intellectual output 3 is the creation of key inclusive application in the light of Need/situation Analysis Report (O1)this output is international-based for a European level application for the school that have immigrant students. However international it is , while applying regionally , it may be adapted to local / regional challenges.
output is not limited to partners schools it will also serve as OPR (open educational resource) and a network for all schools involving youths with migrant background. it will also be shared as online tool that can be developed ,shared by teachers /educators /schools.
*Mentorship (with Special Language support)
important part in project STEMS is the creation of a supporting network that offer role models for the participating . These mentors coach and guide students in the process of integration at schoool and community .
Setting up such a supporting network and match immigrant students with a mentor is a powerful customized service, and requires guidelines.
Mentoring is a well-known tool in the world. A broad variaty of schools, organizations and businesses apply it for their clients. The way project STEMS aims at applying the tool of mentoring is unique: based on the specific topic of social inclusion/integration of students with migrant background, and based on the unicity and authenticity in people. The matches are therefore customized and powerful in effect.
Special Language Support ,according to their needs / features/levels and based on cultural figures will be within the scope of mentorship.
FAU creates the methodology giving the detailed description of following topics.
*How to recruit mentors from
-university associations (especially , with immigrant university students
-Associations Supporting social inclusion of Migrants
-Social Enterprises / İmmigrants Family Associations in the region;
– Foreign language Departments
*How to make the right match
– Mentorship in STEMS is customised to immigrant students .therefore making the right match requires “mentor recrutiment tools “ , On the way to developing a mentoring network around young people, Schools need a communication and recruitment strategy towards associations /social enterprises etc.
* How to embed Special language support in the mentorship method .
-Most distinctive feature of this mentorship is special language support embedded in method. Migrant Students Wherever They live get language support but this mostly isn’t enough for their integration. What they need additionally is customized support according to their age/level/need/skills. Mentors will be the ones who try to give this support. so there will be “placement and need language test“ developed by university partners . they will be applied to students and mentors ,according to results ,will be given content .They will adopt non-formal methods while giving language support.
O3 / A2
* PILOT SESSION ; the pilots are executed in all partner countries so that the developing product takes the cultural aspects through Europe into account.In each country, a mentor network of at least 20 people is created for the matches.
* Evaluation/ ; Schools report the process , get feedback from Students /Mentors/ Parents.
PARENT INVOLVEMENT / 2nd part of the SIP ;
In this part of the programme we aim to create “Quality Standards for Parental Involvement in Schools. Outout 1 (Report ) will bear a torch to this creation , best practises/applications.
These standards will lead us create an international -based framework ,then each pilot schools adapt/apply it
This standart will also serve as a compass for the cooperation in the partnership between schools and parents
A/Culture of Welcome and Meeting :
A1: An inviting and friendly atmosphere
A2: The school community is inclusive and characterised by mutual respect.
B/Diverse and Respectful Communication
B1: School, parents and parental representatives regularly exchange informations also when
there is no special occasion or need for that.
B2: School and parents use a diverse range of communication means and forms.
C/Cooperation for Education
C1: Parents can contribute to the school life and the teaching in diverse ways
C2: Parents accompany their children in the learning process and they express their interest
in the school experiences of their child.
D/ Participation of Parents :
D1: Parents are sufficiently informed about their rights and possibilities to participate.
D2: Parents from all social backgrounds and groups participate adequately in the decisionmaking and school development processes, and they are respresented in the parental boards of the school according to their demographic weight.
* All Secondary Schools ,using these standarts , put this into practise with activities, then present /evaluate and report it. This is both testing and testing of standarts of parent involvement.