E book definitivo

EUROPE CHALLENGES FOR 2020
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Description of our Project
We are currently living in an era of accelerated change in Europe that concerns not only
technological developments, but also society on the whole. As a consequence, the skills and
competences needed for work and life in the 21st century are continuously evolving. In our
current society most of our students need to be equipped with useful skills in order to face
their professional future in their own or foreign country. Bridging the gap between their reality
and the current European vision will be essential in developing new skills for their competence
development and the planning of future competence requirements.
European policy is reacting towards these changes by the Europe 2020 strategy that brings
together the economic, social and environmental agendas of the EU in a more structured and
coherent way.
With EUtopia we aim to connect the objectives of Europe 2020 in education to focus on the
development of Key Competences for Lifelong Learning.
The main objective of our project is that our students work, understand and try to collaborate
in achieving the objectives of the European policies with a project through a comparison
between all partner countries, so this work could be reflected in the production of a
collaborative documentary expressing their views on the problems of European society. We will
create a methodology that will be implemented in activities designed on each of the topics of
EUtopia. One part will be e-learning (mail, e-twinning, web, skype, etc.) and the rest will be
done face-to-face at each of the meetings through workshops, seminars, roundtable
discussions or academic training. Its implementation will help to improve our basic
competencies: communication in the foreign languages, digital competence, learning to learn,
interpersonal, intercultural, social and civic competences, sense of initiative and
entrepreneurship and also cultural expression.
Students will try to define their own situation and look for solutions in their countries and
then put them together with other partners through transnational meetings. The challenge is
that they can think about themselves and learn from what happens in other countries with
regard to recognize the common elements and characteristics of the topics of the project.
Each country has a main topic and will be responsible for preparing the meeting in which we
will share the ideas of all members, show the work previously done by the participating
students and produce their part of the final documentary.
One of the key concepts of the project is that the students develop their own questions on the
topic. They have to plan, execute and evaluate their work themselves. This enables them to
take ownership of the research and learning process thus fostering their self-confidence.

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By working on the EUtopia project the students will become aware that they are not alone,
that they can count on someone in their school who can help them. And as they will discover
that their situation is similar to that in other countries, they will realize that problems that
affect their lives are quite common. Consequently, they may find out that other teenagers and
students of their same age have their same problems and how those problems have been
solved in other countries.

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December 2015
Italy
Fostering inclusion versus exclusion
February 2016
Poland
Transition between education and labor market
April 2016
Spain
Immigration
October 2016
Greece
Educative innovation by means of the information
and communication technologies (ICT)
April 2017
Latvia
“Healthy Behavior” influenced by environment and lifestyle
Turkey
Early School Dropout

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PRESENTATION
OF
SCHOOLS

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The High School called Maria Aurèlia Capmany is located in Cornellà, on the neighborhood of
SantIldefons.
Our high school has two building plus a sports
hall, a basketball and a football court. There are
a total of 499 students aged between eleven
and eighteen years old. We have also teachers
and staff. Inside the school, we have some labs,
a gym, a library, an auditorium and in the
outside we also have a vegetable patch.
We have 63% of the students from Europe, 14%
from America, 2% from Asia and 21% from
Africa.
The most important studies we offer is called
ESO (Secondary Compulsory Education). It
consists of four grades and affects students
from twelve to sixteen years old. In the latest
course, when the students are 16, they decide if
they are going to do a baccalaureate or
vocational studies. Doing baccalaureate is the
fastest way to go to the university, but not the
only one. We have five types of these studies:
• Scientific
• Technical
• Humanistic
• Social
• Artistic

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The LICEO STATALE "GUGLIELMO MARCONI" is located in Pescara Portanuova and it enrolls
students from all over the provinces of Pescara and Chieti. In all there are more than 1500
students from 14 to 19 years old, about 130 teachers and 30 other employees work there.
Our school is divided into three different departments (Academic High School courses):
1.- ”LICEO LINGUISTICO” (Linguistic Lyceum) is our
most crowded department: students have to study
at least three modern European languages
choosing between English, French, German,
Russian and Spanish, and classes also include a
joint native-speaker conversation teacher once a
week. Language stage courses, for one week, are
organized every year in the United Kingdom,
France, Germany, Ireland, Russia and Spain.
2.-”LICEO DELLE SCIENZE UMANE” (Human
Sciences Lyceum) enables our students to get
to know the main fields of inquiry of the
Human Sciences, focusing on the various places
where education takes place, the social
services, and the world of work. It also brings
them in contact with the main relational and
communicative methodologies.
3.-”LICEO DELLE SCIENZE UMANE”
(Economic/Social Option) specializes in subjects
like law, economics and two foreign languages, enabling student to gain a grounding in
contemporary social and economic issues.
4.-FACILITIES: Meeting Hall, Library, Laboratories (Language Lab, Chemistry Lab, Physics Lab,
Biology Lab, 2 Computer multimedia Labs), Video Projection room, Music room, Gym, Table tennis
area, 4 Classrooms with LIM boards, a Lift for disabled people. The entire school building is
covered by Wi-Fi.

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This Lyceum aims at fulfilling a role in the creation of a socially inclusive society. We want to
ensure an open-minded human and cultural European formation, both detailed and flexible, well-
balanced and effective through classical, modern and contemporary knowledge; to orientate our
skills to social requirements and
employment relationships in our
territory, in developing
networks with other schools,
with local authorities,
associations, universities and
the productive world to help
students in their future
searching to fulfill their hopes
for the future, to bring their
abilities to maturity, and accept
the challenge of team work,
leadership, reliability and other
responsibilities.
From the educational point of view,
it is necessary the elaboration of
good teaching approaches to fight
against social discrimination and
exclusion with the aim of
guaranteeing the access to education
to all the students and allowing them
to live with dignity and to participate
actively in society. Education is
neither the only cause of social
exclusion nor the unique solution to
the problem, but if we give support to
schools that welcome students from
difficult social or physical background,
and if we teach them innovatively, offer training to teachers, facilitate the cooperation with other
professionals and use appropriate resources, we can contribute to overcome social exclusion. We
also guarantee the necessary conditions for the students with special educational needs for their
successfully integration in the general system.

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Our students come mainly from the lower middle and middle social classes; some of them suffer
from personal difficulties and family or financial problems. There are some immigrant students,
some disabled ones, and some students with special educational needs. For all of them we try to
be an inclusive school, and we organize projects to reduce social and educational exclusion and
dropouts. For this reason, in the afternoon we organize many courses: courses in Arabic,
Portuguese, drama in Italian and in foreign languages, courses for Foreign Language Certification,
creative writing, and many others… In recent years we have been partners in a Comenius
European Project and an Erasmus Plus European project.

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1ST
VOCATIONAL SCHOOL OF KALAMARIA
(1ST
EPAL KALAMARIAS)
1ST EPAL of Kalamaria is a Vocational Senior
High School and is situated in Kalamaria, a suburb
on the east of Thessaloniki. Kalamaria is an urban
area near the sea, with a population of 110.000
people, 90% of which are refugees from the
former Minor Asia and Eastern Romylia. It is one
of the biggest Vocational Schools of Greece, that
is housed in a high quality bioclimatic building
which is prototype for school buildings across the
country.
Our school has 11 sections:
1. Mechanical,
2. Engineering,
3. Automotive Engineering,
4. Electrical,
5. Electronics,
6. Computer Science (Informatics),
7. Economy and Administration,
8. Tourism
9. Agriculture and Food,
10. Air Conditioning,
11. Plumbing and Heating.
Also there are a big office for meetings, a
theatre, two lifts, staff room, bar, parking,
many administrative offices. Our school
aims to provide students with all the
necessary skills to become competent and
competitive professionals and concerned
European citizens.
At the moment 1st EPAL of Kalamaria has
almost 100 teachers and 760 students aged
between 15 to 19 years old. It attracts
students from Kalamaria and the eastern
outskirts.
When they graduate, they acquire two diplomas: The first is a certificate of their special
Vocational knowledge and the Specialty they have attended. The second one has the same
value as that of the Senior High School and they have the same opportunities to enter the
University after National Examinations to study in higher education and become professionals.

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NITAURES SECONDARY SCHOOL
Nītaures Secondary school is an only secondary school
in Amatas region. It is situated in a beautiful countryside
80 km from the capital Riga. The nearest towns are Cesis
(45km) and Sigulda (35km).
In our school there are 90 students aged between 7
and 19 years old and 15 teachers. We have a kinder
garden with 33 pre-school children and their teachers.
We have five educational programs at school:
• Basic school educational program
• Secondary school educational program
• Special educational program for children with learning disabilities
• Special educational program for the mentally disabled children
• Pre-school educational program

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Słowacki Highschool No.7 in Warsaw
We are a 93-year-old general secondary school
preparing 16-19 year-old students for university
education. Currently there are over 560 students
and 50 teaching staff. We specialize in humanities
and media education, but we also have a profile
with extended teaching of biology and chemistry
and a “banking” profile with extended teaching of
entrepreneurship and geography. Our students
come from the area of the capital city of Poland –
Warsaw - and its suburbs, since we are centrally
located in Warsaw, in the district of Ochota, which is well linked to the rest of the city and its
suburbs by public transport. We are involved in the program run by one of the leading banks in
Poland providing opportunities of education to gifted but economically excluded students from
underprivileged small rural communities. They live in the school dormitory, which also provides
them with full board and sports and cultural programs.
Our students actively participate in extracurricular artistic, sports and charity activities that
broaden their intercultural competences and develop soft skills, as well as expand their
knowledge and the awareness of the current global and regional economic, political and social
issues. They eagerly take part in various competitions and school Olympiads both at the local
and national level.
In the growing competition on the market of educational institutions we are constantly trying
to improve the quality of teaching in our school and raise the level of skills and competences
which our graduates are equipped with. We achieve this aim not only in the classroom
environment but also through involvement in various projects outside the school.

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Orhan Dengiz Anadolu Lisesi
Orhan Dengiz Anadolu Lisesi, which is called
ODAL, was founded in 1984. Orhan Dengiz
was an Education ministry of Turkey Republic
in 1973-1974. The School is located in Usak
city in the Aegean Region. The population of
city center is 200.000.
Odal, which prepares students for
university, is a high school. The students
study three subjects such as languages,
science and social. ODAL’s aim is to educate
to be self-confident so we are trying to prepare our students to develop their proficiency in
science and social area. Also they have to study two languages being English the compulsory
one, and then the other one must be selected by our students. Nowadays, German and Arabic
are taught as second language.
At the moment, there are 850 students from 14 to 18 years old and 60 teachers. Their
education time is four years. The first two years, subjects are compulsory and common for all
students, and in the two remaining years, students choose their subjects. The school has got a
chemistry, a physics, a biology and an ICT lab, together with 36 classrooms equipped with smart
boards. Also there is a sports club which offers football, volleyball, basketball and badminton.
The club gives us the opportunity to develop their abilities. Moreover, there are different kinds
of social clubs like Science, Green Crescent, Europe, civil defense, and environment club. The
students work with social associations depending on their requests.
Some students come from socio-economic disadvantaged families, so some of them suffer
economic and particular problems. There are some immigrant students from Syrian and Iraqi
origin due to the civil war. For this reason, our school organizes projects to remove their
disadvantages.

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FOSTERING INCLUSION
VERSUS EXCLUSION

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FOSTERING INCLUSION VERSUS EXCLUSION IN SPAIN
What is social exclusion?
It is a social disadvantage and therefore means the relegation of somebody to the fringe
of society. Social exclusion is caused by whatever is understood as abnormal, for example,
having economic and/or family problems, or belonging to other religions or cultures. All these
influences / differences are accepted by society as the reasons behind social exclusion.
How do we avoid social exclusion?
In our center, Institut Maria Aurelia Capmany, we work to avoid social exclusion in different
manners and we also cooperate with public entities. We have established a system to reducing
this problem, too. What do we do?
ACADEMICALLY
Firstly, if the student has economic problems, we
offer him / her school material such as computers,
textbooks, etc. Secondly, if the student has
problems with the language because he/she comes
from a different country, we offer language classes
so that he / she can learn it and then be able to
communicate with the classmates, teachers, etc.
These classes are called aula d’acollida. And thirdly,
if our students’ marks are below to the ones they
should have due to their problems, we have projects to help them obtain the graduation
certificate. Said projects are called PIAP and Aula Oberta, and both consist in a special syllabus
oriented towards graduation. They are also offered the chance to work as interns in the school
or in enterprises and at the same time they benefit from help from social agents.
SOCIALLY
The coexistence commission formed by the head mistress,
studies director and the social integrator work together to
prevent students from not coming to class; one of the
strategies we use is constant contact with the family by
telephone every time they do not come to school. For 1st
and 2nd of ESO students (12-14 years old) we have the
coexistence card. It helps to promote the good behaviour
among the students. If they break any of the school rules, half or a full point are discounted

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from the card (initially they have 10). At the end of each term, all the students who have
managed to keep their card clean are given a reward, normally a free school trip. Another
strategy we use is Mediation. The mediators are teachers and older students. If two children
have a problem, the mediation team intervenes and helps them to solve the problem through
dialogue.
Free time activities to avoid social exclusion
After the school time we have several activities to try to prevent social exclusion. For example,
there are some free reinforcement classes in the high
school library; sport activities in the playground, mainly
feminine and masculine football teams. We consider that
sport is an important tool to minimize the time they
spend in the street and it helps us promote positive social
roles to avoid social exclusion. In fact, Barça's foundation
made a project with our students for a year and a half. It
consisted in working some values such as respect and
companionship through football.
And finally, other social entities in the neighborhood
offer free time activities to reach the maximum amount of students as possible. Those entities
are the esplai and the espaijove among others.

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FOSTERING INCLUSION VERSUS EXCLUSION IN ITALY
The first meeting for the EUtopia Erasmus+ project was held in Pescara, from the 14th to the 18th
of December. Thirty-one foreign students and thirty-one Italian ones worked on the topic “Foster
Inclusion Versus Exclusion”, assisted by eleven foreign teachers and headmasters together with
the Eutopian Italian team of teachers from the Liceo Marconi Pescara.
The first four days of the meeting were really intense: ice-breaking activities to get to know each
other, four workshops on different aspects of the topic, visits to the Town Hall, to the Province
Hall and to some other places of interest in Pescara, an excursion to the south of Abruzzo, and the
presentation of all the outcomes the students had prepared for this meeting: a powerpoint
presentation and a creative video on the mentioned topic, both of which were activities organized
for the meeting. But the best thing of all was the students from six countries working and studying
all together in cooperation.
Above all our students discovered that even if our origins, culture and way of life are different we
were able to live together, respecting each other, including in our lives the weakest or the
different, looking at the others as possible friends and not as enemies; only because we are
human.
This is our school link: http://www.liceomarconipescara.gov.it/
This is our Eutopia website: https://eutopiaitaly.wordpress.com/

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FOSTERING INCLUSION VERSUS EXCLUSION IN GREECE
Exclusion
Many of our students are of Albanian or Russian origin and some of them are Roma. However,
due to their great number, there is a big diversity among the pupils' socio-economic
background, family conditions and personal problems. 13% of the students are diagnosed with
dyslexia and other special educational needs. A small percentage of students come from
surrogate families and orphanages and a considerable number of students show challenging
behaviors towards their co students and teachers. Also there are students that choose
vocational education and in most of the cases, students make this choice because they feel
unable to pursue higher educational studies, due to the low school performance they
demonstrate.
How do we avoid social exclusion?
In our schools in Greece we are trying hard if not to avoid at least to reduce the problem of
exclusion, fostering inclusion. We should remember that inclusion works not only for people
with disabilities but is a remedy for every group of excluded people. Our vision is to enhance
the already established efforts where we provide to teachers support with training seminars to
inclusive and differentiated teaching.
There are also programs that provide education for international students. Moreover, Special
Education provides within general schools courses for integration which aims to educational
intervention, with personalized programs or grouped programs for pupils with special
educational needs.
Also they provide parallel support
which is one of the study possibilities of
students with disabilities or special
educational needs who are helped by a
special teacher with knowledge in
Special Education. The aim of the
parallel support is that the student
gradually become autonomous as a
presence in the ordinary classroom so
the presence of the special teacher is
less. For foreign students who are trying
to learn Greek language there are
schools that provide special linguistic
lessons. Finally, there are centers that
provide psychological support from experts to the parents, the students and the teachers.

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Especially in our school EPAL Kalamarias the problem of exclusion has as a result to encounter
great differences on the cognitive level of the students within our laboratories and a great
variety of educational needs to be met by our teachers. Also leads to a significant percentage of
early school dropouts each year. For these reasons our school organizes training for the
teachers to reduce social and education exclusion and early dropout very often in cooperation
with experts in Mental Health. We try to be next to the children who have problems and also to
their parents discussing any concerns. Parents get direct information regarding in the absence
of their children, in their delay at school in the morning, even in absence during daytime.
Furthermore, we have in our school a Social Grocery and we try to support students and their
families who have financial problems.
Free Time Activities
Our school each year participates in
several programs like European projects,
health projects, environmental projects,
career projects, innovation projects etc
which aims to give the opportunity to a big
amount of our students to deal with their
interests, to develop their personality, to
become creative, to communicate, to
cooperate and to feel confidence. They
work with their teachers after school
lessons.
Additionally, for students who like sports every year many of them involved in football and
basketball teams of our school and take part in races gaining high positions in the ranking.
Moreover, students can participate in school’s dance group and choir projecting our school in
various events.

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FOSTERING INCLUSION VERSUS EXCLUSION IN LATVIA
Exclusion
As we have so few students in the school, we
know each other very well like a big family.
Our students all come from the countryside
and many of them have economic and family
problems.
But they are not the only reasons to speak
about exclusion in our school. Every student is
a personality and then we sometimes face with
”I want to be a leader” problems or somebody
is different in his dressing code or has some
speech defect.
But in spite of these problems we know and try to deal with them.
Inclusion versus exclusion
Social
Our local municipality provides all students from 1st to 12th class with free warm, healthy
lunch. Students can also have cheap breakfast and tea time. The government pays for fresh
vegetables, fruits and milk to primary school children.
The local municipality gives a chance to attend a paid driving courses for secondary school
students to get a free driving license.
Since 2004 students have been offered a business education course „Be a leader!”, which is
taught by program of Latvian business manager academy program. Ending the course, students
receive certificates.
Students with good marks and good results in teaching olympiades receive a money prize at
the end of school year but students, who have improved their learning outcomes, receive
sweet thanksgiving (candies, chocolates etc.)
We all go on class excursions and field trips. We do not have to pay for a bus.
We have two libraries in the school and in our municipality house. There, students can get
free access to the internet.

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Free time activities
In our school we have a students’
president and a council which have
worked since 1997. It represents
interests of students, promotes the
social life in school, and supports
learning process. The school’s council is
working in different spheres like
education, career, health, culture, media
and sport.
Students’ council organizes different
interesting activities to let every student
take a part and feel important and
significant. One of the most famous is Autumn ball when every class has its own task to imitate
a famous rock or pop group.
After lessons students develop their personalities working in different hobby groups. There
are groups like art, improvisational theatre, first aid, sport, information technology, discussions
groups.
The most part of students dance in folk dances collective “Šurumburums” and sing in a vocal
troupe.
The four staffs of the dance collective, “Šurumburums” have taken part in last four Latvian
schools youth Song and dance festivals. It is a big reward for dancers because this festival takes
place in the capital Riga every five years.
Dancers have visited Poland, they have
performed in many Latvian towns and
neighboring parishes.
Many of students’ study in Nitaure music
and art school.
Many students are into sport. As we have no
our own sport hall, our students are taken to
neighboring sport hall every sport lesson. In
winter we have the ice rink in the center of
Nitaure and there are hockey matches every
weekend. In autumn and spring we do sport in
our school’s park. Students who wants to play volleyball or floorball or do karate go to trainings
to the nearest towns like Ligatne and Malpils (18 km).

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FOSTERING INCLUSION VERSUS EXCLUSION IN POLAND
Inclusion versus Exclusion in the Słowacki Highschool No.7 in Warsaw
Our topic of the meeting in Pescara was Inclusion versus Exclusion. We had talked about it
with both the students and the teachers in our school. There are different aspects of exclusion
in the modern world, but we focused on the problem in our school environment.
One of the teachers interviewed, Mr Marek Ciaś (History) quoted us a legal definition of the
most common type of the phenomenon:
“Social exclusion is the process in which individuals or entire communities of people are
systematically blocked from (or denied full access to) various rights, opportunities and resources
that are normally available to members of a different group, and which are fundamental to
social integration within that particular group (e.g. housing, employment, healthcare, civic
engagement, democratic participation, and due process).”
Another teacher, Ms. Teresa Sasin (Maths) compared exclusion to “taking numbers in
brackets and thus separating them from the other ones, which are considered to be of lesser
importance”.
Some students recalled cases of peer bullying in their
junior high schools, but they did not suffer from any form of
brutality or violence themselves. All agreed that such
behavior is unacceptable and must be eliminated from the
school community. They all admitted, however, that they
never experienced any form of discrimination or scorn in
our school. They feel comfortable and at ease here, being
accepted and respected by both other teenagers and
teachers. This friendly and tolerant atmosphere is
considered as one of the greatest assets of our school and an important factor attracting young
people to it.

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Who is responsible for maintaining inclusion practices and fighting any form of discrimination
in our school? Obviously, head teachers in every class, other teachers and staff, but mainly the
school counselors (our psychologist and pedagogue).
They prepare special workshops with various
exercises that help young people assume the open
and respectful attitude towards others. They invite
educators who lecture the school community about
signs of imminent conflicts and how to resolve them
in a peaceful way. They carefully observe the
students’ groups and the processes that occur in
them, taking prompt but at the same time delicate
action when they see something dangerous. Those
students who have problems of any kind or do not feel comfortable in their class or group can
always come to our counselors and talk to them.
We have a very active students’ voluntary movement. Our students participate in nationwide
voluntary campaigns and events, but also get involved in the work at school, such as helping
their peers with lessons so that no one falls behind.
Students who are economically less advantaged than others can obtain social benefits from
the local authorities if the school supports their applications. They can also get free lunches,
which are paid for from the funds collected by the Parents’ Board from all students. This is done
in such a discreet way that no one knows who benefits from that form of support. The Parents’
Board also partly reimburses the costs of some class outings and trips, so that everyone,
regardless of their financial status could participate in them.
For over ten years our school has also
participated in a project financed by one
of the leading banks in Poland, BGŻ BNP
Paribas, the aim of which is to enable
education in a renowned school in the capital city to bright but financially disadvantaged young
people from villages and small towns in different regions of Poland. Every year about 20 such
students are chosen and they learn in our school, have a full board in the school dormitory and
enjoy a unique opportunity to embark on a promising career path.
We have had a long tradition (since 1870s) proving
involvement of several generations of our school
teachers and students in educational activities and even
real fight in the times of war for equality and inclusion of
all people regardless of their ethnic, social or religious
background. We are all equal and deserve to be treated
fairly and with respect! So far this rule has worked in the
community of the Słowacki High school.

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FOSTERING INCLUSION VERSUS EXCLUSION IN TURKEY
The concept of social exclusion and origin
1-Material and spiritual deprivation of the people in a society inside are distanced from social
life, to protect the lives and rights of them as long as they are deprived of the institution and all
kinds of support social support social exclusion is called.
2-Unless a law state that protects the legal right of individuals, social policy and If labor force
participation is restricted, unless sheltering within the social welfare system, unless integration
the family and community systems, these individuals will experience the process of social
exclusion that is specified in this definition.
3-The concept of social exclusion, for the first time in 1960 in France has emerged and Rene
Lenoir was the first to use this analytical concept.
4-Forms of social exclusion of handicapped individuals in history
Exclusion experienced by individuals with disabilities goes back to ancient times. This situation
is more severe in the Middle Ages gained a dimension, in the stream of thought and in the
World of science are supported, has shown itself most clearly in Nazi Germany. (of people with
disabilities was seen as an object in the Nazi era. In the community mentally, morally or
physically all those who are not appropriate for participation was killed)
5-Disability stemmed from the moral collapse of the people in the devil, or
it was thought that this was an expression of immorality.
6-Eugenics, the Science of the understanding of a common culture which is accepted in
society is transforming the people and to ignore people with disabilities.
7-In later years, the most obvious example of disability discrimination in America physical they
were a state law that prohibits assisted people with disabilities to appear in public. In Chicago in
the 1960s That was to write in a plate: “The pleasure of the eye disrupts the sick, disabled,
crippled, or otherwise people with the disorder in the streets, we'll be able to navigate the
city's public areas can't expose himself to the public and are not allowed” (Kitchin, 1998:350).
Today, The Social Exclusion of Individuals with Physical Disabilities Formats
1. Physical Environmental Conditions
There is a factor that prevents the freedom of movement of disabled people in urban areas.
Damaged roads, junctions, high sidewalks, the ramp is Non-ladder, lower-upper passage ways
for various disabled groups has not been designed and constructed to meet the requirements
(The main obstacles are that put in front of chair. Who is quily life or my-Now patient 30 years
old)

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2. Employment
In the field of employment opportunities afforded to healthy individuals, the lack of
recognition of people with disabilities, discrimination and social exclusion towards disabled
people is indication.
(When I told about my illness, they thought that I couldn’t do and no one hire me - A retired
banker with MS-50 years old)
3. Education
The education system is not scheduled for people with disabilities, were ignored.
(Everyone in school was out. I used to sit alone in class during recess when I needed the toilet
my mom would come. 21-year-old orthopedic disabilities)
4. Rehabilitation
Vocational rehabilitation
Individuals with disabilities to be
employed and work appropriate gain
vocational skills in the work place and
includes the following process
Social rehabilitation
The destruction of prejudices and
negative attitudes against people with
disabilities in society, society includes
training.
Community rehabilitation
Aims to improve the rights with disabilities.
Medical rehabilitation
Maximize the functional efficiency of people with disabilities

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5. Health
Physical conditions, financial difficulties, personal assistance needs, access to health services
difficult negative consequences on the quality of life for people with disabilities it can cause.
Just Doctors and employees are not interested in the state because they look weird, so I'm not
going to the hospital” (at the age of 39 in a wheelchair).
From A Psychosocial Perspective, Individuals with Physical Disabilities Social
Forms of Exclusion
1. Media
A lack of disability as reflected in the media being the character of the person the primary
factor in defining it as shown.
2. Classic literature and terminology
Negative messages about people with disabilities, frequently fairytales and classic literature
seen. Messages different to the ugly, deformed being is bad, what is physically different
diverging in the form of bad roads were transferred. For example, Cinderella's step sisters
obese and unattractive, captain hook in Peter Pan's replacement, The Smurfs gargamel the
hook in his nose and the hunch back of Notre Dame The hunchback of Quasimodo
3. Community
Being disabled in an abled society, the general push of society to people outside not being
able to see the value it deserves
Barrier-free with disabilities in a community outside of the general community who see the
value you deserve and ma

27
FOSTERING INCLUSION VERSUS EXCLUSION
MEETING IN PESCARA ITALY
FINAL REPORT
After the meeting in Pescara and the confrontations between the representatives of the six
schools from Greece, Latvia , Poland, Spain, Turkey and Italy involved in the EUtopia project
whose topic was “inclusive education”, considering the workshops which involved all the
students, the teachers’ meetings and the students’ final works, we underline the following
point: the new social and educational policies have made significant progress in the
measurements of the ideas, actions and practices that characterize the new concept of
inclusion. The term inclusion, in fact, refers to the essential idea of planning a different school,
where a better quality education operates in order to remove any obstacle to learning allowing
participation to all those students suffering from temporary or permanent difficulties.
There has been a marked increase in the use of the phrases ‘inclusion’, ‘inclusive education’
and ‘inclusive schools’ in international literature, policy and rhetoric, as a matter of fact
‘inclusion’ has also become a subject of a debate at international level and the concept has
acquired what has been referred to as ‘jet lag’ (Slee, 2004). That is to say, the phrase has
become tired and confused and lost its clarity, meaning different things to different people.
Based on our work with schools, we would identify three different views of inclusion which are
commonly used:
1. A focus on disability and special educational needs
2. A focus on challenging behaviour
3. A focus on vulnerable groups
A focus on disability and special educational needs
Inclusion for many professionals is inextricably linked with special educational needs. The
term special educational needs reinforce a medical model of disability, where impairments,
difficulties, barriers to learning and participation are located within the child. However, this
view of inclusion does not equate with a social model of disability which argues that the
problems that children with disabilities experience in school are the result of inflexible policies
and practices. It is possible to view inclusion as being concerned with the rights of disabled
pupils to attend mainstream settings, but one of the main problems with this is that, for some,
linking inclusion and special needs will always tend to reinforce the view that there will be

28
some pupils who need specialist, segregated provision. Linking inclusion with special
educational needs prevents many schools thinking beyond ‘labels’ of difficulty and addressing
the barriers that they themselves may be creating to pupils’ learning through their practice.
A focus on challenging behaviour
For many teachers, the term ‘inclusion’ will often be associated with ‘exclusion’. This is a
frequent reaction in schools to any discussion about developing more inclusive practices in
schools. We feel that disciplinary exclusions reinforce a medical model of behaviour difficulties
in that they focus attention on the ‘behavioural’ difficulties of the child rather than examining
the school systems, culture and practices which may be inherently ‘exclusionary’.
A focus on vulnerable groups
The notion of inclusion as being concerned with vulnerable groups has become more common
internationally as we can see in our six countries: a number of specific groups of children have
been identified who are most likely to experience underachievement, or barriers to learning
and participation. Although there are certain disadvantages to the vulnerable groups approach
to inclusion, we believe it can support a rights-based examination of school culture, policy and
practice and is often a useful way of enabling teachers in schools to engage practically with
developing more inclusive practice.
Key principles in developing inclusive approaches within schools
Developing inclusive school cultures
Our experience as teachers indicates that there is often a serious gap between the inclusive
policies in the school, which may contain the ideas outlined above, and the actual practices
observed in classrooms and around the school. Because of this we believe that schools wishing
to develop inclusive practice need to focus not only on developing inclusive policies but also on
developing inclusive cultures. The development of policies, practice and school culture are
linked and depend upon the engagement of the whole school community.
Responding to pupil diversity
We should consider the curriculum, culture, policy and practice of the school community and
we should focus on school development initiatives which embrace pupil diversity. The
implication of this view is that inclusive schools are ones which focus on good quality teaching
and learning experiences for all pupils.

29
Evolving shared inclusive values
Sustainability and shared leadership depends partly on the nature of the staff group within
the school, their relationships with one another, their commitment to the inclusive values of
the school and the school’s shared. It also seems clear that there needs to be a high number of
teachers who are committed to these values, to maintaining good working relationships with
each other and the school community as a whole, through a systemic approach to school
difficulties such as the one proposed by the I.C.F. pattern.
The question was: What can “inclusion in action” look like within a school?
Our conclusions were:
• An inclusive culture which builds upon shared understanding of and commitment to
inclusive values and practices.
• An ethos which is built upon removing barriers to participation, access and
achievement for all pupils.
• School leaders have a strong commitment to inclusive values – and there is evidence
of distributed leadership across the school.
• All children enjoy school and the importance of this is valued by everyone.
• The curriculum has been designed to meet the needs of all.
• Diversity is recognized and celebrated.
• All staff are fully involved and work collaboratively together on meaningful whole-
school systems and processes.
• There is ongoing professional and reflective dialogue which focuses on problem solving
and developing creative approaches to curriculum innovation.
• The school prioritizes partnership working with parents and the local community.
• There is a creative and professional approach to working collaboratively with a wide
range of other professionals and agencies to support the needs of all pupils.

30
TRANSITION BETWEEN
EDUCATION AND LABOR
MARKET

31
TRANSITION BETWEEN EDUCATION AND LABOR MARKET IN SPAIN
The second meeting of project Eutopia was held in Warsaw last March. The topic we dealt with was
the transition from school to the labor market. In this meeting our students took part in different
workshops to learn how important education is for their access to the labor market.
Our team wanted to show how it is done both in Spain
and in Catalonia taking into account the economic crisis
we are suffering nowadays. To show it we prepared two
presentations in which we explained how the education
system works in Spain and also the state of economy and
the labor market.
Firstly, we shared our views on how our education
system works and what kind of jobs we have access to
when we are sixteen. Besides that, we also shared our view about the future.
In Spain, when we finish the compulsory primary
education, we start a compulsory secondary education,
its name is ESO. There are two types of ESO: ordinary
courses and adapted courses. The first course and the
second are the same for everyone but in the third and
fourth courses there are differences, they are more
practical. The adapted course is for teenagers that
don’t want study or who have difficulties with the
ordinary course, and with this course they can get the
qualification of ESO adapted. In fourth of ordinary
course we choose what branch of studies we want for our future.
Once this period is over, the non-compulsory education begins or you can start in a job.
The non-compulsory education is divided in two paths: baccalaureate, that are pre-university studies,
or the formative courses. In baccalaureate, there are two courses and different types of it: scientific,
technological, artistic, humanities and social sciences. To pass the baccalaureate in Catalonia we must
do a research project, if you don’t pass it you have to retake the second course. Finally, you can do the
university entrance exam to start the university.
The other studies are formative courses. There are two levels: First you can do a medium grade.
After it, if you want to start a high grade you must to do a bridge course. In these courses you learn the
profession that you want for example: mechanic, cook, nursing assistant, etc.
If you want to continue with your studies, you can go to the university. There
you can study the degree that you want. It takes a minimum of 4 years to obtain
a degree. After this you can specialize doing a master and if you want more you
can do a doctorate.

32
If after compulsory secondary education you don’t want to continue studying you can work, but it is
very difficult. In our country the business owners are looking for people with more studies than ESO. For
this reason, the teenagers that don’t want study can only work as: Shop assistant, summer jobs, waiter,
babysitter, revision tutor. But we recommend teenagers to study.
Finally, the vision about the future for our students
is that if they are creative they can make their
business and that it works.
All situations are difficult but with initiative you can
do it, because nothing is impossible if you want and
with sacrifice and persistence you will achieve all
your goals.
Our country is the second one with the highest percentage of young people who neither study nor
work.
One out of four boys and girls between 15 and 29 does nothing in life. Another surprising fact is that
nearly half of Spaniards between 25 and 64 years has not finished high school.
Ninis represent "a big problem for
Spain", a situation that could be remedied
by increasing their training is what has
influenced the economic crisis.
To continue studying compensates
firstly to have more chances of finding
work, secondly to earn more and thirdly,
to achieve a greater degree of satisfaction
in some social aspects.
Another problem that there is in the
Spanish educational system is that the
results obtained by those that study are
pretty mediocre.
In our presentation we have only talked
about ninis and displayed them as suspects
of the current bad economy.

33
TRANSITION BETWEEN EDUCATION AND LABOR MARKET IN ITALY
The second meeting of Eutopia project was held in Warsaw from the 29th of February to the
6th of March. The topic was the transition from school to the job market. Our nine students
were hosted in Polish Families and all were involved in workshops where they learnt how
important education is if they want to enter the labor market.
The Italian team reported about their
research concerning labor market in
Abruzzo, our region, and job training
experiences organize by our school. In
fact, the Liceo Marconi provides the
students with counseling about
employment, informs about job fairs
and co-operates with various institutions
offering internships during holiday.
Every year we hold Careers’ Days in our
school during which parents and school
graduates describe their careers and
share their experience and advice with
the students. They organize visits to
their institutions where our students can
see how they work there.
Our school, "G. Marconi", consists of three courses: Foreign Languages, Human Sciences,
Socio-Economic Sciences. Transition between school and work is realized through an
orienteering process, which takes place both during the school years and after the diploma.
Labor market in Abruzzo
Over the past decades the regional economy has developed
at such a rapid rate that Abruzzo has become the 'first' region
in economic terms of the 'Italian Mezzogiorno'. Abruzzo is
together with Puglia the most industrialized region in southern
Italy (the rates correspond to 31.4% and 26.4% of
employment, respectively). Abruzzo in fact enjoys
industrialization rates that are in line with the National rates
and above the EU average (28%).

34
In 2014 (T1) the regional unemployment rate was 13.8%, above the national average (12.6%).
The regional unemployment rate was severely affected by the global financial crisis started in
2008 and by the earthquake that hit the city of L’Aquila in 2009.
Manufacturing activities are concentrated in few sectors: the manufacture of textile products
(15% of employment in manufacturing), food products (10%), and basic metals and fabricated
metal products (13%). The share of employment in the manufacturing of textile products is
much higher than in the rest of the country (6%). The greatest geographical concentrations of
industrial enterprises is found in the province of Teramo, which enjoys one of the highest
industrialisation rates in the country. The creation in the region of two very important
motorways, Roma-Teramo (A24) and Roma-Pescara (A25), offered new opportunities for
investments in the area.
Law 107/2015
Students attending vocational schools are
required to do 400 job training hours during
the last three years, while students attending
other High Schools are required to do 200
hours.
This is the latest and most important law,
but in our school students have always been
helped in making their choices during the last
3 years through stages at firms, educational
and administrative institutions and voluntary
associations.
Our research about transition between
school and work is based on Alma diploma's
data , an association that makes national polls about school system and students' choices for
their further education.
The national educational system offers a wide
choice of curricula: from Psychology, Languages,
Arts to Science, Economy, Technology. There is
still a remarkable distinction according to the
gender: in fact girls usually prefer humanistic
subjects, while boys are more likely to choose
technological and vocational schools.

35
Some data about labour market after a survey
If students could go back
and change their choice, 46
out of 100 High School
students would go for a
different school path. This
shows the problem of
making the right choice
about High School at the
age of 14.
52 out of 100 High School
students attended a job
training experience
organised by the school and they were all satisfied by this experience.
35 out of 100 High School students made a studying experience abroad.
The majority of High School (Liceo) students getting a humanistic or a scientific diploma
attend University without doing a part time work. While there is also a minority of University
students who have part -time jobs such as baby-sitters, waiters and so on.
After the school diploma not
everybody chooses to attend a
University course.
Students that have just a high school
diploma are more likely to accept any
kind of job. After getting a University
degree, instead, they want a job
career related with their studies.

36
TRANSITION BETWEEN EDUCATION AND LABOR MARKET IN GREECE
Education and Labor Market
The study and career choice is a complex process in which skills, abilities and special talents
should be considered first and secondly knowledge of modern labor market and its prospects.
The challenge is always a very good level of education, but do not forget the preparation of
young people for a very difficult job market. Greece in recent years is experiencing a major
economic crisis that affects all areas of our lives, especially unemployment. The unemployment
rate almost reaches 26% when in Eurozone is 11% and in EU is 9.5%. Especially this rate for
young people is 48.3% when the same rate in Eurozone is 22.3% and in EU is 20.4% according to
Greek Statistical Authority (ELSTAT). Thus it is very important the educational system with the
analytical program to prepare students to hold all those necessary theoretical knowledges but
more practical in order to meet the requirements relating to the labor market.
Sectors in Greek economy where young people want to work and can find employment are:
• Entertainment like wine bars,
entertainment centers and cinemas
• Computers, communication companies
and technology
• Sellers
• Tourism
• Food and drink industry
• Education
• Restaurants and cafeterias like fast food
and delivery services
Although the financial crisis, people in
Greece buy computer and other
technology products, so young people can
easily find o job as technicians or sellers.
Computers, technology and informatics is
a new sector which is quite tempting to
young generation this is the reason why
more and more young people choose to
get technological education. Also many
young people work in clothing stores,
super and mini markets and other stores
as sellers. Moreover, in Greece of crisis
the main sector where young people can
find work is Tourism and Accommodation, especially in summer time, since this is the sector
which Greek economy is based on. Additionally, provision of services such as education,

37
entertainment and ready food industry can absorb a big deal of workers. Many young people
want to work in family businesses. But they don’t want to work as cleaners, or farmers or
builders because these professions are difficult, too tiring, and not profitable.
From the other hand employers look for workers with skills and a specialty (technicians), with
knowledge of a foreign language (English, Russian, etc.), computer expertise and good looking,
gentle and communicative. But also there is a general tendency of employers to look for
unskilled people because they pay them less than a well-qualified person. Despite this
tendency, knowledge of a foreign language and computer expertise are obligatory
qualifications.
We have done some research among seventy young people from our school, from the
neighboring schools, from families and friends and we have found out that68.6% are
unemployed, therefore the workers are only 31.4%. Also the unemployed girls are more than
the boys when the working girls are less than the boys. From the workers only 21.4% work on
the subject they trained. Finally, according to the plans of unemployed young people some of
them want to be trained in another specialty or to find a job in another objective, or to
emigrate abroad, when a great amount of them, almost 21%, they don’t have any plans.
How do schools prepare their students to the job market?
The school link with the labor market and the work experience of students are considered
prerequisites for the proper professional choice. That’s why in the first grade of the high
school’s curriculum in Greece, the lesson School Vocational Guidance is taught. This lesson aims
to increase the awareness of students in terms of their interests, abilities and talents, provide
them with information about occupational opportunities, prepare them for the transition
period between leaving school and vocational rehabilitation and achieve their harmonious
integration in the society.
Also in our school organizes “Career Days” in which professionals are invited to school,
presenting their work to the students and then answer their questions. The purpose of these
workshops is the linking with stakeholders, the local community and labor market services.
During such an event students have the opportunity to come into contact with primary sources
of information and to obtain their own personal opinion as regards conditions of work or study,
what skills are needed to perform a profession, what are the formal and substantive
qualifications that required for a job, what are the working conditions, how it affects the
occupation in everyday life.
Moreover, according to the general purpose which is the connection between school and
labor market there are more programs that our school participate. Within these programs,
students are actively involved in investigating the issues they choose by themselves, depending
on their personal development needs, career aspirations and local, social-economic conditions.

38
So they develop skills such as: co-communication, planning and program development, use of
modern technology and search of information. Additionally, they learn to set goals to
strengthen their self-confidence
and self-esteem and to prepare for
working life and citizenship.
Alongside these activities our
school implement the "Career
Education Programs”. These
programs focus on the Working
Environment, the Economic Activity
of the local community, labor
relations, job sectors, the European
Dimension of Education and
Employment, the development of life skills and skills necessary for career management, self-
awareness, critical thinking etc.
Also specialty courses in
Vocational High Schools like
EPAL Kalamarias, but not in
General High Schools have
several laboratory hours.
The conditions in the
laboratories simulate the
real market place and so
students are enabled to
develop necessary skills.
Teachers organize visits to
companies, organizations
and educational places where students come in contact with their future work environment.
From this school year on, an apprenticeship year is established. There students will work in
companies and organizations four days a week and the last day they will attend school lessons.
In that way, workplaces will serve as places not only of providing experience, but also of
bringing innovation and growth to the learning process. It’s obvious that students that graduate
from Vocational High School have more practical knowledge from other students that graduate
from General High School in which they get more theoretical knowledge.
In our country will have to make several more effort to ensure that our graduates are
prepared for the labor market. More programs or “Career Offices”, or internships in our public
schools that provide to young people and adults specialized and general skills that employers
seek, facilitating in this way the transition from school to work should be the best choice.

39
TRANSITION BETWEEN EDUCATION AND LABOR MARKET IN LATVIA
Latvia is a small country with only 2 million people and the unemployment rate is 9,1precent.
• In 2015 there were 32,5% employed young people
• There were registered 7602 unemployed young people
In Latvia there are 34 higher education institutions and every
year 29,000 students start studying in these institutions.
The biggest, most famous and most popular higher
education institutions are Latvian University, Latvian
University of Agriculture, Rigas Technical University, Riga
Stradins University, Art Academy of Latvia, Latvian
Academy of Sports Education, and others. In these
institutions students can study medicine, biology,
chemistry, physics and mathematics, computer science,
architecture and design.
In Latvia there are five most popular professions among
young people
• Journalists
• Lawyers
• Economists
• Public relation specialists
• Advertising specialists
And the most requested professions among young people are
• IT specialists
• Architects
• Specialists of medicine
• Engineers
• Logistic specialists

40
Education and the labor market in Nitaures Secondary school
There are some facilities in our school like:
• Business education course “Be leader!”, which is tought by
program of Latvian business manager academy programme.
The secondary school students acquire their business
etiquette, basics of business, commercial studies.
• The local municipality provides students to get a free
driving licence
• Every year our student visits the big exhibition SCHOOL where students are introduced
with studies in Latvia and abroad.
• Project week at Nitaures Secondary school ‘’Education
of career’’. There students were introduced with
different professions like a fireman, a sportsman, a
tourism guide, a wet, a historian, an electrician, a shop
assistant, a farmer, a chef, a soldier, a librarian, the
chairman of the local municipality.
• Our students regularly take part in Latvian Shadow day
where students choose a famous person or a person in
which job they are interested in and during the day they
are following these people to see what and how they
are working.

41
We are proud about our school graduates who are very famous in Latvia
• The 8th president of Latvia- Andris Bērziņš
• Scientist of physics- Ilze Aulika. She works in Italy.
• Brothers Lauris, Oskars and Ritvars Prikuļi.

42
TRANSITION BETWEEN EDUCATION AND LABOR MARKET IN POLAND
The second mobility of Erasmus+ project EUtopia took place in Warsaw in the Juliusz Słowacki
High School No.7.
The main topic of the Polish meeting was „Transition between School and Labor Market”.
Students from the participant countries – Italy, Spain, Poland, Turkey, Greece and Latvia - had a
lot of workshops connected with economics and development of soft skills, for example, how to
write your Europass documents properly or how to present yourself successfully at your first
job interview and thus increase your chances of recruitment.
Each school made a multimedia presentation and a short video about the labor market or the
education system in their country. There are a few similar conclusions.
Where is it the easiest to find a job?
Comparing labor markets in Europe, there are three countries - Belgium, Germany and Great
Britain - to be considered the friendliest to the job seekers.
What are the most popular courses to study and which are the most career
promising?
Students keenly choose computer science,
law and management studies because they
offer high chances of employment, good
salaries as well as relatively solid job security.

43
Which studies are unprofitable?
A lot of teens choose humanities. Unfortunately,
these are the most unprofitable faculties. Psychology,
philosophy, sociology and journalism and political
sciences are also unviable. So in classes conducted in
Warsaw EUtopians discussed their visions of
professional careers and priorities at a workplace. The
most important seems to be maintenance of work-life
balance and satisfaction with what you do on a daily
basis.
Students worked on building team spirit and solving problems in an international
environment. To help achieve that they started with ice-breaking games and a crash course of
the Polish language, then continued through dancing classes, decision-making exercises, city
games and finally ended up on educational visits to the Copernicus Science Centre, National
Museum and Polish Parliament. They had a lot of fun but the best moments were of course free
time activities in the evenings uncontrolled by the teachers. After the farewell party everybody
looks forward to the next meeting in Barcelona.

44
TRANSITION BETWEEN EDUCATION AND LABOR MARKET IN TURKEY
➢ One of the difficulties that many people have when
entering the market of productive power is the problem of
employment. About 30% of the young population,
between the ages of 15 and 24 can be employed now
➢ Better employment aims for
the future require education
reforms which provide the
young with the necessary
qualifications so that they
can have better jobs after
graduation
➢ Both the problems about
the transition period and
more permanent lack of skill
are among the employment difficulties which the crowded young population of Turkey
face.
➢ In fact, young people who took part in the assessments of participant market of
productive power expressed the two problems equally.
➢ 44% of the participants’ state that the most important problem they have in the
process of transition from school
to work is that they don’t have
employment or enough
knowledge about their jobs.
➢ 43% of them mention in adequate
school preparation. Some policies
can be implemented to solve
these problems. Opportunities for
the young can be increased in
order to invest in people and the
possibilities of making choices among these opportunities can also be increased.

45
➢ Policies aiming giving a second chance to them
against the bad results at first may be a good
example to overcome difficulties
➢ There are inequalities to access university education
in Turkey. The young coming from wealthy families
are luckier than those who come from poor families.

46
TRANSITION BETWEEN EDUCATION AND LABOR MARKET
MEETING IN WARSAW POLAND
FINAL REPORT
During the meeting in Poland we talked about labor market in the
participant countries, employability of young people, and how schools
prepare students to the transition from education to work.
Currently the situation on the labor market in Poland is not bad, with the
unemployment rate around 10% and falling.
Unemployment rate: March 2016
However, the employability of young people is not so good – in 2014 only every third young
man was professionally active, while the activity of people aged 25-34 was 86.1% and the rate
of youth unemployment reached 22.0%, but it is also declining, because the data for March
2016 show a fall to 19.50%

47
The Ministry of Education in Poland requires from all secondary schools, not only vocational
ones, to run careers counseling and to hold classes preparing students to active job seeking and
successful functioning on the job market. This subject matter is included in the national
curriculum and the syllabus of the subject Introduction to Economics. The topics covered are
e.g. verbal and non-verbal communication, a job interview, personality types and labor market,
‘recipes’ for a rewarding career, time management, setting short-term and long-term goals,
drawing up business plans, changing a career path, upgrading skills and qualifications, job
seeking methods, etc.
Apart from these lessons our students can always consult the school psychologist and
pedagogue who also provide career advice. They invite specialists to give lectures helping
young people decide which type of career is best for them or learn about their predispositions

48
to particular jobs or academic education. Every year they hold an event called Career Pre-
Orientation Days. It is directed at the second and third class students (17 and 18-year-olds). It
includes workshops, lectures, meetings with famous graduates (celebrities!) or students’
parents who share their experience and give useful tips or simply inform the students about
characteristics, requirements, perks and challenges connected with particular professions and
jobs.
Some teachers organize summer apprenticeships in some banks or financial institutions. They
are especially meant for students from the Economy and Banking class, because they already
possess some theoretical knowledge necessary to work there. These forms of employment and
trainings are rewarded but our students are also involved in a wide range of voluntary
campaigns and actions in which they get some work experience and soft skills which are so
sought after by modern employers.
People can look for job offers in Employment Agencies and at Job Fairs held by them and the
so-called industrial clusters or universities.

49
IMMIGRATION

50
IMMIGRATION IN SPAIN
The third meeting of our project Eutopia took place from the 11th to the 15th of April in the city
of Cornellà de Llobregat, Spain. In this meeting, the topic we had to work on was the immigration
problem and how it is handled in the educational centers participating in the project.
Italian, Latvian, Greek, Turkish and Polish students were hosted with families of students from
our high school, and throughout the week, they have participated in activities designed to talk
about immigration in Europe. They have worked in several workshops and attended two
conferences. The first conference was given by Roland Fosso (author of “Migrants in search of a
dream”) and the second one was held by Azahara Haughey from the NGO Ayuda en Acción.
The participating students, taking advantage of the cultural diversity which their different origins
provide, analyzed the developments that Europe must undergo related to immigration.
Our team wanted to share with the rest of the group how immigration is dealt with in the
Spanish educational system, so they took as example our school. The Maria Aurèlia Capmany high
school has a high rate of immigrants of different nationalities, as well as Spanish, Moroccan,
Pakistani South American... In fact, almost half of the students are from foreign origin.

51
There are many families in which only the father or the mother comes to find work. Sometime
later the family is reunited. In the case of Spanish-speaking immigrants usually the mother comes
first, and as for the rest of nationalities it is the father who comes.
In Spain, even if the newcomers stay is short, they have the obligation to be schooled.
Students who have been less than two years in Catalonia, according to the course that
corresponds to them by age, but they have a different schedule;
-1st and 2nd –we have a specific class (reception room) in which the students do adaptation
activities.
-3rd and 4th –they are in a class together with the other
groups, although they have 9 h in Catalan, which replace
the hours of Catalan, Spanish and English. That varies
when the student speaks Romance languages; in that
case, they do special Catalan classes
-Batx - in the Catalan class they have an individualized
plan and make the examination of selectivity of this
language.
Parents go to Department of the town hall to inscribe
the children to a school or Institute given by the City
Council. This requires the registration document and the
NIE of the applicants. Normally, the class that is assigned
depends on the age of the person, not their level.
There are a lot of foreign people that come to Spain
because of different causes, and they stay here because of the treatment we give them and their
implication

52
IMMIGRATION IN ITALY
The third meeting of Eutopia project was held
in Barcelona in April 2016 and the topic was
the immigration problem and how it is dealt
with by the educational centers which take
part in the project. Our nine students were
hosted in Spanish families and they were all
involved in activities aimed at talking about
immigration in Europe. All the teams shared
the results of their work about immigration in
Greece, Italy, Latvia, Poland, Spain and Turkey,
each one reporting about how the immigration problem is faced in their educational center.
As to Pescara we stated that even if we do not have
a large number of migrating students, the Liceo
Statale "G. Marconi " (like the “bridge on the sea”
that links the two parts of Pescara), aims to
strengthen the culture of inclusion to respond
effectively to the needs of each pupil, continuously
or for specific periods, above all students who have
special educational needs like migrants. To help
them to integrate we organize extracurricular
“Italian for foreign language speakers” courses and
“Certification for Italian as a Foreign Language”
(C.I.L.S.) with specialized teachers in this sector. Foreign students are often involved in many
projects to make them feel included in school life.
To reach this purpose, we try to:

53
• create a welcoming environment;
• promote inclusive political cultures through closer collaboration among all the
members of the educational community;
• support learning through a review of the curriculum by developing the educational
attention throughout the school;
• promote the active participation of all students in the learning process;
• focus the work on the class pupil function;
• promote the acquisition of collaborative skills.
One of our main objectives is to reduce barriers to learning and social participation through
the use of facilitators and analysis of contextual factors, both environmental, cultural, personal,
linguistic.
By inclusion we mean:
• pupils with linguistic and/or cultural disadvantage;
• pupils with social and/or economic disadvantage;
• disability (in accordance with Law 104/92, Law 517/77);
• Specific developmental disorders (Law 170/2010, Law 53/2003);
A special educational need is a difficulty that is evident in children in the educational areas of
and manifests itself in a difficult moment for the subject, in terms of Bullying os of social
stigma; It requires an individualized education plan. The Ministerial Directive of 27 December
2012 recalls that "every student, continuously either for certain periods, can manifest Special
Educational Needs or for physical reasons, biological, physiological or even psychological, social
reasons, against which it is necessary that schools offer an adequate and personalized
response" .
For each subject, we try to build a didactic path aimed at:
• Respond to the individual needs
• Monitor the growth of the person and the success of actions
• Monitor the entire path
• Promote the success of the person respecting of their individuality-identity.

54
Some information on migration in Italy and in Abruzzo.
Until the late 80's there were more Italians who went abroad than foreigners who came to
Italy. But over the last 20 years the foreign population has increased a lot: currently legal
immigrants are 3.891.295, which is equivalent to 6,5 % of the national population.
ABRUZZO has a long history of emigration, in fact since the last two decades of the nineteenth
century it is recorded a relatively high rate of emigration. In the first 15 years of the 1900 the
people who left this region were about 470.000, and they moved especially to: United States,
Venezuela, Brazil and France.
Recently Abruzzo has become a land of migration: in the course of the 80's it has begun to
receive the first foreign migrants, mostly North Africans. Today Abruzzo has become a pole of
attraction for foreign migrants thanks to the discrete job opportunities and to the integration
possibilities that our region offers.

55
IMMIGRATION IN GREECE
History of Refugees in Kalamaria
The history book of Greece has opened again in the chapter Refugees. And we talk about
history book, because Greece has lived again moments of massive migration, when Greek
population had to be moved from Asia Minor. In 1922 thousands of people were forced to
leave their homes during the exchange of population the period of the Asia Minor Catastrophe.
They tried to live their home in any way and a lot of them found a place to live in Kalamaria a
place nearby the sea. One of the most serious problem was the accommodation because they
had to live in tends, in the mud and with a lot of mosquitoes all around. Another problem was
their feeding. There were organizations who helped these people to start their new life as well
as people who showed their solidarity in these difficult times of refugees’ life.
This time Greece is the host country for refugee people for one more time. And that shows us
that finally history repeats itself.
In 2015 thousands of people are forced to live
their home because of the war. Refugees in any
way left their home and come to Greek islands
like Lesvos and Chios. For one more time
accommodation and feeding is one of the biggest
problems. Many organizations and volunteers
from Greece, Spain, Germany, Canada and other
countries come mostly to our islands to help
these people. Also all Greek people despite of
their bad financial situation are very sensitive,
they understand the drama of the refugees and they try to help them in any way they can.
Immigrants in our Country, City, School
Refugees are those who are forced to leave their
country because their government is unable or does
not intend to protect people from violations of human
rights, because of threatening of their physical
integrity. On the other hand, immigrants are those
who voluntarily leave their country for economic,
educational, cultural reasons. There is no threat of
their physical integrity and no violation of their human
rights. In Greece there are 2.500.000 legal and illegal
immigrants from different nationalities and most of them

56
are men. Also most of them are from Albania almost 43,5% of foreign population and from
Russia almost 33% of foreign population. 25% of whole immigrants live in Thessaloniki and
most of them are from Albania almost 50% and from Georgia almost 21%. In our municipality
there are immigrants from the same countries too. Finally, 10% of whole population of EPAL
Kalamarias are immigrants from Albania and Georgia.
Social Structures
In Greece refugees and immigrants are
temporarily being hosted in hostels. There
may be is just a room or a whole building
which is specially configured for that
purpose. Usually several people may be
sleeping in one room, but often there are
private rooms. The Social Support services
are designed to improve the quality of life of
individuals and to ensure personal, family
and social welfare. Social Support provides
bank collection of clothes, essential items,
toys and school supplies for children, medical supplies, packed food, toiletries, etc. But also
provides free meals, laundries, bathrooms and volunteers to get involved with the children in
activities. Most of them find work as general workers, workers in constructions, agricultural
workers, cleaners.
Some organizations that provide social support in Greece are:
• The Social Support Network for Refugees and Immigrants
• International Organization for Migration
• European Asylum Support Office
• Legal Service
• Medecins Sans Frontieres
• Red Cross
• Program “Praksis” etc
Moreover, in Greece there are Intercultural Schools
that focus to inclusion and smooth integration of
immigrant students in our country. After school
students attend additional classes for learning the
Greek language. These schools also focus on the four
basic principles of interculturalism, which are
simultaneously intercultural education’s objectives.

57
These are:
• Form positive perceptions of the differences between cultures
• Solidarity
• Respect of other cultures
• Foster peace
Our research
We did a research among thirty-one
(31) people who are students from our
school and members of their families
where 87,1% are from Albania and 6,5%
are from Georgia. Most of them are
men and their age was between 18-20.
The great amount of them have more
than 10 years in Greece and 50% of
them came in Greece for financial
reasons. Almost 70% from these
immigrants came in our country with
their family and their final destination
was Greece. The rest of them whose final destination wasn’t our country they finally choose to
live there. The most important problem was that they didn’t know the language and so they
couldn’t communicate, when 19% of them experienced the racism. But the relations with their
compatriots, friends and relatives help them in the early years as well as Greek people and now
a great amount of them almost 84% have Greek friends. Also it’s not very obvious if the society
has included them even though 55% answered yes in that question. For those people that are
employed, almost 67% found work in private sector and only 16% in public sector. Finally,
about their future plans most of them answered that they want to study in Higher Education. A
lot of them want to move to another country for educational reasons and some of them want
to find a job in our wherever they can.
As we can see migration is an integral part of Hellenic history. So, we are very sensitive when
it comes to people that for some reason have to leave their homes and come to Greece. This
multiculturalism is something that we try to integrate and we do our best to be, after all, a
welcome hosting country.

58
IMMIGRATION IN LATVIA
Before starting to talk about immigration and emigration in Latvia, we have to look back to
Latvian history.
We have to say that Latvia has never been the one nation state. Since 12th century the
foreign power has come in Latvian territory and preaching religion exposes people:
• In 13th century there came German,
• In 16th century Polish and Lithuanian,
• In 17th century Swedish
• In 18th century Latvian territory was added to Russian Empire.
Why was Latvia such a desirable state? Because its favorable geographic position:
• The river Daugava- contact with Russia and an important trade route.
• The Baltic sea-the window to Europa. It never freezes in winter.
In the 1st World war Russian Empire broke down and in 1918 Latvia got its independence and
kept the independent state status until 1940.
On June 16th, 1940 Latvia was
occupied by Soviet Army and on the
5th August. Latvian SSR was
incorporated into the USSR as one
of the Soviet republics.
In the spring of 1941 the Soviet
central government began planning
the mass deportation of anti-Soviet
elements from the occupied Baltic
states.
During the night of 13th to14th June 1941 15,424 inhabitants of Latvia were deported to
camps and special settlements, mostly in Siberia:
• 40% of the deportees died in the deportation.
• 700 people were shot without a serious reason.

59
On 26th March 1949 there was the second deportation and again 42,150 people were sent to
Siberia - 12% of them died there. In World War II 150,000 Latvians emigrated to Europe, USA,
Australia, Sweden, Germany.
On the 4th May in 1990 Latvia regained its independence.
Now in Latvia there live 1,986,100 people:
➢ 61,1% Latvians
➢ 25,8% Russians
➢ 3,4% Belarussians
➢ 2,1% Poles, etc.
In 2014 there was a summary about immigrants in Latvia. There live 23,857 other
nationalities, but 48,724 people have permanent license for living here.
In Latvia now there are 55 immigrants, they live in
Mucenieki near to capital city. They came from Ukraine,
Syria and Afghanistan.
Because of the global financial crisis in 2008-2009 there
was started a major economic and political crisis in Latvia.
Because of this crisis a lot of Latvians emigrated to other
countries.
How many Latvians and where they live nowadays?

61
IMMIGRATION IN POLAND
Immigration and Emigration
The third meeting of EUtopians was devoted to the current
issue of migration. It is hotly debated all over the European
Union. During the visit to the Polish Parliament in March we
saw that it was also the topic of discussions at one of the
parliamentary commissions entitled “How to cope with the
influx of refugees and migrants?”.
In Poland emigration is more developed than immigration.
Every year the number of Poles living abroad increases.
Nowadays nearly 2.4 million of our compatriots live in other
countries.
Poles mostly emigrated between 2004 and 2009 – it was related to the Polish entry to the
European Union, and people could easily travel abroad and find legal employment. The lowest
emigration was in 1975. Between 1984-1989 there was an increase in emigration in connection
with the martial law that had been imposed on the Polish society by the communist regime in
1981. Those who could, escaped from Poland and sought political asylum in the West. Many
settled down in Germany, Canada, Australia and the Republic of South Africa and formed a
Polish diaspora there.
Now people mostly emigrate to UK,
Germany, USA, Canada, Ireland and Holland
because of economic reasons. Those countries
offer many job opportunities and much higher
wages than in Poland, so those who are
entrepreneurial enough seize their chances.
They form Polish communities with their own shops and restaurants, clubs and newspapers,
published both in a traditional printed way and online.
Most immigrants coming to Poland are from Ukraine
(31%), Russia and Vietnam (11%). Smaller numbers also
come to Poland from other countries, for example, China,
India, Turkey or Armenia.
In the years 1966-1990 the volume of immigration was
low, because in Poland the political and economic situation
caused by communism was bad - there were no jobs for
foreigners, people lived poorly. So, when the situation in

62
Poland improved, people from other parts of the world saw their chances here. During the war
in Chechnya we received many Chechen refugees. The highest volume of immigration was in
2010. Over the period 2007-2010 there was a severe economic crisis in the world, but Poland
wasn't hit so hard and Polish people didn't feel the effects of recession, so foreigners wanted to
come to Poland to improve their economic condition.
Emigration from Poland was not always voluntary. In the 19th c. Poland was partitioned among
3 occupants – Russia, Prussia and Austria. In 1830 there broke out the November Uprising
against Russians. Polish people fought for independence and against constrictions of the Polish
rights. Unfortunately, the uprising fell and Polish insurgents were punished. Their property was
confiscated and they were forced to move to
Siberia and work there in forced labor camps.
This situation repeated after the January
Uprising, in 1863. Next deportations occurred
during the Second World War. Part of Poland’s
territory was occupied by the Soviet Union and
also the Polish culture and language were
destroyed. The USSR led their russification policy.
Polish people were deported again, to Siberia or
Kazakhstan. These exiles ended when Stalin died.
In 1956 repatriation started, and about 30
thousand Polish people came back from Siberia.
“March to Siberia” by Artur Grottger
Those who looked for a new life in the Western
hemisphere were forced out of their homeland by
poverty and lack of prospects. The history of Poles in
the United States dates back to the American Colonial
area. Poles have lived in the United States for over 400
years—since 1608. There are 10 million Americans of
Polish descent in the U.S. today, making it the largest
diaspora of Poles in the world. The Polish today are
well assimilated into American society. They mainly live in Chicago, Denver, Los Angeles, New
York City and Seattle.
After Poland joined the European Union in May 2004, Ireland was one of
just three existing EU members to
open its borders and welcome Polish
workers. Ireland quickly became a
key destination for Poles wishing to
work outside their country.
Nowadays there are about 120
thousands of Poles living in Ireland.
They mainly live in Dublin, Cork,

63
Limerick and Galway. Many people from Poland also settled in the UK after World War II. After
this, most Polish migrants arrived in the UK after the 2004 enlargement of the European Union.
Poles are the second-largest overseas-born community in the UK. The Polish language is the
second most spoken language in England and the third most spoken language in the UK after
English and Welsh.
In each of these countries, Poles set up Polish
neighbourhoods, opened shops with Polish traditional food
and set up Polish schools. Despite living in other countries,
most of Polish people remember about their homeland and
the Polish Ministry of Foreign Affairs and the Polish Senate
maintain special departments and commissions to uphold the
ties with Polish expats. Polish national TV broadcasts
programmes on the satellite channel TVP Polonia.
Polish President Andrzej Duda with the Poles in Romania.

64
IMMIGRATION IN TURKEY
The problem of refuges as Turkey’s current subject
The first regulation about the legal status of refugees is 1951 Geneva Contract. In this contract
‘Every person who is out of his/her country or isn’t under the protection of his/her country
because he/she is right fully afraid that he/she is going to face in justice because of his/her
race, nationality, religion, political opinions, membership of a group; or if he/she doesn’t have a
nationality and who is out of the host country where he/she is before and cannot return or
doesn’t want to return there is a refugee. ’The definition of refugee in Turkish legal system is a
little different from that in the UN. There is also a concept of asylum seeker in Turkish legal
system that is different from 1967 protocol. According to the laws, a refugee is ‘A foreigner who
is out of his/her country because of the events in Europe or cannot benefit from the protection
of this country or doesn’t want to benefit because he/she is rightfully afraid that he/she is going
to face prosecution because of his/her race, nationality, religion, political opinions or
membership of a group; or if he/she doesn’t have a nationality or who is out of the host
country where he/she is before or cannot return or doesn’t want to return because of fear.
Those who seek asylum in Turkey apply to the governorship of the city they come to in order to
have the status of refugee and this application is decided by the ministry of domestic affairs.
What we understand from the definitions
above is that refugees are those who come
from Europe and have the criteria of refugee
and asylum seekers are those who come from
Asia and Africa and have the criteria of refugee.
To sum up, a refugee expresses a foreigner
whose status is approved legally where as an
asylum seeker expresses a person whose status
is being examined and fort his reason provided
with a temporary protection. The asylum
seeker is allowed to live in the country until the examination finishes and can benefit from
social aids in the minimum level.
The development of refugee rushes in the world
The most important reason of the refugee rushes is internal conflicts and oppressive regimes.
These regimes are very influential before the second world war and in the 1970s. For example,
the influential regime was fascism in Germany and Italy in Europe before the second world war
and this is one of the most basic reasons that started the war. In addition to this, the
dominance of communism in China and Cuba, Franco regime in Spain and the revolution of

65
Islam in Iran caused a large number of people to leave their countries. After communism in
China between 1966-1969 2.245.000 people, when Castro took Office in Cuba 580.000 people,
with Soviet occupation and communist regime in Eastern Bloc countries in the Balkans 270.000
people had to leave their countries. Every social and political rebellion has caused a refugee
rush. Because after every rebellion, whether it is successful or not, there are winning and losing
sides. When one of these sides takes office or has the power, it regards the other side as an
enemy and does wrong things to it. Unsuccessful revolution attempts also cause refugee rushes
as well as the successful ones. The tory revolution attempt in the USA caused a refugee rush
like French and Russian revolutions.
Refugees generally choose geographically close
countries for themselves. For example, the
immigration takes place from some African
countries to the other African countries or from a
country from Asia to another one in Asia.
According to a research made by American
Refugees Committee in 1999, 11 million of 13.5
million refugees preferred to go to developing
African, Asian and Middle Eastern countries while
2.5 million people preferred developed countries.
It is interesting that the development level of target countries comes after its being
geographically close.

66
IMMIGRATION
MEETING IN BARCELONA SPAIN
FINAL REPORT
The third Erasmus+ EUtopia meeting took place from the 11th to the 15th of April. This time,
the hosting high school was Institut Maria Aurèlia Capmany in Cornellà de Llobregat. That
meeting was oriented to debate, reflect and work on the topic of immigration in Europe.
EUtopia started its path last December 2015 in Pescara (Italy) in the Liceo Marconi. There we
dealt with the topic of social inclusion; and in February 2016 in Warsaw we worked on the topic
of the transition between school and the labour market
In this third meeting, 70 students and 15 teachers belonging to our project partners spent five
days talking and explaining about how immigration is dealt with in each of the schools, and how
we can deal with the educational challenges that arise due to immigration. Our students come
from countries (Spain, Italy, Greece, Turkey, Poland and Latvia) where immigration is
experienced in very different ways. That difference is precisely what we consider as enriching
for our common project; so we try to encourage our students to share those different views by
using cooperative work the different perspectives, methodologies and points of view.
The meeting started the 11th of April at nine o’clock. The hosting high school headmistress,
Gemma Coll, said a few welcoming words to the students and teachers gathered, afterwards
the general project coordinator also gave a welcoming speech. To lighten the mood, we
enjoyed some performances by students of the high school. Those performances reflected the
different multicultural origins of the MAC students’ (60% of the students have non-Spanish
origin).
After that, some ice-breaking activities were carried out so that the students could have an
initial contact. The students had to learn about the stereotypes, the typical dishes, languages
etc. of each of the partners’ nationalities
Two of the morning schedules were dedicating on presenting the projects on immigration that
the students had prepared. Those projects consisted in presentations and videos dealing with
how immigration is experienced in each of the countries, the living conditions of said
immigrants, the requirements necessary to be integrated in society, and other issues related to
that current topic.
We must not forget the effort that the EUtopia team is making to spread the Project and
make it accessible to as many people as possible. On that account, we visited the town hall of
Cornellà and we sent out several reviews to local media, and we even did a radio interview for a
local radio station.

67
During these meeting, we have also attended the conference held by Roland Fosso, a
Cameroonian author who offers his tale of immigration in his book The Last Frontier. There he
explains everything that he experienced in his two-year-journey as an illegal immigrant, an
adventure full of danger, loss, pain and above all vital learning.
We also had the privilege of attending a conference on International cooperation and
programs by the Irish representative of the NGO Action Aid, Azahara Haughey. She helped us to
learn what this association is doing on behalf of refugees
Apart from working, we also had time during the meeting for funny moments to get to know
each other and enjoy the city of Barcelona. Our students participated in a treasure hunt in the
Gothic neighbourhood of Barcelona and also visited the Sagrada Familia temple with a guided
tour.
The meeting ended with a farewell party where all participants were handed a participation
diploma for taking part in this stage on immigration.
The experience has been very satisfactory for everyone: families, students, teachers and all
the school staff of the Institut Maria Aurèlia Capmany; so much so, that we are looking forward
to participating in the next meeting which will take place in October 2016.

68
EDUCATIVE INNOVATION BY
MEANS OF THE INFORMATION
AND COMMUNICATION
TECHNOLOGIES (ICT)

69
EDUCATIVE INNOVATION BY MEANS OF THE INFORMATION
AND COMMUNICATION TECHNOLOGIES (ICT)
IN SPAIN
What is ICT?
ICT is an acronym that means information and communication technology.
That is the technology used in education and also, the technological apps that help us to get
information and communicate to improve our educational system.
Why do we use ICT in education?
Using the ICT implies taking advantage of this technology to improve the quality of education,
for example: the use of internet and networking.
Especially they are used to help the student to understand in an easier and more direct way
the school’s subjects.
Next, we will show you an example of ICT that a Spanish language teacher from our high
school made last course. The name of the teacher is Jose Luis Gonzalez.
https://www.youtube.com/user/Olahjl2
He offers a new system that turns his classes into something innovative and fun thanks to the
new software apps. The concept of his new methodology is:
The Flipped Classroom
The flipped classroom is a pedagogic model that relocates the learning job outside the
classroom and uses the class time, together with the teacher’s experience, to facilitate and
boost other acquisition processes and practice the learned skills inside the classroom.
However, “flipping” a lesson takes more than editing and distributing a video as it implies an
increase of the compromise and implication of the students in the course content and the
enhancement of their conceptual comprehension.
When teachers design, and publish an "online" lesson, class time is released to facilitate
student active participation through questions, debates and applied activities that encourage
exploration, articulation and the implementation of ideas.
For this purpose, the following applications are used:

70
playposit is used to edit videos and insert photos, etc.
Once the video is uploaded, the teacher shares the link and uses a
program to insert interactive questions on it.
eduCanon is an interactive program where the teacher can create
activities that the students can repeat as many times as they want. The
teacher only marks the first result of the activity.
Edmodo is a free technological, social and educational
platform that allows the teacher-student communication in a
private and closed environment. Each student has a username
and can have access to the link that the teacher has uploaded via eduCanon. Once registered
and logged in Edmodo, the students have access to all the apps the teacher has included, for
example YouTube videos, etc.
Kahoot is an online program to do exams and tests with the
computer or the mobile phone. It provides 4 options in 4
different colours (one per possible answer). the teacher can
include the questions from the videos, the exams etc.

71
Mindomo is used to create mind maps. The teacher provides
the input (lesson or material needed for the mind map) and
the students create their own mind map with these app.
Camtasia is a program used to record videos with a multiscreen,
that means that students can see at the same time the teacher
and the PowerPoint or Word captures that go with the teacher’s
explanation.

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