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Αντιμετώπιση της σχολικής διαρροής: Ενίσχυση της αποτελεσματικότητας των εκπαιδευτικών, μέσω της αξιοποίησης των λογισμικών εφαρμογής ΤΠΕ, για την αντιμετώπιση της πρόωρης σχολικής εγκατάλειψης
Start date: Jun 1, 2015, End date: May 31, 2017 PROJECT  FINISHED 

A school community should be able to integrate all students within it and should be able to solve problems by applying innovative and holistic methods. There is not one single reason why we face problems of early school leaving. It could be family problems, socio – economic reasons, learning and adjustment problems. Whilst acknowledging the key role played by teachers, school leaders and other educational staff, we must ensure the involvement in those measures and activities of all relevant stakeholders to help people who are at risk of early school leaving, including those who have dropped out already. The project aims at helping teachers turn difficult classroom situations into empowerment, by successfully addressing diversity, lack of motivation and social and personal development drawbacks. It concentrated on improving teachers’ competences step-by-step and developing new strategies for classroom management, building relationships, social climate. The 1st EPAL of Sivitanidios Public School of Trades and Vocations submits this mobility project, having considered the following data: • Eurostat statistical data on early school leaving in Greece and the EU, • The objectives of Europe 2020 strategy in education, which aims at reducing early school leaving. Our mobility project aims to train teachers and tutors to reduce the causes of dropout. Specific objectives of the project focus on: • Enhancing the possibility of early diagnosis of the risk of early school leaving. • Skill improvement on managing learning difficulties and support students. • Creative implementation of the ICT use in teaching, tutoring and learning procedures. • Strengthening confidence in innovation The plan would involve eighteen (18) teachers from a diverse, educational background. These teachers have already acquired skills by participating in ICT trainings, workshops and activities on theoretical and practical fields. What we aspire to be given by this mobility project is to acquire the instruments through which we can implement our previous knowledge and experience. The anticipated impact is to ensure a smooth, functioning and social school, which will be able to intervene forcefully and reduce early school leaving. Furthermore, the project will enable Sivitanidios’ teachers to implement activities in the educational unit in an alternative and innovative mode. In that case the results of the mobility project would be more effective and could influence more individuals such as students, parents, etc. In the long term, the combined effect of the learned lessons, the results and findings, beyond the limits of Sivitanidios will give a wider community to benefit from a project that has received EU funding to promote efforts to achieving the objectives of the Erasmus +.
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