Events

Diversity, equity, equality, non discrimination are among the features that democratic societies should seek to attain in order to honour their “social contract” commitments towards their citizens. These should also be priorities for applicants wishing to benefit from the Erasmus+ programme and it is true that they are often quoted as such in KA2 applications. Still, from identifying the less advantaged with a view to preparing a robust application up to project implementation level, when social groups most in need might prove difficult to reach and persuade, let alone to involve, the route to inclusion needs to be adequately supported to yield fruit.

School is the first place where inequality might occur as a result of gender, disability, educational difficulties, economic disadvantage or different ethnic or migrant backgrounds; at the same time, for some children it may be the only tool that can prevent school dropout and marginalization.

In Greece the Role Models initiative was undertaken by the Erasmus+ National Agency merely because of the potential it holds in terms of social inclusion, namely the prevention of Early School Leaving.

The NA designed and applied intervention actions on a solid scientific background that were much appreciated by schools and their communities and provided useful, tangible results on the essence of social inclusion. An additional component of the pilot programme was implemented in the Higher Education sector. Psychology students received intensive training in order to participate in peer counseling activities with 1st year university students at risk of drop out.

This thematic monitoring seminar aspires to bring the dialogue and practices on social inclusion, one step further by facilitating the exchange of views among those who have strived to identify and address the causes that (may) lead specific target groups to be excluded from the potential that the 21^st century Europe can offer to its citizens. Particular emphasis will be given to good practice examples preventing and/or tackling drop out in the School, VET and HE sectors.

Participants will also be encouraged to contemplate the why (and possibly the “why not”) and the how of inclusion and enrich the notion of inclusiveness with their contributions.

·         To share practices and provide monitoring on ongoing projects focusing on Early School Leaving and University dropout as social inclusion impediments

·         Increase awareness of Early School Leaving and University dropout as distinct social exclusion patterns

·          Highlight and maximise the potential of the Role Models initiative for preventing exclusion and exchange good practice examples among NAs

·         Contribute to the discussion on the inclusion component  of the new programme

·         Identify potential synergies between the SE, VET, HE sectors that could lead to new cooperation schemes in favour of inclusion

·         Participate in a friendly and fruitful exchange of views, experiences, expectations on the above topics