Lifelong Learning Programme

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Success Stories

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Time is money
High Secondary School
Integration of immigrants students
The protagonist of this story belongs to a family of lower-middle class. The family of the student is structured and normal, where both parents work.
The family decided to host a child. After hosting the protagonist every summer of the Sahara, they decide to adopt it. The child is Saharagui.
The problem is that the student was adopted into old age. So it was already immersed in the culture of their country. The student was a great shock change of habits that suffered when changing country.
The student, after coming from your city and country of origin felt a little lost. Their culture was not equal and not well suited to the education system.
The family supported him throughout, they have always wanted to study have been great options that have been found in the Center.
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 after the that with reluctance does not get it finish. The student is lost and does not want to do more studies.
The educational center, after talks get that student is incorporated into an IPPP (initial qualification program). In order to not leave the educational efficiency.
After successfully complete two years of IPPP and obtain the title of ESO, students considered to be further education. The learner is enrolled in the CFGM, which continues today in the Center.

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 teachers want to respond to such situations. The aim is that the day that any student will be reincorporated to classes are not confused. Those students should return to their academic activity with the largest possible normal, and having the ability to do again feel involved students. It is very important that they can keep track of the class in the best possible conditions.

In addition the school has three meetings with social services technical team, one school quarterly. 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 continuation of the student in the educational system, since at first I thought to leave without the title of ESO.
The student gets a place on the PCPI (initial professional qualification program) and carried out two years, one volunteer and other mandatory.
professional skills, and other basic skills-based which gets the title of the ESO.
After achieving his goal, the student feels eager to continue training academically. The student is supported by the family and teachers. Finally the student decides to enroll in the half degree module.
Centre, is also of vital importance since performs all modifications that are necessary to get the student to adapt normal and have feeling of progress and, therefore, involvement in academic tasks that arise.
Teachers with patience, understand situations in their particular context and seek a viable curriculum system for the student, making an individual adaptation.
Teachers of the Hight School, are used to contend with such situations.

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 receive 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.
Support of the family.

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.