VECINOS Y CONOCIDOS
What about co-working and cooperating on an Erasmus Project with your neighbor country? Education for adults is trending topic nowadays, we are struggling to give it the visibility it deserves. Who could be a better companion than Portugal to set off in this amazing journey?
We Spaniards love Portugal, especially its people and enriching culture. We decided to create something together and worked hard for it. The result? An absolute SUCCESS.
We want to share our Erasmus+ “Neighbors and acknowledges” Project with the world. Firstly, because it was a success and secondly, because “Erasmus Changes lives“ and we want to contribute to this slogan with this amazing experience and highlight how amazingly true this slogan affected our lives for good.
DESCRIPTION OF THE PROJECT
The general objective, which is to improve employability and social integration, has been partially achieved. The reason is that to assess the improvement of employability it is still early and we find ourselves with a different scenario from the one we had at the beginning of the project and this is the global pandemic with special incidence in one of the participating countries but in general, in all the European union that has caused many workers to lose their jobs, so that although this project has enhanced skills and strategies in the participants, it is still early to assess whether it has objectively improved their employability. However, academically, many participants, thanks to the skills obtained in digital competence, have been able to follow online classes to adapt to this new modality of distance learning. Regarding social insertion, we have verified how being part of this project has motivated the feeling of belonging to a democratic society in the participants of both countries and despite the frustration of the Spanish group for the cancellation of mobility in half of The same, the students have been mostly happy to be able to contribute to the community with the work done in this project.
1.- OBJECTIVES
We wanted to implement through the project the following objectives:
General objective: Improvement of employability and social insertion.
Achieve this objective through the following specific objectives:
Increase in self-esteem and motivation to take part in further educative experiences derived from a short period abroad. Improvement of social skills and erradication of intolerant behaviour towards immigrants and refugees
Education in prosocial values and decrease in racist behavior Awareness towards european values and institutions. Improve digital competence
Greater intercultural awareness.
2.- SELECTION OF PORTUGUESE AND SPANISH TEACHERS
The selection of participants was based on the formation of a group of teachers in charge of organizing, managing and making this Project possible.
We have established an "Erasmus 2020 Project Team" with our partners. It is made up:
- The management team of the PORTUGUESE and Spanish educational centers (Cristina Rubio Fernández and Helena Pereira
- Project Coordinators: Artur Passos- coordinator of the Portuguese project and Sergio Sánchez, coordinator of the Spanish project.
- Teaching staff from both centers responsible for creating and designing activities in the destination countries.
Through this team (via telephone, video-conference, WhatsApp, email) the previously agreed procedures have been directed.
Internally of each center: in Vilanova de Famalicao, our Portuguese associate center and we in CEPA Paulo Freire, we have monitored the project in each faculty. In this way, we have kept the teachers who have been indirectly informed of all the efforts, activities and progress of the Project.
To establish this team, which has been called by the Erasmus Commission, two meetings were held to see which professors from the partner centers would be interested in managing, organizing and participating in this project and, therefore, in the mobilities.
2.1- SELECTION OF PORTUGUESE AND SPANISH STUDENTS
We have valued for participation digital competence, motivation and above all the ability to take on a new challenge and get involved in project activities.
Regarding the students participating in the planned mobilities, the selection process has been exhaustive in that we have selected those students who have demonstrated proactivity towards the tasks and activities that are carried out in a cape in virtual mobility and who may have availability to travel
1.- Step 1: Students interested in participating in the Project who met the requirements (being part of the European youth guarantee program and being under 30 years of age) are registered.
2.- Step 2: After a meeting of teachers and tutors: preselected those students whose participation, attendance and grades have positively affected the project requirements. It is condensed through the teachers and tutors of the targeted students, deciding who we are simply to continue in the selection process, affected in grades, daily attendance, level of commitment to the activities of the center and behavior. We did not take into account their language training, since most of our students have low proficiency.
3.- Step 3: A first meeting of students was held to report the characteristics. Students who could not attend (neither in the morning shift nor in the afternoon shift) were deselected from the process.
4.- Step 4: All the students who went to phase 4, were asked to create a quality video / article in which they justified their eligibility as suitable candidates to carry out a European Project. After a teachers' meeting to select the 12 candidates who definitely carried out the project. There was a waiting list of 3 students who were left out.
5.- Step 5: Informative meetings were held with the already selected students, in addition to the signing of the participation agreement by which the selected students promised to collaborate in all the program activities (pre-during and post-activities).
3.- ACTIVITIES
Activities:
We implemented two mobilities in which we all worked together in person on the activities that we developed and worked on throughout the course.
These are:
- To know how democratic institutions in Europe work, for which this objective must be taken from the social science subjects of both centers and ended with a visit to the city councils of the city of Fuenlabrada and the city of Vila Nova de Famalicao where we went received in the plenary hall of the institutions and received by the deputy mayor and government representatives. Likewise, in Fuenlabrada, the police force received us to explain how to help citizens with the aim of demystifying prejudices about the state security forces.
- Identify false news by working on this objective from the area of communication and the language department and culminating with the talk of the association "maldito bulo" at mobilidas A1 in Spain in which the participants had to collaborate with each other to identify false news and true news.
- Promote coexistence among equals learning about the culture of the Iberian peninsula by carrying out various activities:
- Gymkana in the city of Toledo using QR codes made in 3 different languages by the teachers of Spain with the aim of knowing how the 3 main monotheistic religions coexisted peacefully in that city: Christianity, Judaism and Islam.
- Know the anecdotes of various Spanish writers, of their lives, of how the dictatorship affected citizens and the advantages of our democracy. The work done in class was reflected in a talk by the madrid of letters.
- Knowing democracy: the Madrid of the Austrians and the change in citizenship by living in Spain in a parliamentary monarchy with the Congress and the Senate and in Portugal with a democratic republic.
- Continue promoting European values through the historical heritage of the participating countries: learn about the origin of Portugal in the city of Guimaraes, promoting debate among the participants and promoting the initiative by using the Portuguese participants as guides in the city of Braga.
- encourage divergent thinking through gamification using digital means through the activity discovers the murderer.
- Knowing through genetic exercises why we have differences in some aspects and in others we are the same.
- Youthpass workshop
- Entrepreneurship session with andré vieira de castro
- Work on job skills with the help of the CIFE institution in Fuenlabrada, promoting the inclusion of everyone in vocational training and entrepreneurship.
- Intercultural food between Spanish, Portuguese and Slovenian participants with the creation of stands where each one explained to the rest their customs and typical dishes of their country to promote coexistence and enrich European culture.
- Participation in radio fuenlabrada
- Unfortunately, some scheduled activities could not be carried out because they were canceled by the pandemic such as work in the nanotechnology center with the engineer paulo abreu to promote the inclusion of genres in science and technology or the entrepreneurship workshop with the director of the professional tourism course, the body expression workshop of the proefsor francisco or the creation of europass, as well as other activities aimed at promoting learning throughout life.
Participants:
The participants belong to the youth guarantee system, they are between 18 and 29 years old and the number of men and women was 21 men and 19 women, 2 teachers and 4 teachers.
Participating students present a low academic self-concept and low expectations for the future. Fundamentally they present three types of difficulties: the first, learning difficulties,lack an adequate basis of the teaching-learning process due to factors environmental which negatively affects their success in obtaining a job, and they also lack sufficient digital competence to cope in search situationsof opportunities through the internet. The second, social, are young people who take the neighborhood in which they live, who do not leave it and who feel that they have failed and do not identify with a reality beyond their close context, they hink that employment and relationship opportunities that provides an international experience is only for students with good academic performance and that they are fluent in a foreign language. The third, economic, does not have the sufficient purchasing power to have computer resources, not even think about the possibility of finding a Job.
4.- RESULTS
The impact on students has been: improving their training in a way that favors their employability and inclusion in the educational and labor system
In teachers: the have learned new experiences, promoting their participation in projects, courses online, make NOOCs, lose your fear and use more effective evaluation systems such as rubrics, papers, debates that favor evaluation formative and continuous to the detriment of the massification of final exams, know the reality of a neighboring European educational system.
With the organization: Add this new methodology to which we have begun to improve as STEM center in the center of Madrid and promote together with colleagues from the Famalicao center ideas to maintain this line of work that favors project-based learning (ABP) With other organizations: maintain close collaboration with local employment services who have participated in this Erasmus + project as the job counselors of the innovation center for training and employment (CIFE) of Fuenlabrada. Give greater visibility to adult education and favor other centers Adults as well as other educational centers in general use the materials developed and are encouraged to participate in Erasmus + projects to make the work of the adult centers visible and achieve objectives in line with the democratic sense of the European Union.
5.- PARTNERS CONTRIBUTION
The coordinating partner of the project collaborated in the implementation of the project and organized the a2 mobility to its study center. He coordinated the planning with the help of the three accompanying teachers in mobility to Spain and with the rest of the teachers and the help of the management team. The competences provided by the Portuguese partner were many since they were not divided between the two, but both partners were in charge of working on the competences that the students have achieved reflected in their youth passes through activities. We both regret the fact that planned activities could not be carried out for the 3 days following the suspension of mobility due to force majeure since they involved a large number of teachers from the Sancho I school who had invested time and effort in organizing them. The coordination was very good thanks to the collaboration of the accompanying teachers who jointly learned to coordinate the participating students from both countries. Cooperation ties have been established for future projects. The good collaboration made it easier to stay in the mobilities as the coordinators were the ones who booked accommodation, food, transport and guided and accompanied the needs of the other partner in the mobilities.
6.- HOW TO MEASURE SUCCESS
We have carried out the Yotuhpass activity to reflect the objectives and results that the project has generated in the participants. We evaluate the Project as "APTO" in terms of the achievement of the objectives set.
Despite the difficulties caused by the pandemic, we can be satisfied with the results of our Project for several reasons:
1.- Regarding Objectives - Time - Cost
Based on the diagnostic tests and reports carried out (bi-monthly follow-up and 2 after the mobilities) and the evaluation of all those involved after the mobility, we see that many of the project's objectives have been met according to expectations; The times for carrying out each activity have been respected and there have been no notable delays. On the other hand, the investment made in each activity, workshop, mobility and training has met our initial expectations.
Therefore, the project is evaluated as: "acceptable" although not "optimal" given that we had to cancel one of the mobilities in half and therefore, a significant part of the contents of our program has not been carried out.
2.- Regarding Scope - Relevance - Sustainability
We can affirm that:
- that the scope of the project has been effective throughout the educational community given that the school's students have actively participated in all activities and the involvement of the teachers in them has been very high.
- Thanks to the activities, an improvement in the academic results of the participating students and an active participation by the rest of the educational community has been shown.
- A stable sustainability is expected in terms of positive changes, given that we will continue to disseminate our successful Erasmus Projects in all sectors of the educational community at the regional and state level, sharing our experiences and good practices with other adult centers.
3.- In relation to Quality - Satisfaction - Impact
It is shown that the quality of the project has been suitable because all the previous premises have been met; The partners have shown general satisfaction with the general calculation of the results and the impact has been positive in that the effect of the objectives at these levels has been lasting, we can say that it has been successful despite the obstacles generated by the pandemic.
7.- IMPACT
Impact at the local level: we have achieved a significant increase in strategies that have significantly improved the acquisition of key competencies in our students. The participating students have developed a greater capacity for collaborative work and, consequently, have also achieved greater employability.
We have managed to position our centers as innovative and benchmark centers in strategies aimed at reducing school failure, drop-out and improving motivation and academic results of adult students in (Fuenlabrada) Spain and Famalicao. The regional impact achieved by both organizations has been appropriate: we have managed to become known as a reference center for adults in the South Zone of Madrid in the case of CEPA Paulo Freire and as an Erasmus + reference center in Vilanova de Famalicao. AT CEPA Paulo Freire we have positioned ourselves as a reference center, a center that helps, listens and improves, where we work to enhance the value of adult education in the Community of Madrid. As every year, we will participate in the regional meeting on good practices for adult education. We have appeared in the local radio medium and we have made the Erasmus + work known to other organizations such as the town hall and the local police force.
At European level: We are in contact with the Erasmus + network and we advise other adult centers in the Erasmus + journey through the conferences organized by the Madrid community, email, Erasmus + days and in contact with Injuve and Sepie.
8. DISSEMINATION
The results are destined to the organizational improvement of our center and the partner centers. Within the organization, the results will be announced through: Cloisters, meetings, evaluation boards, etc. Outside the organization, at the institutional level, our superiors in the Ministry of Education will be the recipients of the figures we obtain.
Our dissemination has been wide-ranging. We have sent you information from Educadultos:
1.- To our entire Educational Community that has been able to take part in the Erasmus + days, not only to the Erasmus + participating students but to all the others enriching the project.
2.- To management teams of other CEPAs in the Community of Madrid. We have invited other management teams to our center, with the aim of guiding and guiding their first steps to design an Erasmus + Project and manage the completion of the form.
3.- To potential students who visit our center or come to ask for information. Photos of the work carried out, before-during and after the mobilities have been published by both educational centers - CEPA Paulo Freire and Agrupamento de escolas Sancho I
4.- To other educational institutions that follow us in RRSS. The corresponding dissemination has been made on our social networks: Website, Twitter, Facebook, Instagram, EPALE and eTwinning.
5.- To all those citizens who are part of the educational sector in Fuenlabrada, both adolescents and adults of the municipality who may be motivated to obtain the Certificate of ESO or take other education with CEPA PAULO FREIRE. Participation in the local educational fair: Aula Fuenlabrada in 2020.
6.- To the Fuenlabreña population: "Onda Fuenlabrada" has been broadcast on the local Fuenlabrada radio station where all the teachers from both organizations were interviewed, explaining the objectives of the project in detail in Spanish and English.
7.- To the teachers of the Community of Madrid. As every year, CEPA Paulo Freire participates in Good practices in CRIF or CTIF, where we give specific details about the design, development and results of our activities, so that we can inspire new Spanish partners to undertake Erasmus Projects of different themes.
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