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Emotional Education for Early School Leaving Prevention
Date du début: 1 sept. 2015, Date de fin: 31 août 2018 PROJET  TERMINÉ 

EUMOSCHOOL strongly relates to ET 2020 key benchmarks for education which includes the headline target to reduce the rate of early school leaving (ESL) to less than 10% by 2020. Council Recommendation on policies to reduce ESL (June 2011) + Country specific recommendations identify ESL as policy priority area for specific Member States + the urgency to take immediate action. ESL is closely intertwined with other educational + social issues and early intervention should also focus on emotional dimensions to ESL such as mental health, bullying, school climate, family support outreach, substance abuse prevention, fear of failure/success (ET2020 Working Group on School Policy Dec 2014) . EUMOSCHOOL recognises Member States should promote holistic collaborative practices among teachers as a powerful tool to change + introduce new practices in the school systems (Rethinking Education 2012). Furthermore, teachers should have sufficient opportunities to acquire a broad spectrum of teaching practices which correspond to the latest pedagogical research (TALIS 2013) Thus, the most relevant priorities + topics addressed by EUMOSCHOOL are to support schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of academic spectrum and strengthen the profile of the teaching professions. This will be done through the development of new innovative curricula/educational methods/development of training courses. To address these priorities, EUMOSCHOOL is based on the adaptation at EU level of the Italian methodology “Didattica delle Emozioni”©(Didactic of Emotions, DoE), developed from 16 years’ experience + investigation into emotional education. The methodology has been successfully tested on 3000 teachers, students, parents/tutors in order to improve the wellbeing & transversal key competencies of pupils thus reducing ESL whilst upgrading professional competencies of teachers & pedagogical staff. EUMOSCHOOL will aim to spread the adapted methodology to a wide range of students, teachers, staff + schools through piloting and adoption of emotional education into school curricula. The 4 specific objectives are to: -Contribute to effective ESL strategies through the integration of emotional education intervention methodology in school curricula for all students impacting on the reduction of early school leaving -Through emotional education foster development and assessment of transversal skills and competences among students to favour wellness and diminish emotional discomfort risks -Increase professional skills of teachers in the field by equipping them with an accessible ESL intervention methodology utilised through OERs combined with practical techniques and assessment tools, and adapted for classroom learning at any level -Support holistic collaborative approaches to teaching through networking and events to promote dialogue with stakeholders in school education across Europe and foster the exchange of good practices to address and support children and young people at risk of ESL and disadvantage This project is based on the partnership of 7 diverse organisations from 6 EU countries introducing new ideas in education: 1 private school (ASIST-DOGA), 4 NGOs (CSC, ETC + CILSDGC + VM), 1 Foundation (ROGERS) & 1 University (UOG) with extensive experience of working in schools and in the delivery of projects addressing school education, disadvantage, research & development of innovative training methodologies to tackle ESL. Target groups are: -Direct TG: 750 pupils aged 6 to 16 (125 pupils in each partner country except UK) -Direct TG: 30 teachers (6 teachers in each partner country except UK) -DTG3: 30 schools/600 teachers/30 headmasters/30 policy makers, 450+ stakeholders from across all partner countries which will be engaged with specifically in the development of Policy Recommendations led by UOG to ensure evidence base results are transferred to policy actions and mainstreamed at institutional level. 3 phases: 1.Preparation: Research: teachers, school & contexts needs + literature review on emotional education; DoE will be adapted into accessible ICT-based learning tools + creation of Community of Practice; 2. Implementation: Piloting & validation of OER through blended learning: involving 6 schools, 30 teachers + 750 pupils approx; 3 Dissemination & follow up: designing dissemination and exploitation plan with schools evaluation of results +mainstreaming of emotional education as an holistic intervention model for ESL IO are: O1-COMPARATIVE RESEARCH REPORT O2-EUMOSCHOOL OER O3-INTERACTIVE GUIDELINES FOR EUMOSCHOOL IMPLEMENTATION AS AN HOLISTIC APPROACH TO EARLY SCHOOL LEAVING O4-POLICY RECOMMENDATIONS A Training for Tutors to support the transfer of the methodology to school teachers will take place in Istanbul. Multiplier events are: 11 Local dissemination events (pre&post Piloting) International Conference on Emotional Education



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