest from the student.

20 December 2014

Final Partners’ meeting

The fourth partners’ meeting took place in Florence (IT) on 15 December 2014. The meeting had the objective to check the activities carried out since the third meeting of the project and share and assess the in progress results. A special focus has been dedicated to the presentation of the strategies to solve the case scenarios.