plan de acción local: “cómo implicar a las familias en la

Transcription

Local Action Plan: Prevent “How to involve parents in the prevention of early school leaving”
LOCAL ACTION PLAN
2014-2016
“How to involve parents in the prevention of
early school leaving”
Gijón- September 30, 2014
PREVENT-URBACT
1
INDEX
A) CITY CONTEXT AND DEFINITION OF POLITICAL CHALLENGE/INITIAL PROBLEM
3
B) DEFINITION OF FOCUS AND GOALS
7
C) ACTIVITIES AND CALENDAR
8
D) FUNDING
9
E) FRAMEWORK FOR RESULTS
10
 Stakeholders Interest Analysis Table
 Gijón LAG Table
 Methodology URBACT. “The Problem Tree”
 Problem and Solution Table
 Table of Actions
F) RISK ANALYSIS
23
G) GENERAL SUMMARY, CONCLUSIONS & RECOMMENDATIONS
24
APPENDIX
 Appendix I. Good Practices –Gijón
27
28
2
LOCAL ACTION PLAN
A) CITY CONTEXT AND DEFINITION OF POLITICAL CHALLENGE/ INITIAL PROBLEM
Gijón Municipality
Gijón is located in the centre of the Asturian coast with a total surface of 181.7 km.
The city of Gijón is divided in six DISTRICTS: Centre, East, El Llano, West, South and Rural.
Loss of population and the slowing down of population growth have been the tendency in
the last ten years.
GIJÓN DATA AT JANUARY 1st 2014
SEX
NUMBER
%
WOMEN
147.358
52,66
MEN
132.468
47,33
TOTAL
279.826
100
Source: U.I.C. Gijón City Council
POPULATION BY CATEGORIES
(YEARS 2012, 2013 Y 2014. DATA AT JANUARY OF EVERY YEAR)
YEAR
%
YEAR
%
YEAR
%
2012
2013
2014
CHILDREN POPULATION
31.359
11,10
31.430
11,15
31.273
11,17
ACTIVE POPULATION
178.681
63,30
186.356
66,13
182.946
65,37
ELDERLY POPULATION
72.221
25,58
63.988
22,72
65.607
23,44
TOTAL POPULATION
282.261
281.774
279.826
Source: FMSS Social Promotion Division. Own data from UIC data.
3
CHILDREN AND YOUNG POPULATION BY AGE GROUPS IN GIJóN.
DATA AT 1/1 / 2014
AGE GROUPS
NUMBER
0 a 4 years
9.810
5 a 9 years
11.293
10 a 14 years
10.169
15 a 19 years
9.466
TOTAL
40.738
Source FMSS Social Promotion Division. Own data from UIC data.
The number of foreigners in Gijón at January 1st 2014 is 15.446 people out of which 3.128
are under 19.
Basic data of the evolution in schooling in Gijón
School data in Gijón are shown divided by the total number of school centres and total
number of registered students. This applies to the course 2003/2004 in which the project of
“Social-educational work in school absenteeism“ started and, also, to the last three academic
years (ending in 2013/2014)
EDUCATIONAL CENTRES
COURSE 2003/2004
COURSE 2011/2012
Total
Centres
Registered
Students
Total
Centres
Registered
Students
Infant education/Nursery School
50
5.037
52
6.478
Primary education
49
10.419
50
12.223
Total Infant and Primary education
15.456
18.701
Secondary education
28
8.448
27
7.785
A-levels
23
4.143
20
3.992
Vocational training
23
4.193
16
4.431
Special Education
3
178
3
197
COURSE 2012/2013
COURSE 2013/2014
4
EDUCATIONAL CENTRES
Total
Centres
Registered
Students
Total
Centres
Registered
Students
Infant education/Nursery School
51
6.344
53
6.453
Primary education
49
12.036
49
12.774
Total Infant and Primary education
100
18.380
102
19.227
Secondary education
27
7.960
27
8.045
A-levels
20
4.028
29
4.080
Vocational training
15
4.766
13
5.553
Special education
3
201
2
48
Source. C.A Education, Culture and Sports department
Regarding local policy strategies in Gijón and related to school absenteeism we must
highlight the importance of being part of the Educational Cities State Network (R.E.C.E) and
Gijón City Educational Project.
Educational Cities State Network: Gijón has been part of this network R.E.C.E since
1996. This is an important platform for the exchange and learning among Spanish cities
committed to the concept of education as well as a channel to show concerns and proposals to
the Central Government and to the International Association of Educational Cities.
A Themed Network in the period 2009-2011 was that called School dropout in Compulsory
Education
Educational Project of Gijón City . Also known as PEC is a tool to start a process of
social transformation leading to the change and progress of the city regarding education as the
main asset.
In the context of the city, Gijón has got forums for debate and study of school
absenteeism. Gijón has been the host of three different talks about the subject, the last one
being “School absenteeism, a citizen question”, in 2014.
At Social Services we have “Gijón´s Strategic Social Plan” (P.E.S.) 2012-2016 made by
The Municipal Foundation for Social Services (FMSS) and presented in February 2012. It is a
tool that contributes to a better social welfare in Gijón making the city a place with a higher
level of life quality, stressing and emphasizing the social side of it. At the heart of the P.E.S. we
have the so called GIJÓN YOUTH PROGRAM.
A part of this program is an EDUCATIONAL FAMILY ORIENTED WORK COMMISSION
dealing with school absenteeism.
Summary of European Projects participated by Gijón
5
At present Gijón is finishing those European Projects within the budget line 2007-2013
and working in the new period 2014-2020.
The city of Gijón is also preparing several candidacies for the European Union Research and
Innovation Program, called “Horizon 2020” based on three pillars: facing the main social
challenges, promoting the industrial leadership in Europe and strengthening the scientificbased excellence.
Among projects linked to the Regional Development European Found “FEDER” and
Social European Found (FSE), the following plans are being developed by the City Council of
Gijón.
1) Gijón Women Entrepreneurs Innovators Project: The goal of this project is to support women
entrepreneurs in their businesses by increasing their sales and consolidation on the market,
improving their competitiveness through customized advice.
This project is co-founded by Fondo Europeo de Desarrollo Regional (FEDER);
Secretaría de Estado de Servicios Sociales e Igualdad y el Centro Municipal de Empresas de
Gijón (Gijón, Impulsa Empresas).
2)
First Professional Experience Program A project co-founded by the Fondo Social
Europeo, Programa Operativo del Fondo Social Europeo del Principado de Asturias 2007-2013
(2007.ES.051.PO006), as well as Servicio Público de Empleo del Principado de Asturias.
This program is aimed at young and unemployed people aged between 18 and 25 with
a previous professional qualification and not longer than three months work experience in the
same activity.
3)
Pilot Project of Technology Mobile Payment NFC: This project with technology mobile
payment NFC (Near Field Communication) is part of the ticketing initiative of the European
Commission SITE (Smart Travelling in Atlantic Cities), in collaboration with Movistar. This
project is developed within INTERREG IV B Program Espacio Atlántico.
It works as a smart payment card SIM in your mobile. Gijón Municipal Public Transport
Company is the leader of this pilot project, pioneer in Europe with the participation of San
Sebastian Public Transport Company with the cities of Nantes, Dublin, Liverpool and Aveiro.
4)
Know-Cities Proyect: The project "Ciudades del conocimiento en el Arco Atlántico.
Know-cities”, is a result of a reflection process about agreed strategies and cooperation
processes in the world new scenario of the economy of knowledge.
In this Project KNOW CITIES (INTERREG IV B Espacio Atlántico ) Gijón is a partner city.
The main goal is to carry out an innovative methodology and to promote and facilitate the
access and the transition to the economy of knowledge.
Initial problem or political challenge/ how it all started
The Municipal Foundation of Social Services has been dealing with school absenteeism since
2002 when the ”Socio-educational project in School absenteeism “ began with the participation
of all the parts involved in the reduction of school absenteeism in compulsory education.
We have become progressively aware of the importance of prevention where families
are absolutely essential, and how they have to be taken into account into the local political
6
action. Absenteeism may result in school failure, a risk factor for social cohesion. Hence, the
importance of the involvement of the social services in the issue and, particularly, in the delivery
of preventive actions.
Since 2004 the FMSS teams of Family Support Intervention have been working in family
oriented programmes from a preventive point of view following the guidelines of the European
Commission about support in the development of a positive parenthood. Since 2008 it has
been working with the Guide-program for the development of emotional, educational, parental
skills published by the Ministry of Health and Social Policy and whose author is Dr. Raquel
Amaya Martínez González.
Due to this line of work the Council of Gijón has been selected in the school year 2011-2012 to
participate in the Urbact project called Prevent or “How to involve parents in the prevention of
early school leaving” focusing on one of the key issues of school absenteeism: families and the
relationships between the school and the social environment.
B) DEFINITION OF FOCUS AND GOALS
School absenteeism is a complex and heterogeneous phenomena with an important
social dimension that has an influence on the construction of young peoples’ social identity
and constitutes a reflection on existing social inequalities.
School absenteeism is not only considered as an education problem but a multidimensional
factor closely linked with vulnerability and social exclusion situations in adulthood.
In 2002 the “Project of Socio Educational Work in School absenteeism” started. It was
coordinated by the FMSS within the framework of Spanish Law Local Act currently replaced by
27/2013 about Reformation of Local Administration (LRSAL). Carried out by the Municipal
Social Services and the State educational centres located in Gijón, the main goal of this project
is “to provide regular class attendance to all the students within compulsory education and
in particular of those at risk of absenteeism”.
Throughout all these years project assessments have been carried out. In addition, in
2008/2009 the Project Support Operative Commission was set up by the technical
commission in charge of coordination of all organizations involved in the area. Some of its
duties are to make up reports, to pass and agree on interventions, to carry out improvement
proposals, etc.
The ultimate purpose of this project is to offer tools for prevention, detection and reduction of
school absenteeism in educational centres of the Municipality of Gijón working with two pillars
in mind: family and the interrelationship between school and the social environment.
The general goal is to reduce the phenomenon of school absenteeism in Gijón school centres,
both state and private, within compulsory education through prevention work with families.
Specific goals:
Identifying absenteeism cases
Obtaining the profile of a dropout student
Providing reflection, suggestion and proposals on the part of every stakeholder
Assuming the efficiency of local policies in terms of social-educational issues
7
Considering the protocols in action
Getting to know the scope of the problem locally
Analyzing absenteeism processes for every student
Deepening in the causes of the problem
Detecting
risk
factors
in
school
absenteeism
8
Plan de Acción Local: “Como implicar las familias en la prevención del absentismo escolar”
C) ACTIVITIES AND CALENDAR
9
D) FUNDING
Human resources: A multiprofessional team made up of different professionals,
(educators, psychologists, sociologists, etc.) is provided.
Material resources: material, spaces, technology provided by FMSS of Gijón City Council.
Funding sources: It is included in the general budget of the FMSS.
10
E) FRAMEWORK FOR RESULTS
11
STAKEHOLDERS INTEREST ANALYSIS
Interest and how affected Capacity and motivation
they are by the issue
to bring about change
STAKEHOLDERS
Possible actions to address
stakeholder
interest
PRIMARY STAKERHOLDERS
Local authority key departments: Social
Services FMSS
Other areas of Local Authority
-Education
- Citizen Security
Regional Administration
Educational sector
Family scope
Students
-
High interest in leading the
Project.
Affected directly.
Medium interest
Affected directly.
Medium interest
Affected directly
High interest
Affected directly
High interest
Affected directly
High interest
Affected directly
High capacity and high
motivation
Medium capacity
Medium motivation
.
High capacity
Medium motivation
High capacity
Medium motivation
High capacity
High motivation
High capacity
Assumption and start up of good
practices
Transversal intervention
Follow-up of PAL actions
Assumption of initiatives approved by
LAP
Take into account family interest to
specify actors
Specific employment programmes for
early school leavers
SECONDARY STAKEHOLDERS
Local community / Third sector
-
High interest
Affected directly
High capacity
High motivation
Possibility of carrying out these actions
provided by PAL
Employment sector
-
High interest
Affected directly
Medium capacity
High motivation
Specific employment programmes for
early school leavers
12
GIJÓN LAG TABLE
AREA
AGENCY
SURNAME AND NAME
Amo Morán, Pilar
López-Cortijo, Carmen
Gala Quesada, Beatriz
Prado Vigil, Francisco Javier
Martínez González, Marcelino
Becedóniz Vázquez, Carlos
POSITION
Director of Municipal Social Services Foundation
Local support group coordinator(LAG)
Responsible for Administration of M.S.S.Foundation
Educator of Municipal Social Services Foundation
Coordinator of the Project
Sociologist of Municipal Social Services Foundation
Sociologist of Municipal Social Services Foundation
Local Police Subinspector
Director of Programmes
Director of the Agency for Childhood
Inspection Service and Student Service and Participation
(Counseling of Education, Culture and Sports)
Alonso García, Mª Paloma
Technical Service Specialist students and participation
Counseling of Education, Culture and Sports
Corujo Fernández, Jose Ángel
Inspection Service
López López, Mª Josefa
Rato, Felipe Alfredo
Montila González, Catherine
González Santos, María
Vilasó Gómez, Jaime
Group of educational psychologists
Director of Studies
Partner
Technical Professor of Community Services
Educator
School of Second Chance
Menéndez Pidal State School
Serrano Barro, Rosana
Díaz García, Carolina
Sánchez Villa, Arancha
Educator
Director
President of Parents & Students Association
Severo Ochoa State School
“Education Mornings” (Institution “Hogar de San José”)
Federation of parents & students association in state schools in
Gijón/Xixon.
Foundation Secretariado Gitano
Foundation Siloé
López-Urrutia, Lucía
Canto Villanueva, Ángeles
Hevia, Pilar
Educator
Programme Manager: “Education Mornings”
President
Andrés Cano, Antonia
González, Susana
Manager
Director
Councillor for Social Services and Housing
Covián Regales, Mª Loreto
García Viejo, Mª Anita
Local
Administration
Councilor for Public Safety (Local Police)
Councilor for Education, Culture, Youth and Festivities
Agency for Childhood
(Counseling of Social Services and Housing)
Regional
Administration
Fernández Vallín Secondary School
Education
Area
Local Area
Matajove Secondary School
Roces Secondary School
13
14
PROBLEM AND SOLUTION TABLE
Issue
Reducing school absenteeism and family involvement
Central Problem:
Unsuitable relationship family-school
PROBLEMS
SOLUTIONS
RESOURCES
 Lack of family involvement in school  Regular one to one interviews, family-students-- Agreement
will
between
the
centre
tutor. (quarterly)
families/students/tutors
 To inform what the school expects of the family
and vice versa
 Maladjustment to school
 Avoiding stigmatization
Tutor register of students life record
 Information transfer among tutors
 Mistrust relationship family ↕centre
 School misfits
actors
 Creating spaces for family participation in school
 Generating group belonging through leisure
activities.
 Voluntary outings outside school hours
 Family-school day
FAMILIATLHON: Grouping the families
around sports and showing its positive
values. Facilitating solidarity between
different ages, profile environments,
circumstances and capacities, and
putting families in contact with sports; it
is a health promotion tool.
accompanying Training in mediation between peers
 Generating programmes of
students and “dynamic playgrounds”
 Inflexibility of Educational system  Didactic, methodological and legal alternatives school:
dropout
and
fewer
opportunities
 Fewer opportunities for the students  Promotion of emotional education in the
to develop their life cycle
educational community developing skills for the
reengagement to the school system.
Teaches guide: More customized education and
focus on diversity
Workshops on emotional education as an
essential part of the students´ development
highlighting the importance of emotions and
group synergies.
15
 Students’ lack of interest
 School dropout
 Meetings to get to know themselves better
(family-students-teacher)
 Different pathways
 Education flexibility encouraging family work
Meeting planning
Less academic and more flexible school syllabus
16
METHODOLOGY:
 Urbact methodology “problem tree” as an Urbact tool that has allowed Local Support
Group members to agree on problem definition, causes and effects. Several work
meetings have taken place where Local Action Plan bases have been set up.
 Division of LAG members in small groups (5/6 members per group) with a mixed
professional profile prior to work LAG meetings (22 members)
Role and impact of transnational meetings and what we have learned from them.
“Inclusion schools”. Good practice of the city of Sofia.
In these schools teachers are trained to work in multicultural environments and
receive support from qualified mediators in Roma Language.
They all do a specialized course in:
Parent involvement
Conflict intervention
Multicultural intervention
Communication and relation models
Communication with institutions
Information on the existing resources
“Breaking the violence cycle”. Good practice of the city of Sofia.
It is a municipal plan model to let teachers know about aggressions, causes, effects
and school bullying and how to identify violence-abused children.
Involving the community in educational programmes and campaigns, parents, NGOS,
local governments, media, etc.
Encouraging victims and parents to look for help when they have been witnesses or
victims. Creating a tool to promote an institutional dialogue on risk behaviour
prevention.
“The flee club”. Good practice of the city of Nantes.
To avoid school failure by promoting the pleasure of reading among children who are beginners
in reading.
“Antenas”, good practice in the city of Avilés.
17
TABLE OF ACTIONS
ACTION 1.1. TITLE: “COMMUNICATION CHANNELS”
■BRIEF DESCRIPTION OF ACTION
Tools set up to make communication and information fluent between school and families,
making long-term actions possible.
■LEAD ACTION OR AGENCY
■KEY
■CALENDAR
PARTNERS
 EDUCATIONAL CENTRES
AND FMSS
 PARENTS
ASSOCIATION
AND STUDENTS
 QUARTERLY/
ACADEMIC YEAR
■EXPECTED PRODUCTS
 To make information between school and family fluent and in both directions
 To find out what school expects of the families and vice versa
 To make work with families possible
■RESOURCES
Interviews
ACTION 1.2. TITLE: “ONGOING MONITORING”
■ BRIEF DESCRIPTION OF ACTION
Tutor-to-tutor information transfer by means of each students life record, standardizing
info compilation from teachers for students follow-up
■KEY PARTNERS
■CALENDAR
 FAMILIES
 START
AN
ACADEMIC
YEAR
 To avoid the students stigmatization
 To consolidate a customized plan with follow-up protocols
■ RESOURCES
18
ACTION 1.3. TITLE: “FAMILY SPACES FOR PARTICIPATION AND INTEGRATION”
■ BRIEF DESCRIPTION OF ACTION
Space build-up of continuous family participation through socio-educational leisure
activities to promote family binding to school
■LEAD ACTION OR
■KEY PARTNERS
■CALENDAR
AGENCY
 EDUCATORS
 FAMILIES
 SCHOOL
CENTRES
 ASSOCIATION FAMILIES
YEAR
 EDUCATION DEPARTMENT
 To generate a sense of group belonging
 To promote bounds between the parts
 To facilitate solidarity between different profiles, ages, circumstances,
environment and capabilities
 To achieve more involvement in parents associations
■RESOURCES




- Familiatlhon: Joining families together around sports
To group people around sports and highlight sports’ positive values.
To join families together around a shared activity in order to maximize closer links
To facilitate connections and solidarity between ages, profiles
To enjoy being together under the same conditions with no exclusion
ACTION 1.4. TITLE: “PLAYGROUND BOOST FOR INTEGRATION AND STOP-VIOLENCE”
Playground boost to make a better school, transferring the good practice ”breaking the
violence” of Sofia
■KEY PARTNERS
■CALENDAR
 STUDENTS
 FAMILIES
 MONITORS
TRAINING
MEDIATION
 ACADEMIC
YEAR START
 To improve the living together atmosphere within school spaces.
 To increase the students’ interest in school and improving their adaptation
■RESOURCES
- Students as mediators in conflict-solving. ANTENAS AVILÉS
19
ACTION 1.5. TITLE: “DIVERSITY AS KEY”
Alternative methodologies to achieve a more customized education focused on diversity
■KEY PARTNERS
■CALENDAR
 FMSS
 EDUCATION
DEPARTMENT

PAG CONTINUOUS.
(EDUCATIONAL
CENTRE, GENERAL
ANNUAL
PROGRAM)
1
 To increase mutual respect
 To contribute to the students’ personal development
■RESOURCES
- Teacher´s guide.
- FMSS Programme “get close to my reality”: video and didactic units to integrate disabled
people
ACTION 1.6. TITLE: “IN SOCIO-EMOTIONAL TERMS”
Promotion of socio-emotional educational work between the students.
■LEAD ACTION OR
■KEY PARTNERS
■CALENDAR
AGENCY
 EDUCATIONAL

SOCIOEMOTIONAL SKILLS
 PGA
CENTRES
TRAINERS
CONTINUOUS
 FMSS
 To promote skills for the students reengagement to the school system
 To reduce sporadic levels of school absenteeism
 To make them aware of the importance of emotions and of group synergies
■RESOURCES
- Programmes
- Workshops
1
It is part of the Annual General Programme in the school
centre.
20
ACTION 1.7. TITLE: “ADDING SKILLS”
Development of different pathways to allow for less academic and more flexible curricula
and implementing the Guide-Program to develop emotional, educational and parental
competences
■KEY PARTNERS
■CALENDAR
 IES MONTEVIL
 FMSS
 ACADEMIC
YEAR
 To promote more flexibility in education to avoid dropout
.
■RESOURCES
- Socio-emotional skills program in the diversity group of Montevil Secondary School.
ACTION 1.8. TITLE: “BETWEEN THE NETS”
■BRIEF DESCRIPTION OF THE ACTION
Set up a network of retired teachers with the support of educational trainee students.
Set up a trainee network for teachers in collaboration with the University to support
students in need
■LEAD
ACTION
OR
AGENCY
 FMSS
 FAMILIES ASSOCIATION
■ KEY PARTNERS
 THIRD SECTOR
■CALENDAR
 START ACADEMIC
YEAR AND ALL
THROUGHOUT THE
YEAR.
 To plan students’ homework
 To organize a school task support system outside school hours
 To adjust the homework according to length and type of activity
 To increase family participation in school and citizen cooperation.
 To train families in personal skills so that they can help children and also help
themselves.
■RESOURCES
- Retired teacher association and agreements with University.
21
ACTION 1.9. TITLE: “I ENJOY MYSELF AND KEEP LEARNING”
Teachers’ coordination of homework organization and also design more challenging
homework in order to increase school binding.
■KEY PARTNERS
 FMSS
 FAMILIES
■CALENDAR
 ACADEMIC
YEAR.
 To work in a more organized and amusing homework system.
 To prevent academic failure in vulnerable groups and consolidate a homework
system that favors personal and emotional development.
 To improve communication between family and school centre.
 To promote the pleasure of learning and attending to school
 To help and support family education.
■RESOURCES
- Agreed calendar program promoting activities different to those in the classroom
promoting creativity reflection, information search and family involvement.
ACTION 1.10. TITLE: “TRAINING TO PREVENT”
Training teachers in the prevention of school absenteeism.
 CPR
 FMSS
■ KEY PARTNERS

EDUCATIONAL
CENTRES

PAL
■CALENDAR
 ACADEMIC
YEAR
 Promotion of specific training to teachers to provide them with specific training
tools.
 To develop skills among teachers in order to detect school dropout
■RESOURCES
- Experts teaching courses focused on prevention and reduction of school absenteeism.
BBVA
22
ACTION 1.11. TITLE: “EMPOWERING TO TRAIN”
The city council will carry out prevention measures to provide information to families in
order to achieve a batter sense of living together and train families in the educational process
of their children.
■KEY PARTNERS
■CALENDAR
 FMSS
 PAL
 ACADEMIC
YEAR
 To do a preventive and informative campaign to families.
 To carry out yearly campaigns to inform society and give informative talks
■RESOURCES
- FMSS teams will provide families with information and resources to let them know about
the consequences and the relation between education and social inclusion. The importance of
prevention should be highlighted as well as the relation between school and social integration.
This way families are helped to find out their role in prevention.
- Transferring Nantes good practice. “Le club de pouces”. The idea is to prevent school
failure by promoting reading among children. Reading clubs will be organized at the beginning
of the school year.
The main challenge is to help children after school through reading to provide them with a
good education.
ACTION 1.12. TITLE: “DISSEMINATION OF SOCIAL SERVICES INITIATIVES AND
PROGRAMMES”
Dissemination of childhood, social integration and health activities.
■KEY PARTNERS
 FMSS
■CALENDAR
 YEARLY
 To guarantee the dissemination of social services actions in the school and in other
areas of society.
 To search common spaces in the field of health
■RESOURCES
- FMSS teams will provide the educational community with actions and competences for
children
23
ACTION 1.13. TITLE: “PREVENTION OF SCHOOL BULLYING AS A WAY AGAINST
CHILDHOOD VIOLENCE”
Detection of possible school bullying and other types of bullying such a cyber bullying that
could result in school absenteeism
■LEAD ACTION OR
■KEY PARTNERS
■CALENDAR
AGENCY
 FMSS
 FAMILIES ASSOCIATION
 ACADEMIC
 EDUCATIONAL CENTRES THIRD SECTOR
YEAR

CIVIL SECURITY
DEPARMENT
 To deliver preventive programmes and informative actions promoting participative
and democratic values so that both society and specific collectives become aware
of the problem of bullying as a type of violence against childhood.
 To prevent, orientate and act against living together difficulties favoring a good
living together atmosphere in the classroom.
 To join efforts in order to consolidate democratic experiences at school.
■RESOURCES
- FMSS campaign “come closer to my reality”. Video and didactic units to work with
different types of violence in primary and secondary school.
ACTION 1.14. TITLE: “PROPOSALS OF CHILDREN AND YOUNG PEOPLE”
Compilation of proposals made by child members of Gijón Childhood Council assessing
those assumable by the FMSS to hammer out an agreement for action.
■KEY PARTNERS
■CALENDAR
 FMSS
 EDUCATIONAL
CENTRES
 FAMILIES
 STUDENTS
 YEARLY
 To generate spaces so that the voices of children may be heard, contributing to
their empowering
 To promote the participation of children in areas of their interest
 To facilitate democratic participation mechanisms to have children and teenagers
as protagonists of the city of Gijón
■RESOURCES
- Start-up and consolidation of Gijón council for childhood.
24
- Childhood Plan of Gijón
- Informative actions for children, drawing competitions, to create of a symbol for small
children and give it a name
ACTION 1.15. TITLE: “THE IMPORTANCE OF REENGAGEMENT”
Development of reengagement measures for the Educational System, applying the Trait
d´Union method, and aimed at the prevention of school dropout in vocational training. Also
aimed at families and schools.
■KEY PARTNERS
■CALENDAR
 FMSS
 EDUCATIONAL
CENTRES
 PAL
 FAMILIES
 ACADEMIC
YEAR
 To provide specific teacher training
 To train teachers in dealing with students at risk
 To reduce early school leaving in young people
1. To favor the insertion of teenagers in school
■RESOURCES
- Start up of Trait dÚnion programme
ACTION 1.16. TITLE: “PREVENTING ABSENTEEISM”
Piloting of program “learning together, growing as a family”
Contents follow principles of positive parenthood aimed at fathers, mothers and children
form first to fifth course in Primary Education with an absenteeism record.
■KEY PARTNERS
■CALENDAR
 FMSS
 EDUCATIONAL
CENTRES
 FAMILIES
 STUDENTS
 ACADEMIC
YEAR
 Provide families with abilities and competences to help them manage their emotions
and prevent school absenteeism promoting the living together as a family factor
through group work with both parents and children
■RESOURCES
- Program “living together growing as a family”
25
F) RISK ANALYSIS
1.
Political change with lack of interest in implementing the Pal (high risk)
2.
Change of staff (medium risk)
3.
Progressive lack of interest to implement good practices (medium risk)
4.
Lack of funding to implement measures (high risk)
5.
Lack of commitment of primary stakeholders (high risk)
26
G) GENERAL SUMMARY, CONCLUSIONS & RECOMMENDATIONS
ACTIONS TABLE
EXPECTED RESULTS
ACTION TITLE AND SHORT DESCRIPTION
1.1)
“COMMUNICATION CHANNELS”
Fluency as an objective in communication.
1.2)
“ONGOING MONITORING”
Follow-up of each student’s record
1.3)
LEAD
ACTION
OR
AGENCY
Educational
centres and
FMSS
Educational
centres
Educational
“FAMILY SPACES FOR PARTICIPATION AND
centres and
INTEGRATION”
FMSS
Leisure time from a social-educational viewpoint.
1.4)
“PLAYGROUND BOOST FOR INTEGRATION
AND STOP-VIOLENCE”
The school as a place of integration
1.5)
“DIVERSITY AS KEY”
Education focuses on diversity attention
1.6)
“IN SOCIO-EMOTIONAL TERMS”
Promoting socio-emotional education
KEY PARTNERS
Parents
Associations
Families
Familias
AMPAS y F.
Concejalía
Educación
Students
FMSS
Monitors
mediation
training
Educational
centres
FMSS
Education
department
Educational
centres and
FMSS
Socio-emotional
skills trainers
IMPORTED
OUTPUTS
Family-school,
school-family
expectations
Customized
Student plan
Fostering group
belonging
Improving the
living-together
atmosphere
within school
spaces.
Contributing to
the students’
personal
development.
Reducing the
absenteeism
levels at school
TIMETABLE
Quarterly
Academic
year
Start/
end
academic
year
RESOURCES
Interviews
Life Record
Academic
year
Familiatlhon
Academic
year start
Students
mediators
Antenas Avilés.
School year
program
Teacher’s guide.
“Acércate a mi
realidad”(FMSS)
School year
general
programms
Workshops
programmes
27
1.7)
“ADDING SKILLS ”
Steering a diversity group
1.8)
“BETWEEN THE NETS”
Set up a network of retired teachers with the support of
educational trainee students
1.9)
IES
Montevil
Educational
centres
FMSS
Parents
association
FMSS
Providing the
group with skills
and competences
to prevent drop
out.
Academic
year
Socio-emotional
skills program
Third sector
Support
the
students to plan
and
organize
their school tasks
Start
academic
year and all
throughout
the year
Retired teachers
association and
agreements
with University
Academic
year
Agreed calendar
program
“I ENJOY MYSELF AND KEEP LEARNING”
Coordination with the school board in homework
organization
1.10) “TRAINING TO PREVENT”
Training teachers in the prevention school absenteeism
FMSS
families
CPR
FMSS
Educational
centres (PAL)
FMSS
Educational
centres (PAL)
Family awareness
and orientation
Academic
year
Educational
centres (PAL)
To guarantee the
knowledge of
local social
services
initiatives
yearly
1.11) “EMPOWERING TO TRAIN”
Empowering and building capacities
1.12) “DISSEMINATION OF SOCIAL SERVICES
INITIATIVES AND PROGRAMMES”
Dissemination of childhood, social integration and health
activities
To work with a
more enjoyable
homework
system
Provide training
and skills to
teachers
Educational
centres
FMSS
Academic
year
Teacher training
program
BBVA
FMSS own
programmes
and “el club de
las pulgas”
FMSS Teams
28
1.13) “PREVENTION OF SCHOOL BULLYING AS A
WAY AGAINST CHILDHOOD VIOLENCE”
Possible relationship between school bullying and school
absenteeism
1.14) “PROPOSALS OF CHILDREN AND YOUNG
PEOPLE”
FMSS
Educational
centres
FMSS
Attention to children and young people’s proposals
1.15)
“THE IMPORTANCE OF REENGAGEMENT”
Development of reengagement measures for the
educational system
1.16) “PREVENTING ABSENTEEISM”
Pilot Project to work positive parenthood with
families of primary school children
FMSS
FMSS
Families
association
Third sector
Education and
civil security
department
Educational
centres
Parents
association
students
Educational
centres (PAL)
Parents
association and
families
Educational
Centres
Prevent and
develop
initiatives to
improve the living
together
Academic
year
To make
children´s voice
visible
Yearly
Reducing dropout
Academic
year
Trait D´Union
program
Academic
year
Pilot project
“Learning
together,
growing up in
family”
Learning in
family,
techniques to
reduce punctual
absenteeism
“Acércate a mi
realidad”(FMSS)
program
Childrens
committee
29
APPENDIX
30
APPENDIX I
GOOD PRACTICES -GIJON
GOOD PRACTICE: Prevention of truancy at a state-owned primary school with an important
Romanian population.
Description
 It´s a comprehensive program for the coexistence and meeting of cultures
 It is in a primary school with 25% of immigrant children; 43% of them Romanian
children
 The Romanian population is characterized by an irregular attendance to school and
lack of competence in Spanish, factors associated with school failure and drop out.
 The fundamental idea is that joint responsibility between families and school improve
academic performance of children and prevent early school leaving.
 It´s about attracting less involved families (belonging to a specific collective) to school
through sharing both leisure and cultural activities
 Another goal is to maintain the Romanian identity and to encourage the inclusion of all
students.
 It’s a communitarian intervention in the territory (school participation, parents’
associations, social entities that work with minorities, the Romanian Embassy, the local
and regional authorities).
Programme features:
o
o
o
o
More flexible attendance
Language immersion and compensatory education project
Specific project on Romanian culture and civilization open to all students and their
families with special Romanian festivals and leisure activities
Family Education Guidance Project carried out by Social Services to support parents in
bringing up their children.
Aimed at: all students 3/12 years of age and their families
Starting date: September 2012
Number of participants: 30 students and families
Assessment: at the end of the course (June)
It´s a good practice for:
 Improving academic performance and preventing truancy in a specific population
through cooperation between families and school.
 Encouraging inclusion of all students and families
31
SWOT Analysis
Strengths
Parent involvement through their culture
and language
Community intervention
Inclusion of all students
Opportunities
Integration of immigrant families
To generate links among nationalities
Weaknesses
Nomadic population
Lack of experience of the program
Threats
Budget instability
Negative Assessment
32
Good practice:
Transition Plan between Primary School and Secondary School
Instituto de Educación Secundaria Mata Jove
Introduction to the School System in Spain
Compulsory Education until 16 years old.
Primary school (6-12)
Secondary School (13-16)
There are several primary school centres linked to one I.E.S (Secondary Education School)
Target group
This plan is to support children and parents through the change from primary to secondary
school.
Need and context
It’s a transition procedure for a warm welcome between the potential source and target
centres.
This school has a living together plan that includes a group of students who receive training
in conflicts resolution, negotiation. They also build a bridge with the new students. This group
is called mediation group.
Dedication and coordination by all involved are needed.
General aims of the plan:









To make sure school continuity
To work in school failure
To make the information exchange easier throughout the whole process
To identify and value the needs of the students
To orientate and guide families
To strengthen Tutorial Action measures
To promote resources, materials and experience exchanges between professionals of
the area
To prevent early school leaving
To design common criteria to work with specific needs and children at risk.
How it works
The plan starts to be developed in the final term of the last course before the transition and
it lasts until the first term of the new course.
This plan is coordinated by the Community Service Teacher
33
Aims
To
give
information to the
families and students
about
secondary
compulsory
education.
To give a warm
welcome
and
promote
the
integration of the
students
Activities
Time
Person(s)
in
charge
Last school term
Principals
and
in Primary school guidance team of
before choice of secondary school in
centre
coordination
with
staff of primary
school
Informative
session for parents
and students in the
last year of primary
centres.
Visits
to
the
secondary centre
Open days
Visits
to
the
Last school term
Tutors and group
different
before
of mediation
departments of the registration period
new centre, classes,
gym, labs, etc.
Several activities
are organized for all
the students of last
year
of
primary
school
And talks given by
the
group
of
mediation about the
daily life at school
Specific
and
Last school term
Tutors, Guidance
personal information
After registration department
of the registered period
students.
Meetings
between teachers of
primary
and
secondary school for
information
exchange.
Exchange
of
students files
To hold regular
meetings between
old/new school
The first day of
At the beginning
These
activities
school there are only of the new course
are organized for the
leisure activities and
mediation group
the second day there
is a day excursion for
all students
To make sure the
Special meetings
At the end of last
Guidance
continuity of all and with
guidance term
teachers and tutors
34
particularly students teachers,
send
with special needs
reports with specific
information of those
students at risk,
Personal welcome
to families at risk
Fill a personal
report
for
each
student
To prevent early
Specific meetings
school leaving
between
guidance
tutors and teachers,
Specific
information
about
the pupils at risk and
effective measures to
deal with
Coordination with
social services to
know more about the
children
To create a good
Meeting
with
school climate
entities and social
and school resources
in the area
Day care centres,
support
centres,
centres for families,
roma
secretariat,
parents associations
At the beginning primary/secondary
of new course
school.
Specific teams for
students with special
needs
At the end of last
Guidance
term
teachers,
tutors,
At the beginning social workers, teams
of the new course
for specific needs
At the beginning
of the new course
It’s a good practice because it’s a way to facilitate the transition between different school
stages and make sure the children are supported along the stages. In particular, those children
with difficulties. It’s a work of all the community in the area.
Challenges are related to the different circumstances of the children and the need to have
coordination with many agents.
Evaluations have not been done yet.
35

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