Bridges I Passerelles

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Country/partner countries
France, Nord-Pas-de-Calais
Lille – Villeneuve d’Ascq
Secondary School Boris Vian Lille & Secondary School Simone de Beauvoir Villeneuve d’Ascq

Project lead partner/organization and contact person (e-mail, links) project website
Projet funded by European Social Fund (ESF)
GIP-FCIP – Rectorat de Lille – CASNAV

Responsibles CASNAV :
Chantal Casterman, academic consultant CASNAV
Marie-thé Delabre, academic consultant CASNAV

Project information – start and end date (if available)
September 2012 - December 2014 : " Bridges " an include path to college for allophone students , newly arrived and who haven't been at school very often in their home countries.
Pending acceptance : September 2015 - December 2017 , continuing the project with newly arrived allophone students previously and little or no prior schooling , as part of a wider project against school dropout, " Perseval " ( Perseverance school of the Academy of Lille ), again funded by the ESF.

Summary (goals and purposes of the project)
Project description "Bridges"

This project aimed to provide a real schooling for pupils newly arrived in France, secondary school age, who have not learned to read and write in their native language, and having a primary school level maths.
The management of these students, with little or no prior schooling is organized in a UPE2A docking device (teaching unit for allophone students newly arrived in France) for two years, where we work reading / writing, mathematics bases and learning French; the very low level of the students involved in the project and their lack of knowledge as students do not allow them to follow satisfactorily subjects taught in secondary schools, even after two years of support. However, learning to read, write and do math in UPE2A group does not in itself constitute a satisfactory schooling; these young people need to be truly integrated in a school career, and with other students of their age.
The project aims to give specific meaning to the career of each student, allowing on the first hand, true inclusion in regular classes as well as a participation in secondary school activities.
The actions were undertaken:
1. An individualized approach to learn: the student is actor of his / her learning
• Give meaning to learning by setting up an autonomous work and a project read / write for everyone.

2. An accompaniment to the academic and social integration
• Open to students from other disciplines, to give meaning to read / write and make the regular class in a common workspace.
• Accompany students towards activities with other young people of their age
• Accompany older towards a professional career
• Mobilize families on the school project; work on attendance

3. The mobilization of teams
• Raise awareness and professionalize the team at the reception and integration of these groups.
• Develop reflection on the brakes and levers of inclusion in regular classes.
• Adapt class sequences to allow joint work.

Results of the project
1. Each student received a comprehensive monitoring to enable him / her to become schoolboy/girl
- Initial assessment of their skills and develop strengths and interests of the student
- Individual project, and personalized attention inside and outside the secondary school.
- Monitoring of attendance
- Individual monitoring of young people during their third internship and orientation

2. Families have been mobilized around the school project.
Dialogue and trust were established between parents and the school. This extremely precarious work with families takes time, but it is proving that it is essential for students to get involved in the school.

3. The educational background of the student is done with other students: the sense of inclusion, where we develop different skills with others.

4. Teams have started to become more professional in hospitality and inclusion of these students in their school

Two groups of 15-20 allophone students, newly arrived in France, no or little schooling in their country of origin: they are youngsters, not having learned to read and write in their own language original, and with a primary school level of math.
The migrant Roma community was particularly concerned.

Who will benefit from this project (target group)
Two groups of 15-20 allophone students , newly arrived in France , no or little schooling in their country of origin, secondary school age. Each student received a comprehensive monitoring to enable it to become schoolboy.

The migrant Roma community was particularly concerned.

Sources of funding
Cofunded by ESF and Natioanl education Institution