partners
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6th Primary School of Egaleo, Athens Greece
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Maastricht Graduate School of Governance, Netherlands
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GO! Basisschool Schaarbeek Hendrik Conscience, Brussels Belgium
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Istituto Comprensivo Statale "Gianni Rodari", Palagiano Italy
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Associação Jardim Escola João de Deus, Leiria Portugal
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Maristes Sants Les Corts Fundació Champagnat, Barcelona Spain
6th Primary School of Egaleo
The 6th Primary School of Egaleo is located in an area to the west of Athens.
Our school consists of 12 classes and has 234 registered students aged from 6 to12 years old, 10% of whom come from foreign countries (Albania, Iraq, Romania, Egypt and Pakistan). Among the students there are 20 with learning disabilities, and 3 diagnosed with autism. For educational support these students attend an integration class with a specialized trainer, and there is additionally one teacher for simultaneous support of the students with autism, inside their class. There are 14 teachers (13 teachers and the headmistress) who hold a permanent position in the school. Also, there are 11 teachers of different specialties (English-German-French, Physical Education, ICT, Music, Art, Theater), three of whom hold a permanent position. All the teachers will participate in the project group, according to their specialties.
In addition to the 12 classrooms of the primary basic courses, the school has a music room, a computer lab, a science lab, a conference hall, a class for pupils with learning difficulties, a library, and a kitchen. All rooms are equipped with a computer, projectors and interactive whiteboards, and teachers use ICT tools in everyday teaching.
Maastricht Graduate School of Governance
The Maastricht University’s Graduate School of Governance is a higher-education institute leading the way for operational, policy-relevant studies and evaluations. MGSoG also provides multi-disciplinary top-academic training in the heart of Europe. Our mission is to train specialists who combine a high level of academic scholarship with leadership, in order to strengthen democratic governance in domestic and international organisations. The Maastricht Graduate School of Governance prepares professionals and researchers for policy analysis, risk assessment, policy design, policy monitoring, policy evaluation and methods and techniques of policy research. To achieve this, it builds on the academic resources of the different faculties at Maastricht University as well as those of several foreign partners. In January 2011, the School became part of the United Nations University, strengthening further its international training and research network while building on the expertise of UNU-MERIT. While the Maastricht Graduate School of Governance is a Public Policy School more generally, Migration Studies and issues of migration have become one of our core research and teaching programs. A core thematic cluster within MGSoG/UNU-MERIT is the Migration Group. Our team of around 30 experts has been working for a number of years on research, evaluations and trainings and education on a range of migration-related issues.
GO! Basisschool Schaarbeek Hendrik Conscience
GO! BS Hendrik Conscience is a primary school based in Schaarbeek in the north of Brussels. 90% from our pupils are coming from the direct neighbourhood of the school. The rest of the 10% comes from other parts of the city.
This school year we count 286 pupils coming from 29 different nationalities from 2,5 years till 12/13 years old. We count 15 classes, 16 class teachers, 1 gym teacher, 4 special need teachers, 1 special need coordinator, 4 religious teachers & 1 headmaster.
37% of our children are Muslim, 18% Christen, 3% Protestants and 42% is non-religious.
12% of our children lives in a social economic low status. We’re a Dutch school but not all our students speaks Dutch at home. 11% speaks only Dutch at home, 23% lives in a mixed Dutch/French family, 41% speaks only French and 25% speaks yet another language (Turkish, English, Spanish, German...) Because of the language and culture barrier it’s a continues challenge for us to provide qualitative education , also the communication with parents demands special and often creative skills.
Our slogan is "a curious look at the future". We attempt our students to stimulate, evolve and always be open to change and innovate. The curiosity of our slogan refers to the stimulus that we try to give our pupils to continue lifelong learning and the motivation to learn from each other. We have seven values at school: “intellectual curiosity, emotion, fairness, equivalence, openness, independency, empowerment”. Those values are a constant priority for pupils and teachers and needs to be all the time respected and implemented in the way we work.
Istituto Comprensivo Statale "Gianni Rodari"
The Comprehensive School "Gianni Rodari" was established in the school year 2012-2013. It includes 14 classes in the pre-primary level, 20 primary school classes and 11 classes in the secondary level (1st grade). It is a big school that includes 954 students and 104 teachers. It has two computer, one linguistic, two science and two music labs, two gyms, one library and a canteen.
It mainly consists of students who live in more remote and marginal areas of the country, characterized from high population density, "extended" families and, sometimes, promiscuity. There are widespread social disadvantage issues and social-cultural deprivation that occur with lack of motivation to study or the activities that require personal commitment. In the area there are almost no places well equipped socio-cultural aggregation, where to cultivate the active participation and develop a critical and divergent thinking, ready to overcome difficulties.
This socio-economic context is, in recent years, even more uneven, because of the economic crisis. The percentage of students without Italian citizenship is minimal; however is present, a significant number of pupils from deprived family backgrounds or followed by Social Services and Juvenile Court.
The I.C. "G. Rodari" includes 25 foreign pupils aged between 6 and 15 years, 2 of which unaccompanied and hosted in the Community, some of them adopted by Italian families. The students come from African countries. Most of them have difficulties in using the Italian language with consequent difficulties in learning and social inclusion.
Our school belongs to a network of schools in Portugal. Our Kindergarten Joao de Deus has developed a comprehensive program of pre-school activities, which have played a major role in combating illiteracy, thereby greatly enhancing the educational prospects among the lower socio-economic classes in which they operate. This year we are celebrating 81 years. We continue to be a school of affection and respect in Leiria and Portugal.
We have 204 pupils, aged 6 to 10 years, and 17 teachers in our primary school; we also have 180 children, aged 3 to 5 years, and 8 teachers in the kindergarten. Most of our pupils come from traditional two-parent families, but there is a significant number who come from one-parent families and some who live with relatives because their parents have left for work in other countries. For the first time we have a refugee student and his family in the community. Something recent with a tendency to increase. An innovation of new pedagogical practices will be extremely positive.
At a time when migration is part and parcel of the whole European community, the multicultural project is not only beneficial, but also necessary.
Maristes Sants Les Corts Fundació Champagnat
Our school is a religious school located in Sants, a neighborhood in the southern part of Barcelona, Catalonia, Spain. The government subsidizes part of the staff but families also pay a fee to cover what is not subsidized by the government. The school is divided into two buildings. One building includes the kindergarten and the primary school, and the other building covers the secondary school, which is 10 minutes far from the primary school.
In the primary school there are about 850 students from 3 to 12 years old, about 50 teachers and about 30 other workers, secretary, helpers and assistants.
Our school basically seeks to promote a community of inclusion that respects the dignity of the individual in the areas of age, gender, religion, ability, race, ethnicity, culture... Through our learning, training and teaching activities, we help students to form their consciences by emphasizing the dignity and integrity of the individual. That is why all members of our community are responsible for promoting an understanding of and a respect for diversity.
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