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Learned Inactivity – Decreasing the Number of ESL Students in Disadvantaged Communities with the Power of Non-Formal Learning
Date du début: 1 oct. 2015, Date de fin: 30 sept. 2017 PROJET  TERMINÉ 

Early School Leaving (ESL) is on the raise in both Hungary and Romania. Those two countries are amongst those having a larger than average rate of ESL in the EU, despite efforts made by the educational structures. Phenomenon of ESL is occurring more frequent to young people with disadvantaged background, often the members of Roma communities. Association Co-Efficient is operating an afternoon school (Tanoda) in tandem with Association Green Wave, located in Gyöngyös with the aim of decreasing the danger of ESL amongst disadvantaged young people. 85% of the students are Roma, some of them already left the schooling system before reaching the age of 15 due to early family foundation; despite the fact that it is very much possible to continue the studies while expecting or raising a child. Nevo Parudimos reinforced the project idea with similar experiences; despite the direct correlation of labour market position and education, the correlations between disadvantaged young people, early family foundation and early school leaving is under-researched and under-threated. Staff of educational structures are often lacking the capacity or toolkit to reach out for those dropping out of the system, general prejudices toward Roma people further deteriorate the situation. Main aims and specific objectives Learned Inactivity (LEADNFE) project aims to develop a toolkit for youth workers and youth organizations which -based on practices and principles of non-formal education -is suitable for the target group -is based on empirical evidences - can be used or adapted across EU countries Ultimately, our aim is to reduce the risk of ESL amongst young people by applying NFE principles specially tailored at a disadvantaged target group. Activites -to conduct a research in Romani and Hungary involving 300 young people to map their needs and check the validity of our hypothesis -develop a toolkit to combat ESL with NFE -pilot the methods by involving 15 disadvantaged young people into a long-term process -widely disseminate and mainstream the results amongst countries affected by the phenomenon

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