TEMPLATE FOR DESCRIBING GOOD PRACTICE in Literacy Policies for Children, Adolescents and Adults

Transcription

1 TEMPLATE FOR DESCRIBING GOOD PRACTICE in Literacy Policies for Children, Adolescents and Adults This template is intended to provide a common format for collecting and analysing examples of good practice in literacy policies for all age groups. As this template has to cover a wide variety of different fields and practices, some sections might not be suitable or necessary for the description of specific examples. In this case please leave them blank. Part I. Description Name / Title of intervention Programme against early school leaving, school failure and delinquency in Zones of Educational Priority 1. Abstract The policy of Educational Priority Zones constitutes a strategic choice of certain European states in order to fight functional illiteracy and school failure. The importance and the contribution of this policy in the reduction of school failure are underlined in reports of experts of the OECD, European Union and also in very recent evaluations of the Ministry of National Education of Research and Technology of France, which is the first country where ZEP were applied at a national level (Papadopoulos 2000). In Educational Priority Zones the selected school complex should consist of the main Elementary Schools, a High school and the main Kindergartens. The schools should be located in downgraded areas and the majority of the student body should come from families with low socio-economic and education level. Some of the basic principles for the establishment of Education Priority Zones are: usage of practices based on modern pedagogical research ensuring educational continuity between the three levels of education through a Network of Education Priority development of cooperative skills decrease of the number of students per class advancing oral and writing skills as a major education priority a guidance team which will provide information and support to educational groups at schools and will act as coordinator between the schools at all levels development of systematic cooperation with the parents development of cultural and athletic activities 1

2 2. Nation Cyprus 3. Website 4. Lead organisation 5. Main partners 6. Period of activity 7. Language(s) 8. Conceptual basis of the good practice examples Ministry of Education and Culture The EU and the Republic of Cyprus Greek As mentioned above, the participating schools should be in downgraded areas where the majority of the students come from low socio-economical background. There are several criteria for the designation of a region as a ZEP. The most common and usually followed are: 1) high rate of school failure and functional illiteracy, 2) high percentage of foreigners or students, 3) large number of drop outs and incidents of violence and delinquent behaviour (Cypriot Minister of Education and Culture). For the implementation of the project, there are also some principles that have to followed, such as the function of the bodies, which assure the educational continuity between the three educational levels, and the cooperation between the school units and the local institutions and authorities. More specifically, the most important principles, exactly the way they are written in the Case Study Report (2007), are: 1. Reduction of number of students per class. 2. The guarantee of possession of oral and written skills constitutes the first and sovereign educational priority, with the attendance of all teachers, independent from the course that teaches. 3. The methodology of work in the schools of ZEP is that of action planning. Each ZEP works out a three-year plan of action and then analyzes particular local needs. Each school unit inside the ZEP shapes its own plan of action which is consistent with the general designing of 2

3 work of ZEP. 4. The pedagogical practices are supported by the conclusions of modern pedagogical research: 1) they are child-centred, 2) they use the co operational learning, 3) in the daily instructive practice teachers take into consideration the social - cultural and individual uniqueness of each child. 5. Particular focus on the development of cultural and athletic activities, as well as on actions that promote the bodily expression. 6. Particular focus on the development of Library - Centre of Information, Documentation, through a co-operational model according to which the Centre functions all day and in which the parents have also access to. 7. Creation of a Committee of Education, Health and Citizenship. 8. Aid to schools of ZEP is providing services of Educational Psychology. More Information about the conceptual basis can be found: Department of Elementary Education University of Patras, Greece (October 2007) Educational Policies that Address Social Inequality Cyprus case study report 1 Education Priority Zones (ZEP). Retrieved 5/2/15 from Government of the Republic of Cyprus (March 2007) Contribution of the Ministry of Education and Culture to the EUMC. Infosheets for Cyprus 25/b0fc8c0fcf7db557c2256f0a0037f720/.../Appendix%20A.doc and Ministry of Education and Culture (2008) Inclusion in the Cyprus Educational System at the beginning of the Twenty-first Century: An Overview. National Report of Cyprus. Lefkosia, Cyprus. Minister of Education and Culture (nd) Policy Text for the Education Priority Zones. Nicosia: Cyprus [in Greek] 3

4 Minister of Education and Culture (nd) Report of Internal Evaluation of Pilot Operation of Areas of Educational Priority Nicosia: Cyprus [in Greek] Minister of Education and Culture (2006) Minister of Education and Culture Annual Report Nicosia: Cyprus [in Greek] Minister of Education and Culture (2005) Minister of Education and Culture Annual Report Nicosia: Cyprus [in Greek] Neophytou L. & Koutselini M. (2008). The innovation of Zones of Educational Priority in Cyprus: the side effects of reliance on the conservative policy. Curriculum and Teaching. 23(1), Neophytou L. & Koutselini M. (2007). Inclusion of students from families of a deprived socioeconomic background. The innovation of Zones of Educational Priority in Cyprus. In J.C. de Mora Martinez (Εd). New Schooling and Citizenship Practice: Contents and Process (pp ). Velico Turnovo: Velico Turnovo University. Neophytou, L. & Manta, L.E. (2004). Zones of Educational Priority in the Cypriot educational system. Proceedings of the VIII conference of the Pedagogical Society of Cyprus. Papadopoulos, M (2000) Education Priority Zones: For a Democratic School. Cyprus [in Greek] and 9. Objectives The primary objectives of the project are 1. reduction of early-school leaving, school failure and delinquency 2. strengthening of social cohesion by reducing social marginalisation and exclusion Within this framework, more detailed objectives emerge: Improvement of educational attainment level for students. Introduction of special curricula tailored to the needs of students to improve oral and written skills, at clusters of schools in 4

5 disadvantaged areas with student population coming from low socioeconomic and educational background. Provision of afternoon classes to help disadvantaged students improve learning process and extracurricular activities to enhance students self esteem and prevent delinquent behaviour and school leaving. Provision of psycho-social assistance to juveniles at risk of delinquency and marginalisation by external experts (psychologists, psychiatrists, social workers etc) 10. Target group(s) Elementary schools students age 6-12 years old High Schools students age years old 11. Number of people involved Students from schools included in the Zones of Educational Priority. In 2014, participants were students, which amounts to 8,25% of the involved student population. 12. Methods for recruiting participants (target group) 13. Professionals involved (e.g. Participating schools are selected depending on their area and their students socioeconomic and educational background. Teachers, head teachers, special education teachers, psychologist, psychiatrist, school counselors, professionals from local enterprises (i.e football associations, film factories), officers from governmental agencies (i.e Cyprus Youth Organisation). 14. Role of each professional The teachers, during both morning and afternoon classes, assist the students of ZEP programme, who come from low socioeconomic and educational background, to improve oral and written skills. They also help disadvantaged students to improve learning process and as such, they enhance students self-esteem. The psychologists, psychiatrists, social workers etc. provide psychosocial assistance to students in order to minimise the risk of marginalization and thus, of antisocial behaviour. 5

6 Other professional are engaged in various extracurricular activities usually during after school hours. (i.e Modern Greek, Mathematics, Physics, Foreign Languages (English, French), Journalism, Gymnastics, Theater, etc.) 15. Main activities There are three different categories of activities: the ones implemented during the school hours, the ones implemented after the school hours (14:00 to 19:00) and those during the summer break. During school working hours: Special school programmes are conducted aiming to help students improve their literacy skills and especially their knowledge of Greek language. More specifically, 10 special ZEP Educators and 28 special coordinators work to carry out activities that address the following subjects: Theater, arts, computer management, photography, gymnastics, dance, traditional dances, music, several instruments lessons, maths, biology, chemistry, Greek and many foreign languages such as Russian, Arabic etc. Between 14:00 to 19:00 There are 242 teachers that take part in the implementation of the after school classes. The main goals of these classes are: to help disadvantaged students improve learning process and extracurricular activities to enhance students self esteem and prevent delinquent behaviour and school leaving to provide psycho-social assistance to juveniles at risk of delinquency and marginalisation by external experts (psychologists, psychiatrists, social workers etc) Summer (July and sometimes August) The summer school: a. The summer school provides tutoring in certain subjects (math, physics, etc) to help failing students pass the Grade. Both parents and students have embraced this programme as it has proven to achieve remarkable results in educational attainment. Opinion surveys conducted by an external evaluator are showing high satisfaction level of parents the program. b. Providing summer sports and recreational with an emphasis to address the children s needs and personal development in a group 6

7 setting. The summer sports and recreational activities is a successful programme which supports a variety of activities with an emphasis on addressing the children s needs and personal development in a group setting. Activities for students feature cooperative play and include mainly outdoor games, arts and crafts, swimming, educational exploration and excursions. Opinion surveys conducted by an external evaluator are showing high satisfaction level of parents and students the program. Other important activities The trilateral agreement between teachers, school counsellors and the student as an intervention to prevent student misconduct and failure, but also maintain an appropriate learning environment in the classroom. This agreement comes as an instrument for handling cases of student behaviour which is disruptive to the teaching/learning process in the classroom. Teachers treat students with understanding, dignity and respect but at the same time it offers alternative learning activities of their choice (student choice), as long as they refrain from classroom misconduct and become cooperative towards the instruction programme and the learning process. This intervention has alleviated classroom disruption and other factors that hindered the educational process. The experiential workshop with students and teachers is a programme geared towards sensitisation and prevention of students at risk of school failure and marginalisation. It aims to reduce the risks of experimenting or getting addicted with substance abuse, refrain from illicit behaviour, manage anger and adopt a positive attitude towards learning, through the acquisition of personal and social skills. Opinion surveys conducted by an external evaluator are showing high satisfaction level of teachers for the program. 16. Implementati The ZEP innovation was first applied in a pilot phase during school year , in two school complexes, Faneromenis in Nicosia and Saint 7

8 on process Antoniou in Limassol. In school year , it was extended with the operation of ZEP in Theoskepasti in Paphos. All the above ZEP coexisted in school year Since then, the ZEP innovation expanded and included 8 ZEP that now work with 42 school units in Nicosia, Limassol, Paphos, Larnaca and Famagusta. 17. Resources and materials List / describe the main resources used in your programme, and give links for accessing them, if applicable 1. For teaching purposes, usage of the curricula designed by the New Analytical Programms of the Ministry of Education and Culture, which undergoes through certain modifications to suit the needs of the students of the ZEP programme, 2. Some material/tools (e.g. painting material, gymnastic tools, lesson material, photocopies etc.) are provided to the students from the EU funds. 3. Teachers teaching at ZEP schools attend conferences organised by the European Social Fund Managment Unit of the Cyprus Peadagogical Institue, aiming to provide them specific support and methodological guidelines. 18. Financing The project is Co financed by the Ministry of Education and Culture (15%) and the European Social Fund (ESF)(85%) 19. Evaluation CARDET in collaboration with INNOVADE LI, launched in October 2012 the 3-year project Provision of evaluation services for the continuous assessment and final evaluation of the Programme against early school leaving, school failure, and delinquency in Education Priority Zones, which was awarded by the Cyprus Ministry of Education and Culture (MOEC). Both an internal and an external evaluation took place, in order to demonstrate the success of this programme. Indicators of the Evaluation: acceptance of operation of ZEP and the recognition of results from the parents and the community reduction of students failure reduction of students drop out / transcriptions in other schools 8

9 organising successful Summer School increase of the percentage of registrations of Roma students Up to this stage of the project, the Consortium has completed various assessment actions involving all target groups by following a mixed methods approach. More specifically, the Consortium collected a total of 4098 questionnaires from students, teachers, and parents; school selfevaluation forms; and evaluation data from MOEC officers. In addition, the Consortium conducted 57 interviews with teachers, students, parents, MOEC officers, and officers of the Centres for Information and Psychosocial Support; 6 focus groups with student and teachers; and 25 visits at schools. Furthermore, up to this point, the Consortium has submitted 3 formative evaluation reports to MOEC. More about the evaluation: More about the evaluation in Greek: see the website link in the ELINET description. 20. Results of the evaluation The planning of the ZEP programme aimed at reducing social inequality through: (a) allocating resources to teachers and schools to better address student delinquency, educational failure and dropping out (b) introducing innovative teaching methods, and (c) mobilizing local action. Even though there were particular actions undertaken by the Ministry of Education and Culture to achieve these objectives, there seems to be little progress made to reform the existing educational system and provide access to suitable learning environments for the disadvantaged. Social impurities seem to prevail or even become more evident during the recent economic crisis. However, the programmes listed above the best practices which are innovative in nature for the elementary and secondary education system 9

10 in Cyprus. To be more specific, there are several graphs that came out the evaluation phase and provide a clearer look at how successful the programme was and they can be easily accessed under the Case Study (2007). Two examples of the internal evaluation in Panagia Theoskepasti High School are: (Cyprus case study report 1 Education Priority Zones (ZEP), 2007) 21. Benefit incidence The implementation of the Program against early school leaving, school failure and delinquency in Zones of Educational Priority - ZEP is achieving its targeted output and result indicators, Particularly: There are 8 ZEPs created based on evaluation of existing social and economic conditions in each area Around students have thus far participated or benefited from the programme 10

11 The drop-out rate has been decreased to 9,1% reaching the target below 10% All envisaged actions of the ZEP programme have started Budget expenditure is according the planned timetable 22. Anything else we think you should know This programme must be expanded to more schools and to assist in the economic problems that the students and their families are facing nowadays in Cyprus. For this reason, in the New Programmed Period, the program will continue to be co-financed by the European Union under a reformed structure that will allow more students and school units to benefit. 11

12 Part 2: Stengths/weaknesses 23. SWOT analyses Indicate strengths and weaknesses (usually internal), and opportunities and threats (usually external) of the programme Strenghts: making use of existing resources/stuctures/ personnel in order to tackle social disadvantage (The use of financing as well as the allocation of personnel by the Ministry Of Education and Culture adhere to the principals of efficient use of funding and human resources.) giving a certain degree of autonomy to schools by allowing them to make their own decisions (even in a centralised system) (Where necessary, the Managing Committee of ZEP programme makes necessary corrections in the managing and service provision structures to streamline the whole operation.) Weaknesses: Lack of : systemic training for teachers specialised curricula teachers motivation to adopt alternative practices provisions that would allow schools employee specialised personnel Late start short period of afternoon programmes Opportunities Local communities acknowledged the necessity of practises aiming to reduce social innovations. Use of European Social Funds (ESF) Threats Resistance to change (both within the teaching professionals and the local community) Lack of interest by local community - 12 especially the local authorities to collaborate

13 with schools in implementing the ZEP programme- Minimal interest of parents to participate in the experiential workshops 24. Political impact and policies The ZEP innovation was first applied in a pilot phase during school year , in two school complexes, Faneromenis in Nicosia and Saint Antoniou in Limassol. In school year it was extended with the operation of ZEP in Theoskepasti in Paphos. All the above ZEP functioned in school year Since then the ZEP innovation expanded to include 42 schools all over Cyprus. For the Programmed Period , the Programme of ZEP was one among the four approved projects originally approved in order to be incorporated in the co-financed projects f the E.U. The programme comes under a revised title (i.e. School Priority Activities ) and it uses the structures and the philosophy of the Zones of Educational Priority (ZEP) that are currently operating, improving their weaknesses and enhancing their assets. 25. Your personal evaluation ZEP is a good practice because it makes a very good use of existing resources and addresses not only literacy problems but also deals with social disadvantage by attempting to develop partnerships with the local community and other stakeholders in order to enrich curriculum and provide learning opportunities that would foster social inclusion and learning for students of a deprived socioeconomic status. 26. Anything else you think we The programme has been renamed into Actions for School and Social Integration. In the new project, 13

14 should know... additional schools will be gradually incorporated (kindergartens, primary schools, secondary schools, high schools, technical schools), aiming to cover 15% of the overall student population and to offer educational and social inclusion actions at least to 80 schools. The new schools will be selected based on specific objective and measurable criteria irrespective of the geographical area in which they are located. Therefore, the new project will not only include Zones, but also individual schools, based on their characteristics and needs, as well as their willingness to participate in this programme. 14