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Early Child Abuse Response Enabling
Date du début: 31 déc. 2015, Date de fin: 30 déc. 2017 PROJET  TERMINÉ 

Over the last few years, the cooperation between teachers, parents and youth workers from Civil Society Organisations (CSOs) has turned out a sector of prominent attention and proven to be one of the most efficient tool to enhance early detection and prevention of child abuse. There have been a series of pilot projects within the European Union 28+, and valuations have been resilient, most particular in the aftermath of a substantial increase of the dangers provided by the Internet and new ICT technologies. The initiative in hand “Early Child Abuse Response Enabling - eCARE” aim at addressing the opportunities in this this field, where teachers and social workers are key players. It will focus on the role schools and Civil Society Organisation partnerships are playing in the European education sector. It will identify strategic areas of opportunity for improvement, and survey the performance of current good practices addressing the issue in hand. Key anticipated results The project “Early Child Abuse Response Enabling - eCARE” aim at contributing to the enhancement and harmonisation of the competences of school teachers and all personnel with a participative role in the schooling system on the matter of healthy food and eating behaviors, with the support of two precise activities: 1) design and development of a training programme with practical tool kits, which purpose is to enhance the competences to address the issue of child abuse, based upon a structured mapping and collection of good practices to be examined under a comparative study, aiming at identifying practical and prompt methodologies to achieve short term but sustainable results - (Intellectual Output number 1 – IO1); 2) set up of accompanying measures aiming at supporting the achievement of existing cluster actions and networks: horizontal measures; raising and ensuring awareness within a structured programme, as well as ensuring the “recognition of the key role played by schools on the matter of early prevention against child abuse, considering the integration of the recognition and validation of competences under the EU applicable frameworks (Intellectual Output number 3 – IO2). EU dimension At local and regional level, this project aim at providing a realistic, practical and effective answer to address a variety of current issues that exist also at EU level, such as the economical emergency, the unemployment rate, social cohesion, the digital agenda, innovation in the field of early prevention against child abuse. At national and EU level, the project aim at providing a workable good practices collection considering the preparation of the targeted population in terms of competences, bearing in mind the recognition, transferability and accumulation of the Special Education Needs (SEN) Education and Training competences according to suitable EU frameworks of competences in order to foster workers mobility and improve their employability. Mobility indeed represents a key answer to the current low rate employment context at EU level. The project will steer the psychological, technical, and social background risks related to early prevention of child abuse, and analyse selected good practices from the recent years (mapping and comparative studies). Furthermore it will look ahead to the future, exploring which particular competences must be developed to ensure an enhanced operational capacity of the schooling system to address the issue. A structured communication (emails, phone calls and video-conferences with relevant stakeholders from the field of early prevention of child abuse, provided key findings on the current activities in the field regarding Education and Training, and concluded that while there are a variety of studies available at international level, no specific comparative analysis have been conducted yet, and most important, no specific programmes encompassing a combination of: 1) education and training; 2) learning mobilities; 3) capacity building and mentoring; 4) multiplication process supported by a programme of accompanying measures; have been implemented with the target group of the present initiative (even at pilot testing level). Innovative methodology We plan to work with children, families and educators by using drama and running seminars and conferences and create a new level of awareness so our project will bring in new techniques and approaches to teaching at the same time. Our approach to this project will be both complementary and innovative towards old projects and focused on an active learning method. Students will learn by doing and participating in their cooperative learning process. They will work in teams work to reach a common goal, using the new technologies, for instance web-cam and foreign languages the work in an international team is an excellent opportunity to work on the basic skills in which our education project is based.



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