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FUNDACION INTERED

Country: Spain

FUNDACION INTERED

7 Projects, page 1 of 2
  • Funder: European Commission Project Code: 2020-1-ES01-KA201-083254
    Funder Contribution: 164,161 EUR

    The proposal will address teachers and students from kindergarten, primary, secondary and vocational training schools in Spain, Italy, and Austria. The NGOs involved in the proposal will be InteRed, CESIE and Südwind. The intellectual outputs produced in the proposal will be available for the educational community at the European level. In the proposal, the schools will become agents of change to transform our world. The socioeconomic effects of the COVID 19 increase the current crisis regarding climate, migratory and care-giving we are already undergoing. The general objective of the proposal is to promote social inclusion by fostering global, critical, responsible and active citizenship that will fight for equality, intercultural dialogue and against discrimination and the environmental damage. The proposal is therefore aligned with two of the priorities of this call: social inclusion and common values, civic engagement and participationThe specific objective of the proposal is to promote transformative and innovative educational methods and practices in order to foster social inclusion and global citizenship. This objective responds to what the Eurydice Report “Global Citizenship education in the European educational system” states regarding “ traditional educational strategies (that) are no longer appropriate for education about citizenship”. Backing active, holistic and collaborative methodologies means a curriculum development focused on competences instead of contents and putting the student at the center of the teaching-learning process. This approach will contribute to tackling early school leaving which is also an objective of the proposal.The innovative education by means of transformative methodologies proposed by the action will be implemented in two ways, on the one hand, teachers capacity building and on the other hand the production of educational resources. More than a hundred teachers will participate in the on-line training, virtual seminars and multiplier events that will be implemented, about innovative and transformative educational methods to promote social inclusion with a global citizenship approach, in the three countries. Four guidelines for teachers will be produced, with practical orientations to address diversity, the development of emotional skills, critical thinking, and global competence. Learning through games will play an essential role in the teacher's training process, within the second component of the proposal.In the framework of the proposal, games as an educational resource will be produced. These games will be a supportive tool for teachers in their classes, so that students improve their knowledge, skills, and attitudes, at the individual as well as at the collective level to foster social inclusion and global citizenship. Four board games will be produced as intellectual results for students in the different educational stages, from 3 to 18 years old. In these games, the students from different schools and countries will have to collaborate to deal with global challenges. 24 teachers and 540 students (8 teachers and 180 students per country) will participate in the elaboration and validation of educational resources. The main criteria for the selection of the schools and participants will be to give priority to students at risk of school leaving and students with a migrant background. Balanced participation between girls and boys will also be considered. There will be an on-line platform for exchanges among students from different schools. Learning through games is an innovative, active and participative methodology that will promote cohesion among the participants which will also foster motivation and inclusion, which are critical to stopping school leaving. The collaboration needed to deal with the global challenges in the games will contribute to the construction of global citizenship among the students.The aforementioned intellectual outputs will be freely available on the project web site as well as on those of the partner organizations and ERASMUS plus platform, School Education Gateway, in Spanish, English, German and Italian. This will multiply the scope of the proposal. Besides this, 45 units of each game will be printed for distribution among teachers participating in the multiplier events that will be held in each country to disseminate the project results. InteRed, CESIE and Südwind will guarantee the use of these resources in schools and their impact on students.

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  • Funder: European Commission Project Code: 2020-1-ES01-KA201-082926
    Funder Contribution: 101,075 EUR

    The values of inclusion and active citizenship that Europe has always promoted have built a diverse society where multiple religions, cultures, and ideologies coexist. However, in recent years, due to the serious migratory crises and conflicts ongoing around the world, hate ideologies, radicalism, and hate speech that threaten coexistence have permeated a large part of society European, especially students, because they are more susceptible to them.Secondary classrooms are becoming polarized at an alarming rate, with a very worrying growth in the marginalization and violent radicalization of students, regardless of their origin or culture, which can lead them to fall into hate ideologies, which threaten EU’s bases from multiple spectra, but also generate educational disadvantages in these students that usually lead to their inexorable educational failure, not achieving higher degrees, and relegating them to marginality, facilitating their exclusion.Ending these outbreaks and promoting the values of citizenship, respect, and coexistence must be one of the main functions of teachers in high school classrooms, as it will allow the success of all students (including children of migrant origin and diverse cultures or religions) by reinforcing the collaboration between them, but also between the different agents inside and outside schools, and promoting preventive and early intervention approaches through collaborative and holistic approaches to learning and teaching.However, teachers do not have enough support or resources to promote effective inclusion in their classrooms, nor to detect hate speech and fight it in time. There are few educational materials that specifically tackle violent radicalism in the classroom and promote inclusiveness, and none of them have been created from a multicultural perspective (incorporating the experiences of victims of the consequences of radicalism) and through shared leadership, where students are directly involved in an equal position to combat racism and exclusion.Thus, this partnership is comprised by CCIV and INTERED from Spain, NJINGA MBANDE and PONTES from Italy, and EFOMW from Belgium, which integrate schools and Muslim cultural organizations from different countries of Europe. We will create truly impactful results within this project to enhance diversity and peaceful coexistence in the classrooms through shared leadership and solidarity among classmates, both inside and outside the classroom, creating a sense of respect and support that overcomes cultural, religious, and social barriers.Through the project “DIALOGUE, EDUCATION, AND RESPECT IN THE CLASSROOM: THE ROAD TO A PLURAL AND DEMOCRATIC EUROPE” and 24 months of hard work, entities from 5 European countries will develop 4 Transnational Meetings, many virtual and on-site activities to generate a high quality Intellectual Output and various results:-The O1 - METHODOLOGICAL GUIDE TO MANAGE DIVERSITY IN THE CLASSROOM THROUGH SHARED LEADERSHIP: this guide will train teachers on how to detect hate ideologies in the classroom and fight them through attitudes, didactics, dynamic units…-EDUCATIONAL MATERIALS TO PROMOTE DIVERSITY: a series of formal and non-formal educational materials to work on tolerance and diversity in the classroom and to drive young students away from radicalism and hate ideologies, including Teaching Units, OERs, and a group dynamics.-MANUAL OF GOOD PRACTICES TO MANAGE DIVERSITY IN EXTRACURRICULAR ACTIVITIES: this manual will provide specific guidelines to instructors to work on inclusion and diversity and to detect outbreaks of violence or bullying classmates and tackle these through dynamics, games, and the creation of collaborative networks among the students themselves.The Intellectual Output and educational results will be disseminated to dozens of schools in the participating countries thanks to the work of the partner and collaborating entities, which will carry out a powerful dissemination phase with multiple activities, culminating in a large Multiplier Event in Valencia (Spain) coordinated by CCIV. All this will allow this project and its results to have a great impact on high school students, effectively fighting hate speech in European classrooms, and reducing the possibi¬lity of many young people falling into the hands of radicals.

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  • Funder: European Commission Project Code: 2021-1-ES01-KA220-SCH-000027661
    Funder Contribution: 144,007 EUR

    << Background >>The Eurydice Report Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures, published at the beginning of 2019, confirms the early school dropout rates of students with migrant background are still high. Among the 22 European countries, Spain with a rate of 31,9% and Italy with 30.1% occupies the second and third place, and Greece with a 16,9% the ninth. According to the same report, the school dropout rate of Spanish or Italian students is 15,6% In Spain (5th out of 34 countries) and 12% in Italy ( 9th out of 34 countries) , which is also very worrying. In Greece the dropout rate of Greek students is 5,4% (26th country out of 34).The good results in Greece could become an example for the other countries; however the dropout rate of foreign students is three times higher than that of Greek students which means that something is failing as in Spain and Italy where this rate is twice as high. These data reveals the relevance of strengthening the educational inclusion of these students.Due to the break out of the COVID pandemic in 2020 schools had to close in order to prevent the spread of the pandemic. During the school year of 2019/2020, in Spain the schools were closed during 15 weeks, while in Greece during 36 weeks and in Italy during 38 weeks. The higher school dropout of students with migrant background has been considered normal and unavoidable as a matter of progressive and unequal integration either for the school year 2019/2020 as well as for the current school year.A recent research made in public schools in Madrid and Barcelona at the end of 2020 shows that if the data are disaggregated by students sex and origin, the impact of school lockdown and the high NTIC dependence increases. This greater impact exists beyond the digital gap and the possibility of these students to have access to digital devices .The aforementioned research also reveals that the different and specific needs of migrant students have not been taken into account. According to UNESCO, the long and repeated schools lock downs increase the loose of knowledge and the risk of school dropout, especially in the most vulnerable students.The general objective of this proposal is to address the specific needs of migrant students in order to facilitate and improve their school performance and social inclusion. We are aware that there are obstacles that can be vital for these students and that may be aggravated in a pandemic context. Schools must be able to promote the educational inclusion with intersectional approach of these students which is the specific objective of this proposal. To this end, it is crucial to change the mindset that the greater dropout of migrant students is normal and unavoidable, considering it as a question of progressive and inevitably unequal integration.<< Objectives >>The proposal aims to achieve the following specific objective: Promoting the intersectional educational inclusion of girls and boys with a migrant background in schools, in Mediterranean Europe (Spain, Italy y Greece).The proposal will also contribute to the following general objective: Respond to the different needs of girls and boys students with a migrant or refugee background in order to facilitate their school success and social inclusion in the European Union.<< Implementation >>The project includes management and implementation activities to obtain the results and their dissemination. The implementation activities that aim to achieve the results are describe below. Result 1- Output “mapping” - Design of data collection tools and identification of good practices with case studies.- Socialization, feedback and ownership by partner organizations for implementation-Contac with target groups for implementation.- Tools implementation - Analysis of information, drafting of mapping initial version. - Partners´ feedback.- Validation with schools for their feedback. - Drafting of Mapping final version. Translation into each country language and digitalization. Result 2, Output “Interactive teacher training module “.- Definition of content based on best practice learning from case studies- Drawing up initial script with contents to be covered and structure. Partner´s feedback-Module drawing up (draft). Partners´ feeback. Feedback of participating schools teachers - Definition and design of interactivity elements..- Final version. Translation into English and the three participant countries languages.Result 2, output “Guide of Strategies”.-Sharing of the curriculum of the three participant countries ( EU competences framework and contents of knowledge areas). Agreements on contents to be covered. - Drafting of initial version with contents and structure. Partners´ feedback.- Drawing up of the guide (draft). Partners´ feeback. Feedback of participant schools teachers. - Final version. Translation into English and the three participant countries languages.. Digitalization. Result 3, output “Video with testimonies ”.- Elaboration of referent persons identification criteria. Partners´ feedback.- Definition of guidelines for local video recording. Partners´ feedback.- Selection and contact with country referent persons.-Recording of testimonies from the interaction of the referents with migrant girls and boys and their families (this can take the form of visits by the referents to the schools, the holding of meetings, etc.)- Development of video (in each country) - Elaboration of a professional global video (by audiovisual company) from images provided by each country and specific recordings. Partners´ feedback. Final version of the video.Para el R3, output “Student-produced digital newspapers (with didactic guide) - Definition of content on migration and refugee issues to be addressed with students. Partners´ feedback- Definition of common guidelines for accompanying students. Partners´ feedback. Selection and in-house training on the digital tool to be used in periodical production (Flipsnack, Genially….)-Coordination with the participant schools in order to identify the students for the sessions.- Development of sessions with students for the production of digital newspapers by school and global newspaper.- Elaboration of a didactic guide to work on global newspaper content (alternative migration narratives). Partners´ feedback. Drawing up of guide final version. Translation into English and the three participant countries languages). DigitalizationPara el R3, output “Systematization”.- Definition of tools, milestones and participants in the systematization process. Partners´ feedback.-Coordination with participant schools for the implementation of the process -Collection of information in each school -Inter-schools sharing sessions -Systematization drafting. Initial partners´ feedback. Final version. Drawing up of final version. Translation into English and the three participant countries languages). Digitalization.<< Results >>The Project will achieve the following results:1-Teachers, students and families informed on available resources and good practices in their environment that favor educational inclusion with an intersectional approach for girls and boys with a migrant background.2-Teachers with strengthened knowledge and practices for educational inclusion with an intersectional approach of students with a migrant background at pre-school, primary and secondary school stages.3-Secondary school students with strengthened social and intercultural competences to recognize and value cultural diversity and the contributions of migrants persons, especially those of womenIntellectual outcomes are defined for each of these results which will be available for the educational community in each of the participant countries as well as in the European Unión, in general. 1 output for Result 1 :Mapping of available resources and good practices that favor the educational inclusion and retention with an intersectional approach of girls and boys with migrant background. Case Studies in Madrid, Barcelone (Spain), Palermo (Italy) and Athens (Greece)2 output for result 2 : -Interactive teacher training module on educational inclusion with intersectional approach of migrant students, -Guide with strategies to orientate teaching practice (competences and knowledge areas of the curriculum) from the perspective of cultural diversity with an intersectionality approach3 outputs for result 3: Video compilation of testimonies of women and men with migrant background and with professional and personal experience that may serve as a reference/role model Student-produced digital newspapers with alternative narratives on migration and visibility of the contributions of migrant men and women as a source of wealth (with teaching guide)Systematization of the experience of developing a digital newspaper with students in which the contributions of migrants, especially women, are reflected.

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  • Funder: European Commission Project Code: 2018-1-IT02-KA204-048351
    Funder Contribution: 320,848 EUR

    "The idea of WIDTH is inspired by the experience of previous projects, in particular Live & Learn and OED (EAEA database): women portrayed in videos come from ""diaspora communities"", eg. the new Syrian communities in Europe, the Turkish communities, the Congolese communities, etc. and show their path to successful inclusion through adult education. The videos also show how these women use their experience and knowledge for informal or non-formal learning activities in their communities. These women can be seen as champions of ""learning to live together"", one of the basic principles of education according to UNESCO. The project starts from the following hypothesis: current politics are perhaps too much focused on newly arrived migrants. Most inclusion strategies and initiatives are targeted at these target groups; however, there are diaspora communities across Europe with members who have lived in host countries for life or for the most part. How can adult education make a change in these communities? Women can be a link between traditional societies and their communities (for example through meeting with other women in their children's schools, in medical centers, etc.) and adult education can enable them to become ambassadors of 'inclusion? Starting from this national and European context, the project aims to intervene with vulnarable people: women outside the socio-labor circuits, migrants (from under-employees, women, new arrivals) who are not able to face the challenges posed by the knowledge society , with the consequence of heavy repercussions on the civil participation and on the economic and socio-health wellbeing of the subjects, but also adults to be reintegrated into the labor market and young people with poor training or unemployed. The needs expressed by this population are therefore connected 1) with paths of knowledge of the language and culture of the host country, in order to improve the linguistic skills for social, cultural, working, to better integrate into the social context and fulfill the obligations of law; 2) skills aimed at increasing employability and strengthening active citizenship for subjects with greater skills. It is therefore a question of favoring the integration and social inclusion of migrants and other disadvantaged persons, especially women, through training in the linguistic, civic and socio-working areas thanks to proximity devices, facilitating access and information, in connection with educational networks for adults with other territorial institutions. The project also intends to equip the teachers with a kit of innovative tools, which promote the design for disadvantaged training activities, through orientation and support tools, to foster the development and recognition of adult skills. In this way, we will invest in improving the effectiveness and quality of the learning methodology, within targeted training paths, including through new technologies. Three groups will constitute the main participants of the action: 1) 270 migrants especially women, towards which the factor of education (both in the sense of favoring the increase in access, and the subsequent use in terms of inclusion factor of the diaspora communities) will be most effective. 2) 60 migrants or disadvantaged persons, especially women, for each territory subject to experimentation, which belong to a level of literacy at least B1, B2 or more that have matured needs for greater qualification and work placement 3) 20 educators, in whom an increase in skills is expected in the treatment of disadvantaged subjects also using IT methods. Public opinion especially youth ( at least 1800) sensitized through succes stories and the awareness campaign Results and impacts: Increase of the linguistic / civic / social relationship / employability skills of about 270 people, including at least 60% women; increased autonomy of community and personnel of migrant women identified in the aforementioned contexts; improved accessibility of the local services network, in particular of the CPIA and of the institutions connected to the network with them. Increasing the skills of adult educators for the recognition and enhancement of migrants' skills with a view to learning to live together. Increase of network functioning and governance of local systems connected in the educational, social, work, training and health dimension."

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  • Funder: European Commission Project Code: 101093987
    Overall Budget: 2,990,480 EURFunder Contribution: 2,990,480 EUR

    The ReIncluGen project aims to conceptualise gender empowerment building on the innovative theoretical concept of situated intersectionality and study, co-evaluate and co-develop good practices of civil society organisations (CSOs) and media outlets that fight structural gender violence and promote gender empowerment and inclusion. Using participatory and co-creative action research with European CSOs and their members will help us to examine the situated meanings of gender empowerment within different societal spheres with explicit attention to migrant women and girls and their diversity and agency. In doing so we will include a wide variety of CSOs working with and for migrant women and girls focusing on themes such as gender equality, (sexual) violence, representation, socio-cultural participation and labour market integration using education, networking, legal counselling and psychological therapy. To consider the socio-political landscape, we will focus on Austria, Belgium, Italy, Poland and Spain, which vary in terms of gender policies and inequalities and may also impact the CSO practises to foster empowerment. The research objectives are threefold. The first is to use a bottom-up and participatory approach to move beyond the written diversity and gender equality policies and unpack the different conceptualisations of gender empowerment across spheres and contexts. The second is to conduct an evaluation and impact assessment of empowering and inclusive trajectories applied in distinct CSOs in order to co-design innovative tools to support their gender empowerment and inclusion. We aim to understand their rationale, linkage with prevailing policies, contextual preconditions of their success, and study their applicability across different organisations, countries and cultural contexts. The third is to examine the discourses and actions of media and digital cultures in strengthening gender empowerment and how they are used and implemented by CSOs.

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