School Desertion Project
A. PROJECT DESCRIPTION 1
1. Justification 1
2. Project Design 1
B. OBJECTIVES 2
1. Long range objectives 2
2. Short range objectives 2
3. Educational Objectives: 3
C. IMPLEMENTATION STRATEGY 3
D. ACTION PLAN: PROGRAMMING ACTIVITIES AT EXTENDED HOURS 4
E. ACTION PLAN (PHASES) 4
1. Organization phase (Estimated time: 4 weeks) 4
2.Initial Operational Phase (Estimated time: 2 weeks) 5
3. Programmatic Operational Phase (Estimated time: 36 weeks) 5
4. Programmatic Closing Phase 5
F. PROJECT EVALUATION 6
One of the most recurrent problem of our school nowadays is school desertion. Because of it complexity it is difficult to keep an adequate track of the specific number ofdrop-outs. Some causes may be social, economic, cultural, school system, families or personal. But no matter what its causes are, one thing is true: if most of school drop-outs lack the dominion of basic academic skills they are in a disadvantaged position to obtain suitable job opportunities. Some of them will become economically dependent on their families and of the government welfaresystem. Some others will become delinquent or will enter criminality. To prevent the negative impact and consequences of school desertion or drop-out mention above, Atrévete proposes this project.
2. Project Design
This School Desertion Project is leading to students representing high risk of school desertion. It is to students who have difficulties to develop basic academic skills in theireducative process. It will provide the opportunities to this students to develop basic academic skills, to improve their academic achievement and to achieve personal development skills (self-knowledge, interpersonal relations), etc., to acquire knowledge referring study and work world.
The project will have two levels of action:
a. Basic. Designed specially for those students whosethe domain of basic skills is poor.
b. Intermediate. Designed for those students who deserted school during the intermediate level whose domain of basic skills correspond to seventh and ninth grade.
The design of the project contemplates the following important aspects necessary to improve motivation and interest of the participants:
a. Orientation and reinforcementthrough individual assistance (tutorship) to strengthen basics skills.
b. To develop, at least, the following three activities tending to facilitate student exposure to other experiences during the development of the project.
b1. Socio-cultural: Theater or musical performances, art exhibitions, museums, etc.
b2. Employment and study world:To visit some industries, to assist conferences about job opportunities, talks about computers literacy.
b3. Recreational activities with educative purposes: Visits to Viejo San Juan to know historic restoration works; visits to el Centro Cultural Tibes, or similar cultural sites; visits to other young's communities projects.
This type of design focus on, besides theacademic issue, the necessity to expose students to experiences and knowledge facilitating the three classic areas to obtain success: Motivation, Capacitating and Opportunity.
Every participants will benefit with help programmatic areas. There will be separation only about the development of tutorship tending to develop basic skills in reading, writing and mathematical areas and when applyingthe adequate handling of vocabulary and study techniques.
1. Long range objectives
a. To contribute to public and private efforts leading to face the negative impact of school desertion and, in particular, the increment of juvenile delinquency.
b. To enlarge substantially the organization and conscientization process among participants,...
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