Ruralship Empowerment of Education (Formal, Nonformal, Informal)

We have requested this project because in rural environments the change from primary to secondary is more pronounced, since normally one changes town (there are no institutes) and we have seen that the same situation is repeated in other countries in rural environments, so we have wanted to address the issue of school failure and in particular the benefits and potential of formal, non-formal and informal education in rural environments. We have wanted to address the issue of difficulties, from a positive approach, that is why we have tried to avoid talking about school FAILURE and we have always used positive terms such as the potential of education or the synergies between formal, non-formal and informal education. . Throughout the project we have addressed topics such as culture, folklore, languages, the benefits of rural life and the needs of educational entities in these environments. Isolation, lack of resources, lack of motivation, few users...

The main objective of the project was to FIGHT AGAINST SCHOOL FAILURE that can occur when having to change from primary school in a rural environment to a secondary school in a neighboring city. We need to empower boys and girls before that moment arrives and equip them with resources and skills that will help them overcome all those difficulties that they will encounter due to having grown up in a rural environment. In addition, another objective was to improve the quality of our educational work through learning by SHARING GOOD PRACTICES AND LEARN FROM OTHER EXPERIENCES of comprehensive education in the rural world. Finally, we have tried to generate synergies between educational entities in the rural world of formal, non-formal and informal education, while at the same time wanting to create international partnerships.

Throughout the project we have had periodic coordination meetings, both virtual and in person. And at the local level, we have been organizing the work to create the results of the project, such as the 3 games that we have developed. Also at the local level, we have had cooperation activities between the entities of each country. Furthermore, as we have been fortunate to have many local partners who have helped throughout the process, the local activities of the project have been very enriching. We have tried to focus on cooperation between formal and non-formal education entities (schools and associations), also adding the value of informal education and the educational spaces generated by city councils and public institutions. When we already had the games designed, we have done dissemination activities to make them known and in recent months we have also had (schools) activities within E-twinning as a result of this project.

Games: We wanted to create 2 games, but in the end we developed 3 because in the meetings and brainstorming sessions, we thought it would be interesting to take advantage of the material we were creating a little more. So we have made a "families" type card game, a story-telling game with 4 dice and a "trivial" quiz type board game. E-twinning project: The 4 schools involved have created their e-Twinning profiles (3 of them did not have it) and have begun to collaborate in a project that has already had its first "material" fruits: an exchange of Christmas postcards between the 4 schools (they have been sent by post and each school has received those from the others). Thus, a path of cooperation begins that we hope will last for many years. Good practices: during these months of the project we have been discovering and understanding the good work of each rural territory and the best ideas to connect formal-nonformal-informal education, always with the aim of improving quality and reducing the risk of school drop-out. Web: A web portal with all the created materials and project information ...and lots of learnings and good memories for both the entities and the people involved.