{"id":111951,"date":"2022-02-01T13:18:09","date_gmt":"2022-02-01T12:18:09","guid":{"rendered":"https:\/\/cesie.org\/?post_type=project&p=111951"},"modified":"2024-06-04T16:40:40","modified_gmt":"2024-06-04T14:40:40","slug":"inin-education","status":"publish","type":"project","link":"https:\/\/cesie.org\/en\/project\/inin-education\/","title":{"rendered":"In&In Education \u2013 Inclusive education with an intersectional approach, for the school success of Girls and Boys of migrant origin"},"content":{"rendered":"\n

<\/em>Promotion of educational inclusion of students with migrant background in Spain, Italy and Greece through an intersectional approach, addressing their specific needs to improve their school performance and social inclusion.<\/em><\/h3>\n\n\n\n
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Context<\/h2>\n\n\n\n

The Eurydice report \u201cIntegration of students with a migrant background in European schools: national policies and measures\u201d,<\/em> published at the beginning of 2019, reflected the high rates of early school leaving of foreign-born students. Spain with 31.9% and Italy with 30.1% occupy the second and third place respectively in the statistics of 22 European countries, and Greece with 16.9% located in ninth place. If we add the gender variable to this analysis, we find that early school leaving is higher for boys than for girls, however, they (girls) are also far from the minimum objective of 10% of early school leaving set by the European Union. Therefore, an intersectional approach in inclusive education is necessary, starting from the important inequalities due to gender and migratory or refugee status of the students. <\/p>\n\n\n\n

The Covid-19 pandemic that broke out in 2020 led to the closure of educational centres to prevent the spread of the disease, which had a differential impact by sex and origin of the student body, with incidence beyond the digital gap and access to electronic devices.<\/p>\n\n\n\n

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Objectives<\/h2>\n\n\n\n