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Educational success does not only depend on academic performance, but on the definition of a life project within the framework of values ​​and competences


What is the project “Orientation to the institute. Tutoring, support and continuity of studies?

Our proposal describes the orientation process to the Secondary Education stage (ESO and Baccalaureate) at the El Castillo Institute, in Esparreguera. We understand orientation as a quality factor at the service of educational success, based on personal accompaniment and attention to the students in their schooling process. We assume that educational success does not only lie in academic performance, but in defining a life project within the framework of values ​​and competencies that allow a good adaptation to future social and professional environments. This process is of the utmost importance in a context such as the current one, where the difficulties of the moment are an obstacle to the subjective construction of young people, as well as their social and professional projection. The close context of our institute, as we will show later, presents a set of conditions that require special attention to the most vulnerable group of students, that is, those who, due to various conditions, are at risk of dropping out of training and therefore of future exclusion.

The general objective of our proposal is to promote the continuity of studies for all students, especially those at risk of dropping out.

Within the project there is a section dedicated to attention to diversity. What is the objective of the actions in favor of inclusion that are carried out at the institute?

The work throughout the ESO of projects adapted to the most vulnerable students, on the one hand, enables access to skills and continuity of studies and, on the other, creates the necessary personal accompaniment and monitoring conditions for students at risk . This work model is especially necessary in the conditions of the current era, where an intervention is needed from educational institutions to promote inclusion and equity.

The Institute’s Guidance Department leads different projects aimed at students at risk of exclusion, based on Individualized Plans. In all these proposals, the insertion into the community, the accompaniment of the students to form an accurate image of their possibilities, the training of teachers, work with the family and with the network of different environmental agencies (Mental Health , Social services). This dynamic has been present in our center for many years and enables the accreditation and subsequent insertion of the most vulnerable students.

What are the main challenges that you have had to face since the beginning of the project?

There have been several circumstances that have worsened coinciding with the economic crisis: the rate of students with special educational needs (SEN), which has been increasing significantly, as well as school drop-outs due to increased difficulties in education. students and families. Both constitute serious risk factors in the current socio-economic situation. The fact that the educational offer of the population does not contemplate Vocational Training Cycles in any of its Institutes also means that, in the last courses, students who have not obtained a place in FP or who have problems to travel are enrolled in the Baccalaureate. a fact that increases the dropout from the Baccalaureate and makes the accompaniment and guidance of these students essential.

It is necessary to emphasize that in our time and current environment the involvement of families has declined, situations of inequality and exclusion have increased, and opportunities for young people are increasingly scarce. Thus, orientation in ESO, understood in a broad sense, therefore involves working throughout the stage for the future social and work adaptation of students based on their needs and interests and, especially, at the time of decision-making when finish the ESO and Baccalaureate stages.

For our population, this process has become progressively more difficult due to the economic crisis, the disappearance of companies and training activities, the non-existence of PCPIs or CFGM, and the communication difficulties of the population with the environment.

How do you get the entire educational community involved in an orientation project? What role do families have in the process?

One of the principles of the organization of the center is co-responsibility. The Management Team manages its proposals from the Coordination team, made up of the Coordinators of each level of ESO and the Baccalaureate; the proposals are worked on to the Teaching Teams and then a return is made. This process guarantees the good dissemination of the information and the management of the contributions. At the same time, committees work on specific aspects, with the aim of encouraging the involvement of the different teams. It is extremely important to collect initiatives to be able to make accurate decisions. This dynamic guarantees the extensive participation of the teaching staff in the responsibilities of tutoring and attention to the diversity of the students.

The co-tutoring system and project work in small groups also aims to share educational actions with the family and give support to parents in the educational process of their children. This type of intervention, especially with students and families with more problems, has helped to improve the adaptation and learning of these students, while it has been possible to establish educational agreements to address difficult situations. The mutual trust between the family and the institute has greatly improved the center’s climate.

What actions do you have planned after winning the 1st Educaweb Prize for Academic and Professional Guidance in the institutional category 2013?

This award is a great satisfaction for us, since it has been the recognition of teamwork carried out over many years, and under conditions that have not always been favorable. For us, the dissemination of our project in Educaweb is an element that encourages us to continue the work in the line that we have started, and we hope that it will help other institutions from different fields to incorporate some of the work strategies that have worked in our Institute.

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