Projet EOS, pour une approche systémique de la prévention du décrochage scolaire.

During another KA2 project carried out between 2017 and 2021, 'Preventing illiteracy through innovative tools', which was awarded the 'good practice' label, we observed that the implementation of ...

We wanted to rethink the procedures and professional gestures of the adults in the educational community in order to increase pupils' motivation and their desire to come to school, and more generally to improve the school climate. This involved : 1. Create a culture of empathy, with the aim of encouraging and implementing practices that promote dialogue and empathy at school. 2. Develop cooperative teaching scenarios based on respectful communication to strengthen pupils' CPS. 3. Combating pupil absenteeism by rethinking existing bodies and protocols, with the aim of achieving a better structure with partners from associations and local authorities. 4. Increase parents' involvement in the educational process and school life through collaborative activities and initiatives that strengthen the link between home and school. 5. Improve the well-being of students and staff by building trusting relationships and increasing satisfaction with the school environment. 6. Evaluating and adapting the various deliverables co-constructed as part of the project to continue improving practices within the School.

The Transnational Mobilities (TPM) were intended to provide a framework for the implementation of the project, as we had undertaken to do in our application. The learning mobilities enabled the participants to be trained in the various deliverables of the project so that, on their return to their own countries, they could experiment with these deliverables in the pilot classes identified prior to the project. Once the deliverables had been tested, they were amended as necessary during the working group regulation meetings in order to formalise a stable version of the deliverables for use in training on a wider scale. An action research approach was agreed with Omar Zanna's university laboratory, which was responsible for carrying out assessments in the pilot classes in order to evaluate changes in the empathic skills of the pupils who tested the deliverables. A project website provided free access to the EOS deliverables at the same time as we publicised the progress of the work on social networks. Dissemination seminars presented the EOS work to a wide audience and paved the way for the project's sustainability.

Educational scenarios have been developed based on the research of Professor Omar Zanna of the University of Le Mans: the EOS JIGSAW, the table set, the blind trio, the debate at the edge and the visit to the museum Educational scenarios - ERASMUS - EOS (erasmus-eos.eu) They have been supplemented by educational scenarios for classroom life, such as the communication circle Empathetic communication & cooperation - ERASMUS - EOS (erasmus-eos.eu) In addition, a transnational toolbox on coeducation has been formalised With parents - ERASMUS - EOS (erasmus-eos.eu) The personalised school retention plan (PPAS), which is based on collaboration with parents, has been published. Italy's experience as an NGO in working with schools has enabled us to think about the type of activities for school drop-outs PPAS - ERASMUS - EOS (erasmus-eos.eu) Finally, we have developed open badges linked to the skills acquired. The EOS multiplier events have raised awareness of these tools and are helping to ensure that these practices are implemented sustainably and effectively in school centres.