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Processing a device to contrast school dropout focused on families inclusion

This proposal outlines the process and structure for a device aimed at tackling school dropout rates by involving families in the education system. It includes collecting good practices, sharing hypotheses, editing the final device project, and inputting ideas to elaborate the device. The device features flexibility, centrality of family involvement, and a co-design approach. It also includes a co-design participate path, realization of activities in relation to macro areas, and experimental phases in three countries.

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Processing a device to contrast school dropout focused on families inclusion

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  1. Processing a devicetocontrastschooldropoutfocused on familiesinclusion Gio.net First ProposaltodiscussduringBarcelona Meeting

  2. SUMMARY • RecallProcess • Inputsto elaborate the Device • First Proposalof the DEVICE Structure

  3. 1THE PROCESS STEP 1 (March / April 2018) COLLECTING GOOD PRACTICES • GIONET provided each partner with a FORMAT for the collection of good practices • Each partner identified some GOOD PRACTICES (at least 5) considered significant and transferable to be described by the format items • Direct involvement in the process of a family group identified by the local network (about 15 for partner) to have feedback and development lines that can meet their needs and demands. • Collecting WORKING TOOLS used or known in the work of good practices’ analysis.

  4. The Process STEP 2 (May 2018) SHARING FIRST HYPOTHESIS DEVICE AND COLLECTION OF WORKING TOOLS (NOW BARCELONA)  TWO DAYS’ MEETING of «joint work» betweenpartners to identify the characteristics of the device and the conditions for itsimplementation in differentnationalcontexts The works are coordinatedbyGio.net and Unibo and theirobjectwillbe a joint reflection on the DEVICE CHARACTERISTICS and the planning ofits design.

  5. The Process STEP 4 (July/ October 2018) EDITING FINAL DEVICE PROJECT TO USE FOR THE TRAINING • Each partner willconsult a groupoflocalexperts(25 operatorsforpartners) and families (45 in total, 15 forpartners) to validate the preliminary project and tocollectanyrecommendations. • Each partner willwrite a specific note thatwillsendtoGio.netthatwillfit the preliminary project. Through the exchangeof mail and Skipemeetings, the finalversionof the DEVICE willbeadoptedcollectively. • Thisproductis the basisfor the realizationof the followingOUTPUT projects: LEARNING AND TESTING PHASE

  6. 2.INPUTS TO ELABORATE THE DEVICE Device development will be based on WP 1 (UNIBO) • goodpracticesidentified • information gathered through questionnaires addressed to families and local operators + Focus Group + Word Cafè • representations of the needs of local actors • TRANSNATIONAL REPORT MULTIFACTORY APPROACH toreading the dispersionphenomenon and LOCAL PARTNERSHIP STRATEGY: recognitionof the skills and roleofallactors in the process. Enhancement of the FAMILY / SCHOOL / SERVICES partnership as the key to developing the service, in which all actors actively collaborate by sharing the responsibility of student pathways

  7. 3.FIRST PROPOSAL OF THE DEVICE STRUCTURE DEVICE FEATURES • Flexibility and adaptability to different contexts • Evaluation of WP1 indications • Centrality of family involvement • co-design • Open and implementable device

  8. A. CO-DESIGN PARTECIPATE PATH (1) • TASK: create the conditions for the active involvement of the FAMILY as a factor of protection of SCHOOL DISPERSION • In the "systemic" logic of Atoms & Co SCHOOL, FAMILIES AND TERRITORY are ACTIVE subjects in the definition of interventions • Identification of different forms of participation (each institution chooses the most practicable for itself): examples WORD CAFE'/ EVENT SCHOOL FAMILY / QUESTIONNAIRES ...

  9. A. CO-DESIGN PARTECIPATE PATH (2) PATH OBJECTIVES: • Sharing NEEDS / PROBLEMS about the low involvement of the family in school life in relation to the 7 MACRO AREAS IDENTIFIED (see Phase 2) • Explication of potential RESOURCES (of the school, but also of the territory / community in a wider sense) • Definition of intervention priorities • Involvement of the SCHOOL/FAMILY/TERRITORY in the implementation phase

  10. A. CO-DESIGN PARTECIPATE PATH (3) OUTPUT OF THIS PHASE • PACT / PROJECT / FLOW CHART in which the subjects agree a CONCRETE OPERATIONAL PLAN based on a single theme or a mix of themes will be defined an INSTRUMENTthat everyone will use • Elaboration for a monitoring / evaluating plan of the route

  11. B. REALIZATION OF ACTIVITIES IN RELATION TO THE 7 MACRO AREAS MACRO AREAS IDENTIFIED in WP 1 • SCHOOL / FAMILY TRUST • DIMENSION OF “PROCESSUAL LEARNING” • SCHOOL / FAMILY COMMUNICATION • PARTICIPATION ON SCHOOL LIFE • SUPPORT TO A “PROCESSUAL ORIENTATION” • INSTRUMENTS AND PLACES OF EXCHANGE OF VIEWS BETWEEN SCHOOL / FAMILY • SPACES FOR PARENTS INSIDE SCHOOL

  12. B. REALIZATION OF ACTIVITIES IN RELATION TO THE 7 MACRO AREAS For each MACRO AREA, THE DEVICE make available: • SPECIFICATION OF THE AREA SUBJECT • POSSIBLE PATH FORMAT (objectives, methodologies, resources …) • TOOLS TO BE USED

  13. TO START EXPERIMENTATIONS • SHARING OF DEVICE PRODUCTION (including OPERATIONAL INSTRUMENTS) • TRANSNATIONAL TRAINING (Bologna Nov 2018) • LOCAL TRAINING • DESIGN OF THE EXPERIMENTATION IN THE 3 COUNTRIES in relation to: networks / systems / commitment / opportunities … • EXPERIMENTATION (from January to September 2019)

  14. Thanks and good job !!!

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