In the ROMEDIN Newsletter nr. 3 from December 2014 we already discussed some of the aspects of our research conducted in the Fall of 2014: the participatory assessment of educational problems and needs in schools and communities as research through and for action; the aims and methods of this endeavor, and its role in the context of the whole project; running the first phase of this research; and some of its preliminary results. In what follows, we are going to complete these information with the presentation of the synthetic conclusions of the first phase of the ROMEDIN research, and as well as some of our general recommendations that are going to be developed through project Activity 4.1 (in particular in the Strategy of the network of inclusive schools).
In this issue of the ROMEDIN Newsletter we are presenting the place of our after school program in the context of the whole project, its aim and objectives, its way of organizing and activities, and as well as its beneficiaries and schools from the city of Cluj-Napoca with which we cooperate.
The ROMEDIN afterschool program offers a set of socio-educational services to children living in Pata Rât and enrolled in Cluj-Napoca schools, and to some of their colleagues from these schools. It sustains the improvement of their school participation and performances through various support activities that unfold for 10 months in the spirit of social justice or, differently put, with the aim to reduce the effects of social injustices produced among others by living in a disadvantaged, segregated and stigmatized territory.
In this issue of our ROMEDIN Newsletter we present aspects of our research: the participatory assessment of educational problems and needs in communities and at schools as action research, or as investigation through and for action; the aim, methods and the role of the research in the context of the whole project; running the first phase of ROMEDIN research; some preliminary (statistical) results.
Later on, in the February 2015 issue of ROMEDIN Newsletter we will present some preliminary conclusions and recommendations resulting from the participatory assessment of educational problems and needs in communities and at schools.
The second issue of the ROMEDIN project’s Newsletter signals some online resources in critical pedagogy, human rights education and inclusive education.
Informed by these principles, ROMEDIN aims to generate sustainable institutional change in the domain of school education as tool for social inclusion. Through its non-formal educational programs it uses the means of participatory artistic creation in order to articulate social messages of the youngsters living in the marginalized and deprived Pata Rat area of Cluj-Napoca.
Besides the socio-educational services delivered to marginalized children, through the strategy of inclusive school network that it develops and supports, ROMEDIN builts on the capacity of schools to fulfil a public role in the promotion of the inclusive and cohesive development of local society.
ROMEDIN proposes an innovative model of social intervention based on the awareness of structural causes of marginalization with the aim to reduce its effects on school participation.
It empowers civil society organizations and citizens in their effort to strenghten the accountability of public institutions in what regards the creation of conditions in which people might make use of their legally guaranteed social and educational rights.