Ensuring Equability in Education for Migrant and R..
Ensuring Equability in Education for Migrant and Refugee Pupils
Date du début: 1 sept. 2015,
Date de fin: 31 août 2017
Migrant students (or synonymously students or pupils/children of migration background or minority students) are disadvantaged in terms of enrolment in type of school, duration of attending school, indicators of achievement, drop-out rates and types of school diploma reached. The topic of education and migration is relevant in the context of European economic development, social cohesion and the stabilization of democratic cultures. The project offers explanations for the given situation and elaborates policies, programmes and measures to improve the situation. The teacher-student relationship is central in any school and any system of education. Low teachers’ expectations towards migrant students generally have a negative effect on their performance. There is substantial evidence that teachers in Europe have been ill prepared so far in teacher training for the new student population. different pupils have different prospects. These have to be permanently taken into account, when finding solutions for certain academic problems. The followings are identified as fundamental challenges for teachers: the learning of the respective national language as an additional language for children with a migration background; the assessment of prior experience and knowledge, the pedagogical differentiation regarding the content of teaching and learning material, the communication between teachers and parents, the co-operation between majority and minority students, and the initiation of changes in the systematic level of the So, the objectives of the project are shaped as;
*to clarify the needs of primary, secondary and high school teachers and the administrators in the area of cross-cultural education.
*to overcome disparity in education.
*to overcome daily challenges the teachers, administrators and the authorities face educating non-native pupils, and to clearly map out what supportive measures are needed by the related stakeholders.
*to raise awareness in the community about the needs of non-native pupils.
*to offer solutions to meet the issues related to the education of non-natives.
*to raise awareness both the parents of non-natives and the natives.
*to remove the barriers regarding the inclusion of non-natives into the target comunity.
*to improve the professional skils of teachers and the administrators.
*to train the academicians considering the needs of regional authorities.
Number and profile of the participants.
In the project, 52 educational staff are planned to participate in Learning/Teaching/Training activities. These staff will be academicians, school teachers, school administrators and the representatives of regional education authorities. 18 of these staff will get the training the trainers course in Spain. 48 staff will join the transnational meetings. The contact persons of each partner institution with the attendance of 1 responsible staff will set up the transnational meeting groups. Totally, 150 teachers from different levels who have challenges educating the non -natives will join the in-service trainings. Totaly 60 non-native pupils will be taken into the pre-teaching course before joining their formal education. 250 people,the contact persons of regional authorities of the partnership, the head of the education of 80 provinces and the representatives of Ministry of Education will join the final conference that is going to be held in Turkey.
During the project three modules will be prepared. the first one will be for the training the trainers course. The second one will be for the use of in-service trainings of teachers and the last one for non-native pupils' pre-teaching courses. after having prepared the modules, they are going to be implemented to pilot institutions and groups. Then, the impact of the process will be measured and evaluated.
The waterfall methodology will be used in conducting the project. A detailed need analysis will be done gathering with the partners in the first transnational meeting. The scheme of the modules will be designed in Learning/Teaching/Training Activities. How to integrate the modules into the education system will be discussed with representatives of regional educational authoroties. The modules will be tested via pilot uses. Final evaluation will be done with the collection of alloutputs at the end of the process.The report including what has been done, when, where and how, will be prepared.
As a result, The teachers' point of view to the non-natives will have been changed as they will have learned how to teach them. the non-native pupils academic success will have been raised as they will have joined pre-teaching courses and learned the target language and culture. The educational authorities will have been equipped both with experienced staff and modules to overcome future issues of heterogeneous education.
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