H2020Индивидуална стипендия2017–2019

RE-mapping · Tackling early school leaving and low school performance through working with students’ representational spaces. The case of 15 years old students in France, Italy and Greece.

„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“

Период: 2017-09-01 → 2019-08-31
Финансиране от ЕС: 180 277 €
Участници: 1
Схема: MSCA-IF-EF-CAR

Линиите свързват координатора с партньорите.

Накратко на български

Причините за ниските училищни резултати и отпадането на 15-годишни ученици във Франция, Италия и Гърция се анализират чрез техните представителни пространства. Разбирането на тези процеси помага за подобряване на заетостта, производителността и капацитета за развитие на икономиката на знанието.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

Tackling early school leaving and low school performance through working with students’ representational spaces. The case of 15 years old students in France, Italy and Greece.

The Re-mapping project addressed two long-standing difficulties of the European Education Policy Space. First, the long-standing difficulty of education policy convergence in the EU, and second the difficulties that both policy makers and educational practitioners encounter in effectively tackling school dropout and low educational performance in the context of the European Union (EU), established reference points in the 2001 Lisbon agenda. The above difficulties are of outmost importance as educational underperformance, due to any of the above three reasons, is directly associated with a country’s employability levels, limitations in productivity, innovation capacity, and with its overall ability to build and participate in a knowledge‐based economy. Given the above difficulties, the overall objective of the Re-mapping project was to conceptualize the above difficulties under a new perspective and to create new metrics and additional languages to the accountability and performativity paradigm that have prevailed the last two decades in education. Through its two transversal pillars, the Re-mapping project aimed to render visible the invisible dynamics that: a) take place during the convergence process at the education policy level, and b) those that prevent students from reaching their full potential.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

The project explores the question of early school leaving and low performance two of the five EU headlines for education in the Horizon 2020 agenda, addressing the wider societal challenge of employment and social inclusion of young people. The project argues that the theorization of “context” in current state of the art cannot capture the new emerging dynamics caused by globalization and multiple migrations and seeks to establish that students’ “representational spaces” operationalized through their imagined geographies operate as an unidentified and powerful hidden curriculum affecting their educational trajectories and career choices. Towards this purpose, a three step field research will be conducted in three EU countries (France, Italy, Greece). First, the representational spaces of 150 15 years old students, of both urban and rural areas, will be explored through questionnaires and visual methodologies. Second, a discourse analysis of the national education policy documents will be conducted to investigate the responsiveness of national policies to the change of scale (EU, global). Third, focus groups and interviews will be conducted in order to investigate if changing students’ representational spaces, involves changes in their attitudes towards school and learning. Correlations will be explored and cross-group comparisons will be made to transcend the existing categorization of the state of the art. These objectives will contribute to the better understanding of students’ educational and life paths under the lens of the current sociopolitical and economic dynamics. The project is anchored on a well structured training scheme and on a strategic communication, dissemination and public engagement plan permitting the maximization of project’s impact.The project deepens the problem of marginalization of young people, sheds light on unidentified ontologies lying in the shadows of the existing conceptual categories and proposes a new language for school pedagogy.

Оригинален текст от CORDIS (на английски).

Участници

UNIVERSITA DEGLI STUDI DI PADOVA · PadovaКоординаторИталия