CONSORTIUM
UNIVERSIDAD AUTONOMA DE MADRID, Spain – Project coordinator
Universidad Autónoma de Madrid (UAM) is a public university with an outstanding international reputation for its high-quality teaching and research. Founded in 1968, it has been generally recognized as one of the best Spanish universities in both national and international rankings. UAM has the following Faculties/Schools: Science, Economics and Business Studies, Law, Art and Philosophy, Medicine, Psychology, Teachers´ Training and Education, an Engineering School for Computer Science and several affiliated centres, offering a wide range of studies in humanities and scientific and technical fields. Currently it has about 29,000 students, about 3223 professors and researchers and 1,121 administrative staff. The Autonomous University of Madrid has an strategic plan to enhance, assess and recognise the quality of teaching activity. Guided by this objective, a Teacher Training Program has been launched that offers training and support to the teaching of UAM faculty. From the Teacher Training Program, different training activities are offered for all the teaching staff of the UAM. The aim of these courses is to help the teacher in the acquisition of skills and abilities that are of interest to complete their university teaching profile, among which digital skills and pedagogical skills stand out. This also includes special attention to low skilled and marginalised students like students with disabilities, refugees, Roma etc. UAM also has a Faculty of Teacher Training with its own training programs to improve digital competence including game based learning. This proposal will be led by the Digital Education and Innovation Research Group, which is part of the Faculty of Teacher Training. This Research Group consists of 15 main researchers and more than 200 participants. It has spent more than 10 years developing research and educational improvement projects on issues related to technology and education. The group has a large list of investigation projects in the following areas: Mobile-Learning, Social-Learning, Video and Games in Education. With this project we would like to implement the concept of Carl Rogers on pre-employment preparation of low-skilled people in the form of game based learning, which includes hybrid activities.
Learn more at: https://www.uam.es/uam/en/inicio
ASOCIACIÓN MADRILEÑA DE PROFESIONALES DE LA ATENCIÓN TEMPRANA, Madrid, Spain
AMPAT, Madrid Association of inclusion and diversity experts was born in 2004 due to the need to create an association of qualified and specialized people in Early Care, inclusive education and provision of career support to low-skilled students – mainly students with disabilities, learning difficulties and refugees. The provision of support by the team is starting from Early Care, which is not considered as a priority action by the society, but nevertheless its relevance in the lives of people who are prematurely detected some dysfunction when they are less than 6 years old, can represent having a full life and normal or carry for life some malformation or disability for not having been determined and corrected at the time, when the child is in full development and it is easier to apply corrective techniques.
This support continues also in terms of transition from kindergarten to school following the inclusive education and support guidelines. The team consists of multidisciplinary professionals from different specialties participate but who, working together, complement each other and are essential. Thus, a specialist in medicine, a pediatrician, a psychologist, a pedagogue, an Infant / Primary teacher and an engineer turn out to be essential members of this multidisciplinary team. Significant part of the activities of the association are related to the work with the parents, which will be also beneficial for this project realisation. The symptoms that a child from 0 to 6 years old (or even in the mother’s womb) may present must be interpreted by all these professionals, who will be able to contribute the grain of sand corresponding to their field and find, consequently, a complete solution and appropriate to the case of each child.
AMPAT arose at a time when Early Care was very little implemented and, in this way, to convince society of the great importance it has, both for the person and for society itself, since a person who carries throughout his life some bad formation is very expensive to the society in cost of subsidies, medicines, medical attention, etc.
In summary, AMPAT set itself as a mission the awareness of people and public administrations so that it would become a common technique integrated in the health system of any country. AMPAT has the official qualification of “social interest”, granted by the Community of Madrid.
Learn more at: https://ampat.org.es/
94 High School “Dimitar Strashimirov”, Sofia, Bulgaria
94 SU “D. Strashimirov ” is a secondary school (NEW COMER to the Erasmus+ programme) located in the city of Sofia, Slatina district, Hristo Botev district. In addition to the general education classes in the school, there is also admission in three specialties. The specialty for high school is “Manufacture of textile clothing”, “Logistics of goods and services” and „Entrepreneurship profile“. The team consists of 76 teachers, teaching general education and vocational training, a principal and 4 assistant principals. The main activities of the school derive from ZPUO – training of students 1-12 grade according to the state educational standards for acquiring general and vocational education The school has experience in the management of projects financed under OP “NOIR”, mainly aimed at literacy of students who do not good know the Bulgarian language. The school has implemented one project under K1 under the Erasmus + program – 2018.
100 percent of the students are with Roma origin, with low educational achievements, frequently either dropping out from school or have a lack of job preparation skills in order to have access to the labour market. With this project we would like to foster the job preparation skills of our marginalized students to enhance their employment opportunities upon completion of the school. This will be achieved by additional career guidance and job preparation activities, which will be structured in relevant practical guidance activities including preparation of CV and cover letter, job market search, preparation for interview, rehearsing interview, how to present strengths regardless weaknesses, how to answer to the difficult questions to the human resource manager and how to ensure work sustainability upon recruitment. Their role in the project is essential in order to reach the project target groups and to work intensively with them. They will involve 20 teachers and 20 students from their school in all project training activities.
Learn more at: https://school94-sofia.com
World Innovative Sustainable Solutions, Istanbul, Turkiye
The NGO is a NEW COMER to the Erasmus+ programme, but its staff members have been working over 10 years in the school sector. The purpose of the association is to contribute to cultural transformation in individuals and society for a sustainable life; to offer creative solutions to the complex problems of our time with a systemic and holistic perspective; to raise awareness, inspire and support a sustainable life for social, ecological and economic sustainability. It offers inclusive, innovative and sustainable solutions in the field of education, career guidance, green economy, STEM technologies, etc. It carries out academic studies and publications in educational studies on educational, social and cultural issues. Part of the staff of the organisation is consisting of mentors and job coaches, who will provide expertise in the field of this project. The organisation is working also intensively with parents of marginalised students through provision of further guidance and support on educational and labour market inclusion.
The staff of the organisation in the past 10 years is providing guidance and support to students at the last grades of their school education in the form of career guidance, mentoring, job shadowing and supported employment based on the EU model for supported employment of vulnerable students. This project will enable the consolidation of common Pre-employment programme to foster job preparation skills of low skilled and marginalized students from Istanbul area to enhance their employment opportunities upon completion of the school as well as on provision of interactive training and validation mechanism via game based learning.
Learn more at: https://www.winssolutions.org
Regional educational directorate of education – Esenyurt Milli Egitim Mudurlugu, Istanbul, Turkiye
The institution is a local educational directorate on primary and secondary education in the Istanbul, Esenyurt area provides education and training services to students between the ages of 4 and 18. Esenyurt is a district in Istanbul that receives lots of refugees and immigrants from different countries and other Turkish cities; besides many underprivileged students live here including those with disabilities and special needs. It is also a developing industrial area. They have 6000 teachers most of whom are young and dynamic. This institution carries out projects aiming at improve the entrepreneurial thinking and initiatives of students, especially those with low opportunities for labour market including as students with disabilities and special educational needs. In addition they are supporting the further development of their digital skills, STEM skills and creativity as well as to increasing their green economy thinking and ecofriendly way of living.
Learn more at: https://esenyurt.meb.gov.tr/
Bulgarian Inclusion Support Team, Sofia, Bulgaria
The Bulgarian Inclusion Support Team organizes activities related to the implementation of inclusive education and labour market support for marginalised students in terms of successful implementation in Bulgaria of inclusive vocational education and training, supported employment, peer support, inclusion and sustainability in the labor market and implementation of social inclusion in culture, sports and society as a whole. Although it was established in 2021, the team of the organisation consists of leading experts in the field of inclusive education, supported employment, recognition of prior learning, recognition and validation of e-mentoring. Their team members are frequently invited as guest speakers at major national and EU conferences in the field of inclusive education, career guidance and counselling, validation of learning outcomes as well as in the Committees to the Ministry of Education and National Agency for Vocational Education & Training. The organisation will provide the guidance on realisation of peer mentoring scheme as well as will help marginalised students to use digital tools in this process including further support on their digital competences.
BIST team will work intensively with the teachers at 94SU in order to provide inclusive education support and as mentoring provider, who work for disadvantaged people and will provide tips and guidance on further adaptation through improvement of their communication and social skills, exchange of experience and good practices including training on digital tools, which could be useful for this peer to peer relationship. They will provide the peer support mentoring digital support and will facilitate train the trainers (teachers) approach via dedicated written guidelines as part of project results. Overall this collaboration between non-governmental sector, who is in direct contact with marginalised youth and their families and the schools and school staff from other hand prompt to be successful having in mind already established relations during previous common project.