The E-EVALINTO project needs to be carried out transnationally in order to prove to which extent the peer mentoring methodology and the use of an ICT environment for the evaluation of the mentoring activities are able to identify patterns and offer different action plans fitted to the potentially very different needs of students with migrant backgrounds from different cultures, in different school systems, etc.
The E-EVALINTO team is supported in this task by 10 pilot schools, located in the partner countries, all secondary schools with different percentage of migrant students and different gap between natives and migrants.
Technical School of Larnaca (Larnaca, Cyprus). It is a vocational school attended by students from different socio-economic profiles. There are students from many different parts of the island and a 10,8 % of students from other countries (Romania, Iran, Russia, Palestine, Bulgaria), included a small group of unaccompanied minor girls from Somalia.
A’ Technical School of Nicosia (Nicosia, Cyprus). The A’ Technical School of Nicosia is the oldest among the Technical Schools of Cyprus. It was founded in 1958. The School offers three-year theoretical and practical courses, two-year apprenticeship classes (two days per week), four-year studies of Theoretical and Practical Orientation of the Evening Technical School, afternoon and evening courses. The fields of study that are offered are Engineering, Electrical Engineering, Civil Engineering and Architecture, Design, Carpentry, Artistic Studies, Clothing, Hospitality and Food Arts. The percentage of non-English pupils is significant compared to native speakers and therefore special support programs are being implemented in order to support their educational and academic needs.
Fotis Pittas’ Kokkinochoria Lyceum (Frenaros, Cyprus). Fotis Pittas’ Kokkinochoria Lyceum was founded in honor of the heroic teacher figure Fotis Pittas, whose origin was from a village called Frenaros, Cyprus. The school first operated in September 1996 upon the time of completion of a large part of the school’s infrastructure. It is located outside the village Frenaros and next to Kokkinohoria Gymnasium. It is a very modern school and during the school year a number of activities are being implemented in the school. In the same building there is also an Evening School (Gymnasium) where students from the surrounding area can attend. The school gives the opportunity to people, who weren’t able to finish their formal education, to attend the school’s classes. During the school year 2017-2018, 421 students attended.
St. Pauls CBS (Dublin, Ireland). It is a Catholic Secondary School for boys located in an area of high socio-economic disadvantage. 38% of the students have a migrant background (from Ukraine, Poland, Romania, Slovakia or with parents migrated from Kosovo, China, Romania, Ukraine and Estonia).
Lady of Mercy College (Beaumont, Ireland). Lady of Mercy College, Beaumont celebrated 60 years of excellence in education in 2017/18. It is an all-girls secondary school situated in North Dublin. In 2017, 18% of our students indicated their nationality as a country other than Ireland. The core value of the school is respect for all and the nurturing of individual potential, academically, spiritually and culturally as a member of the school and wider community and in the spirit of the Mercy Ethos. The school is a CEIST school, a Voluntary Catholic Secondary School Trust body with 107 schools. The school community comprises parents, students, staff, management and others who all have a responsibility to contribute to the total educative process. They are committed to excellence and to continually improving the quality of teaching and learning for all the partners in the school in an atmosphere of care and trust.
Le Chéile Secondary School (Tyrrelstown, Dublin). Le Chéile Secondary School is a co-educational post-primary school in Tyrrelstown, Dublin 15. This is an urban location approximately 14km from the city centre. In the academic year 2017/18, it catered for 458 students in Junior Cycle, Transition Year and Senior Cycle. Working with the Catholic tradition and its understanding of the dignity of the human person, Le Chéile Secondary School welcomes children from all faiths and none and creates a caring a compassionate environment where each child is known, respected and appreciated as an individual. Through participation in classroom activities, sport, music, drama, community projects and extracurricular activities, each child will have opportunities to flourish in ways that will promote their self-esteem as well as an awareness of the importance of their contribution to the community in which they live.
The school website is http://lecheilesecondaryschool.ie/.
The Academic Secondary School of the University of Social Sciences (Łódź, Poland). Despite of a rather homogeneous ethnic structure of the Polish population, particularly in Łódź, in recent years there has been a significant influx of people from Ukraine seeking employment. This secondary school registers an 8% of students from Ukraine.
ITIS “Galileo Galilei” (Arezzo, Italy). The secondary school “G. Galilei” of Arezzo gather a vast catchment area that include not only students from Arezzo but also students from neighbor municipalities, so the historical, cultural and social profile of users is varied. 8% are foreign students from Romania, Albania, Pakistan, Bangladesh, Morocco.
IES Venancio Blanco (Salamanca, Spain). It is a public secondary school located in a new area of Salamanca covering compulsory and post-compulsory secondary school studies, and advanced vocational training studies. The demography of the students is also diverse, with an increasing number of migrant students (10%) in particular from North Africa. The school is developing a pilot project on immigration in closed collaboration with the local associations.
IES F. García Bernalt (Salamanca, Spain). It is a public secondary school located in Salamanca city with approximately 5% of migrant students of the 606 students enrolled. The school is strongly committed to the teaching of values such as the acceptance of differences for reasons of race, origin, aptitudes, cultural or social and to the compensation of all the inequalities that may arise for these reasons. Many initiatives are being developed in collaboration with public and private organizations and NGOs like the Food Bank, Caritas and ADSIS Foundation.