07.06.2021
Follow-up of Orienta4YEL actions to combat early school leaving from the Jaume Cabré Secondary School (Terrassa, Spain)
Venue: Institut Jaume Cabré (Terrassa - Spain)
On Monday, May 7th, the members of CRiEDO Anna Díaz and Jordi Codina held a meeting with teachers and students of the Jaume Cabré Secondary School of Terrassa. The objective of the meeting was to collect data to develop the final assessment of the actions that this educational institution is carrying out to combat early school leaving in the framework of the Orienta4YEL Project.
The Jaume Cabré Secondary School has been working since it opened three years ago in a group of actions to increase the personalization in the learning process and to promote the participation of the students in their near context. In this sense, during the 2020/2021 academic year, they have been developing three interconnected actions: tutorial actions in reduced groups, outing teaching activities in the near context, and extracurricular activities with the wider community (including the families and entities of the Terrassa city).
Both teachers and students, highlight the positive impact that this initiative is having on relationships, emotional well-being, positive self-perception towards learning ability, educational achievement and involvement in the activities of the wider community. All the students show interest in accrediting ESO and continuing in an educational-formative path.
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The Jaume Cabré Secondary School has been working since it opened three years ago in a group of actions to increase the personalization in the learning process and to promote the participation of the students in their near context. In this sense, during the 2020/2021 academic year, they have been developing three interconnected actions: tutorial actions in reduced groups, outing teaching activities in the near context, and extracurricular activities with the wider community (including the families and entities of the Terrassa city).
Both teachers and students, highlight the positive impact that this initiative is having on relationships, emotional well-being, positive self-perception towards learning ability, educational achievement and involvement in the activities of the wider community. All the students show interest in accrediting ESO and continuing in an educational-formative path.
