1. REASSESING EDUCATIONAL NEEDS IN THE PATA RÂT MARGINAL ROMA COMMUNITIES
(Desire and Coastei), 4 months (15 October – 15 December 2014, July 2015, 15 January – 15 February 2016)
Aims: mapping the current status and educational needs in the communities and schools included among the project beneficiaries; supporting the planning of other activities by providing information about the number of potential beneficiaries from communities and schools and also about the major issues that these activities need to tackle; following the change generated through the project
1.1 Participative micro-research reevaluating children and adult need variety, problems and educational options, as well as the current access to formal and non-formal educational services among Pata Rât families (Desire and Coastei)
– the micro-research starts from the results of the 2012 UNDP survey, carried out in Pata Rât; it will unfold by the means of a qualitative participative inquiry
– during the micro-research, we will organize events for promoting the project in the communities, comprising visits in three of the four Pata Rât communities (since other educational activities are currently implemented in the landfill area, ROMEDIN project will not include it among the targeted areas)
– the micro-research will result in the following: (1) a list of school age children in the Pata Rât area and their school registration, obtained by mapping the families from the Cantonului Street, Dallas and the New Pata Rât/Coastei; (2) identifying, through nine group interviews, parents’ experience concerning their children school attendance and their opinion about the ROMEDIN project activities; (3) a centralized list with parents’ options and consent concerning their involvement in the ROMEDIN activities
1.2 A research concerning the attendance rate and school performance among pupils from the schools where Pata Rât children are registered and also needs and issues emerging in these schools (A Group schools); this will also concern teachers perspectives and actions towards inclusive education in other three schools to be included in the inclusive schools network (B Group schools) and the issues emerging the Inclusive Education Center from Bucharest Street; this framework will also be employed for the preliminary promotion of the ROMEDIN project in these schools (Desire, with the support of the School County Inspectorate).The micro-research will be carried out again in the final stage of the project in order to evaluate the changes produced during its implementation in terms of students’ school performance and the institutional and social context of schools.
2. EDUCATIONAL AND CULTURAL SERVICES FOR CHILDREN FROM PATA RÂT VULNERABLE FAMILIES AND THEIR SCHOOL COLLEAGUES
(Desire, School County Inspectorate, Tranzit and Coastei), 10 monts (January-June 2015, 15 September-15 January 2016)
2.1 Activities for school registered children, concerning school participation (Desire, School County Inspectorate, Coastei)
Afterschool, Monday-Friday, in schools where Pata Rât children are registered (140 + 60 children)
The program includes a multiple services package, according to needs: transportation, meals, educational support for basic subjects (provided by teachers from the targeted schools) and for human rights/civic education (provided by an external specialist).
The program unfolds in A Group schools in a format adapted to the beneficiary children (the final list of beneficiary schools and children and the detailed activity plan will be the outcome of Activity 1).
2.2. Non-formal education activities for both registered and not registered children (Tranzit, Coastei, Desire, School County Inspectorate), January – June 2014 and 15 September 2014 – 15 January 2016
2.2.1. For children at the age of 7-14
– intercultural drawing school (40 + 20 children)
– registering 20 Pata Rât children to the sports programs unfolding at the Children’s Club with the support of the School County Inspectorate
2.2.2. For youth at the age of 15-18: community theater (20 teenagers)
2.2.3. Organizing cultural events in schools and in Casa Tranzit (simultaneously with a fundraising campaign)
The program provides meals, transportation and professional support (plastic artists, theater directors, cultural animators). This activity beneficiaries final list and the detailed action plan result from Activity 1.
3. SOCIAL AND EDUCATIONAL ACTIVITIES FOR SCHOOL DROPOUT PREVENTION
(Artemis, Coastei), 12 months (15 December 2014 – 15 Decembrie 2015)
3.1 Participant schools training sessions for teachers concerning dropout risk identifying and dropout prevention
The activity will unfold in January and February 2015 in the form of meetings in the schools where Activity 2.1 (afterschool) is implemented. 50 teachers will participate, including those involved in the afterschool program unfolding through ROMEDIN. With the occasion of these meetings, the project team and teachers will discuss dropout risks and prevention modalities. Schools and teachers are to be identified through Activity 1 (micro-research). Schools are to be selected from those where Pata Rât children are registered.
3.2. Elaborating shared procedures for teachers and the socio-psychological assistance team, hired in the project, for identifying the dropout risks and dropout prevention.
The activity unfolds in the first part of February 2015, with teachers from the above list involved in the afterschool program. Schools and participant teachers engaged in this activity are identified during Activity 1 (micro-research) and also during Activity 1.3. A set of serious cases – signaling dropout risks – are to be identified in each school, followed by an intervention and monitoring plan. In the February – November 2015 interval, the Artemis Association team will provide counseling and intervention for approximately 10 cases, also monitoring the results of the interventions. The purpose of these counseling and intervention cases identified in schools is correlated with the needs of the cases identified in schools, as shown at 3.3.1.
3.3. Providing services according to the intervention plan by the socio-psychological assistance team
3.3.1. Case management
Information concerning the use of services directed against school dropout risk is offered to 80 families with children recognized as vulnerable. The identification of these cases in the Pata Rât communities (particularly Cantonului, Dallas and Coastei) begins with Activity 1 (micro-research unfolding in communities)
Cases selection continues from 15 December 2014 together with Activity 3, when the working plan concerning the information services is being elaborated. During this identification and selection activity, the Artemis Association team will be assisted by the Coastei Association team. The 80 selected families are informed in the January – October 2015 interval, following the plans elaborated in the 3.1 and 3.2 Activities. In addition, by correlating them with the needs identified in the communities, counseling and intervention services are offered to approximately 10 families.
3.3.2. Organizing pupils support / self-knowledge groups
The participants to this activity are selected in June 2015, together with the Coastei Association team; the activity itself takes place in July 2015.
Two support / self-knowledge groups, comprising 5 teenage girls each from communities, are to be formed; they participate to 10 meetings, organized in July 2015. These will be hosted by a community house of the Coastei community for 5 days (4 hours / day).
3.3.3. Organizing peer violence prevention actions (bullying)
In April 2015, during the alternative education week (Școala altfel), peer violence prevention actions will be organized in 4 schools involved in the project. Participant schools are identified through Activity 1 (micro-research). Action plans are to be elaborated and discussed in schools in March 2015.
3.3.4. Organizing sexual abuse prevention actions
The activity unfolds in March 2015, being prepared in February, when the weekly activity calendar is agreed upon. The activity uses the methodology known as “Chicoca Tree” and will involve children from the 1st-4th grade, together with their parents, in 3 of the schools participating to the project. Each school hosts a meeting with parents and two meetings with children, involving 20 pupils and 20 parents in each school.
3.3.5. Children rights education campaign
It unfolds in June 2015 and includes one campaign action in each of the 4 selected schools. The activity is prepared in May.
3.3.6. Education campaigns for gender equality
It unfolds in November 2015 and includes one campaign action in each of the 4 selected schools. The activity is prepared in October.
4. CREATING AND MAKING FUNCTIONAL THE INCLUSIVE SCHOOL NETWORK IN CLUJ
(Desire, DAS/UBB and School County Inspectorate, Coastei),10 months (15 December 2014 – 15 June 2015, September – December 2015)
4.1. Activities for creating and making functional the Cluj network of inclusive schools (Desire, School County Inspectorate, Coastei)
4.1.1. Elaborating the methodology and shared concept of supporting inclusive education in Cluj schools (of the Inclusive Education and Human Rights Education Guide and of the Inclusive School Network Promoting Strategy)
4.1.2. Social and educational inclusion and human rights education training sessions for Cluj schools teachers, public administration staff and local journalists
4.1.3. Implementing the measure plan elaborated by the partner organizations together with participants to the above mentioned training programs
Under the 4.1 Activity, an expert group will elaborate the inclusive education and human rights education promoting strategy in the schools from the city and also the strategy for setting the inclusive schools network. Other various materials are also to be developed: concept and method for supporting inclusive education in Cluj schools and the setting of the inclusive school network supporting school access of Roma children from the marginal Pata Rât communities. Achieving general acknowledgement by the education system is also supported, with the aim to provide access and participation to quality education to children from vulnerable groups. The action plan concerning the institutional facilitation of the Pata Rât children registration to the city schools will also be drawn here, as well as the social and educational inclusion and human rights education materials (reunited in a Guide). In the first six months of the project, the inclusion expert team will elaborate these materials.
The Roma Community Coastei Association representatives will attend their monthly meetings. Working with the 4.2. Sub-activity team, these experts will employ the results of the consultation carried out under this activity – knowledge about the opinions of teachers, students and parents about their schools and their inclusive character.
In the next four months, the 4.1 Sub-activity team will promote and distribute through various means the elaborated materials and will carry out training programs dedicated to teachers, journalists and local public administration staff.
30 of the 40 program beneficiaries of the training program will be teachers from the participant projects (A and B Group Schools). We expect mainly teachers specialized in humanities; at least one of them should hold a management position.
A training session will take place each month for 4 months; this will include four modules of 4 hour/course each – totaling 16 hours unfolding along two days. 10 participants are expected to each program. Journalists will be identified according to their previous involvement in discussing topics related to these communities, being selected from those who did not spread any prejudice, nor showed fear with regards to the goal of desegregating the Pata Rât area. They will become partners in the media campaign we aim to carry out with their participation – concerning the needs and possibilities of socio-territorial inclusion of marginalized Pata Rât communities. As a project partner, the Municipality is expected to be involved in this training program through 3 representatives.
4.2. Activities in the schools participating to the project with the aim of stimulating their inclusive development (DAS/UBB), 10 months (15 December 2014 – 15 June 2015, September – December 2014)
4.2.1. Developing a working group for each of the participant schools in order to coordinate the inclusive development of the school. The working group needs to include the school director, the psychologist or a special school pedagogue and a school mediator. Besides the teachers group, it can also include a parents, a pupils and administrative school staff representatives (maximum 5-8 persons).
4.2.2. Exploring the school inclusion level (the method of the inclusive school index)
4.2.3. Setting pupils’ consultative groups
4.2.4. Setting parents’ consultative groups
4.2.5. Data processing by the DAS / UBB representatives
4.2.6. Coordination group meetings with the purpose of analyzing results and setting activities, also to asses goals achievement.
The actions will take place in 5 schools: 3 schools from A Group; 2 schools from B Group.
4.2.1-4.2.4 Sub-activities will unfold along the first six months and will result in the discovery of teachers, pupils and parents’ opinions about culture, school inclusive policies and practices, learning barriers, or the current concerns of schools for inclusion and the resources that can be channeled towards their development in this direction. The results of these surveys (resulted from the 4.2.5 Sub-activity, unfolding in the September – 15 October 2015 interval) will be presented to teachers, parents and parents from the targeted schools, who will identify together the concrete activities for reaching the objectives they established together – through the 4.2.6 Sub-activity (unfolding in the 15 October – December 2015 interval).
Two actions are to be organized in each school in the first two months (November-December 2015) – egg., inviting Pata Rât families at the school, presenting the school inclusion strategy; the last event will be coordinated with the promotion event of the Cluj Inclusive School Network Promotion Strategy (elaborated through the 4.1. Activity).
School County Inspectorate, as a project partner, will have an important role in motivating teachers to involve in Activity 4 of the ROMEDIN project. This will entail identifying a series of modalities and opportunities through which the School County Inspectorate can acknowledge the social importance of education units which facilitate vulnerable groups access (like those from Pata Rât), as well as the work the teachers working with disadvantaged children. Following the participation at the training session unfolding under 4.1.2 Activity, teachers will be granted a participation certificate, signed by the partner organizations involved in the project, including the School County Inspectorate. This document will allow them to accumulate points to be used in evaluating their teaching activity (ex. Egg: chapters like career management and personal development / capitalizing scientific, teaching and methodological competences / courses organized by the School County Inspectorate, Teacher Training House and other institutions; other chapters: moral and civic attitudes expression / applying and promoting legal provisions concerning children and human rights in teaching contexts)
5. ORGANIZATIONAL DEVELOPMENT ACTIVITIES
(Desire, Coastei and the other partner organisations), 17 months (15 Octomber 2014 – 15 March 2016)
5.1 Creating the Coastei Association web page; creating promotion spaces dedicated to this project on the web pages of the other partners; creating a Facebook group dedicated to the project; monthly releasing project information
5.2 Poster and project brochure printing
5.3 Generating activity reports in order to share and discuss these among the organizations and institutions involved in the project
5.4 Finishing the development of the Inclusive Education and Human Rights Education Guide
5.5 Finishing the Strategy for Promoting the Inclusive School NSetwork
5.6 Elaborating plans and materials for the training program
5.7 Printing the project booklet (includes the Guide, the Strategy and other texts written by project team members)
5.8 Fundraising with the occasion of the exhibitions and shows involving children participating tp Activity 2.2
6. PROJECT INFORMATION AND PROMOTION
(Desire, Coastei, and partner organizations), 17 months (15 October 2015 – 15 March 2016)
6.1 Public project launching (with all partners attending it)
6.2 Creating the project Facebook group and the Coastei Association web page; recurrent posting of information and resources related to the project – on these platforms and on the web pages of the partners
6.3 Promoting the project in the Pata Rât communities, simultaneously with Activity 1 (micro-research to reassess needs and educational needs in the communities) – identifying and mobilizing beneficiaries in order to ensure the participation to the project; promoting project results in the communities
6.4 Promoting the project in the schools targeted for participation, simultaneously with Activity 1 (micro-research to reassess attendance rate and school performance among registered children), specially for implementing Activity 2.1 (afterschool), targeting schools where Pata Rât children are registered; promoting project results in these schools.
6.5 Promoting the project in the schools targeted to participate to the project, focusing particularly on Activity 4.1.2 (training programs for teachers) and 4.2 (evaluating the inclusive character of the school), targeting three schools where Pata Rât children are not registered and which are to be included in the inclusive school network); promoting the project results in these schools
6.6 Local information articles in local media / press releases / newsletter
6.7 Media articles about social, school and territorial inclusion, engaging the persons participating to the training program (Activity 4.1.2)
6.8 Project information session by participating to the programs of the local state TV station (TVR)
6.9 Promoting the Strategy for Promoting the Inclusive School Network through meetings with School County Inspectorate, schools and municipality representatives, and also by attending a Local Council meeting, with the aim to endorse the inclusive school network during the 2016 local budget approval
6.10 Disseminating the printed version of the project brochure
6.11 Disseminating the printed version of the project booklet
6.12 Final project conference (with the participation of all partners).