Case Study 2: “Para ti Se não faltares(For you if you don’t miss school)”

CASE STUDY 2 CASE STUDY 2

“Para ti Se não faltares

(For you if you don’t miss school)

The Benfica Foundation was established on 27th January 2009 by resolution of the founder and institutor, Sport Lisboa e Benfica. On the 14th January 2010 the Portuguese Government recognized it as a Private Institution of Social Solidarity and as Collective Person of Public Utility. It is the institution of Benfica club, which has the mission of social responsibility acting at the following target groups: children, youth, citizens with disabilities and people in situation of decreasing means of subsistence or ability to work. The Benfica Foundation develops integrated projects with emphasis on early intervention. In these areas, the Foundation’s primary concerns are the prevention of delinquency and the promotion of educational success of children and youth as determining factors of social mobility.

The Benfica foundation has a set of highly diverse programs supporting schools and kids. For the purposes of this case study, it is particularly relevant the program: “Para ti se não faltares” (“For you if you don’t miss school”). This project is a socio-educational intervention project for children and young people who are at risk of, or suffering from, exclusion and it is implemented in eight municipalities from the north to the south of Portugal.

This project began in the school year of 2010/2011 and some strategic partnership firms support it as PT (Portuguese Telecom Foundation), EDP Foundation (Electricity of Portugal foundation) and others at National level; the municipality of each intervention area (8 along the country) in a regional level; the local cluster of schools and other local level partners.

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Project fundamentals

The project “Para ti se não faltares” is a socio-educational intervention project for children and young people attending the 2nd and 3rd school cycles (for students from 9 to 15 years old) in the school cluster where the project is developed. It is mostly for students at risk of or suffering from exclusion or early school leaving due to their attendance, behaviour or evaluation problems. There are also quotas for merit students who can have positive influence in shaping behaviour for young men and women, to prevent

gender discrimination and for young people indicated by the school cluster because their integration in the project is considered a benefit.

It aims to fight school failure and dropout, promoting social inclusion, equal opportunities between genders, the development of individual and social skills, and orientation merit. The project promotes a culture of shared responsibility and partnership based on principles of empowerment, peer learning, learning by doing and it is a commitment of all partner entities to put in practice this culture and this attitude in each intervention area.

How does this project work?

The project is developed in eight municipalities across the country and it has weekly activities through which the established social contract is reinforced. The youngsters are involved in recreational and educational activities that are implemented in a project work methodology, at extracurricular times.

Sports activities are selected by young people according to the local conditions or objectives. The concept associated with the sport in the context of the project is sports as an inclusive activity or sports for all, focusing in the social role of sports. Indoor football is the dominant sport in the Benfica Foundation projects.

Activities of personal and social development and promotion of basic skills. Development of language skills including oral and writing skills; development of mathematical skills including logical reasoning, mathematical communication and logical-mathematical association; development of skills in information and communication technologies (ICT). Promoting “how to be” and” how to behave” enabling the adequacy of behaviour and attitudes in the school context and in the classroom.

Other activities within the project to promote family and community involvement, in particular, ceremonies, presentation and evaluation of the project as well as other initiatives and events strengthening the methodology, such as sports’ tournaments and extra study visits for the project beneficiaries.

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To evaluate the success of these practices/projects, we planned our investigation and collected qualitative and quantitative information, as follow: “how to be” and “how to behave”, in order to create conditions for the “Knowing” and thus promoting social and educational integration and enhancement of the educational success as a way of social mobility by young people and their families. This individual effort around the continuous self-improvement is publicly recognized and awarded by the project.

Socially, the project focuses on deployment in areas where there are projects of integrated social development with a fair degree of maturity and community involvement. Municipalities lead extensive and operational partnerships from the central and local administration, non-governmental organizations and key local stakeholders, ensuring that the universe of stakeholders of the project brings together the expertise, legitimacy and resources necessary for its effectiveness and efficiency.

How

“Para ti Se não faltares!”

What happens with the students after the project? Does the project help to integrate them in society?

Why

This is a project, which includes sports, and we know how the majority of the students loves sports, namely football. We focus on knowing about the impact of the project in a group that has already integrated the project a few years ago. What is the students’ actual situation?

What 1. to know some statistical data about the students’ results before the project, during the project and after the project.

2. to read reports from the Benfica foundation, from 2012 to 2013.

3. to interview young people.

4. to choose some special success cases and to do a detailed report about those students.

Findings

From our fieldwork, it seems important to highlight, as relevant, two key ideas that are stated below: Being a project of individual empowerment and organizations, acts both on people and on organizations. At the individual level, the youth empowerment is achieved by its responsibility and participation in the decision-making processes that affect them, motivating decisions and attitudes depending on their willing. Each individual, with the help of the others, tries to develop personal and social skills, reinforcing the

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How does this work to prevent students in NEET situation?

In order to get a sense of the impact of this project on the current and future lives of the young people who participated in it, nothing better than listening to some of the more than 2,300 young people that met in January 2017, in Lisbon by the Anniversary of the project “For you, if do not miss school”.

They were placed, among others, with the following reflection topics: I thank the Benfica Foundation for ...; What I miss most about the Foundation is ...; What the Foundation changed in me was ...; With the help of the Foundation I managed to ...; I did not miss it and ...; With the Foundation I learned ... “For me the foundation is and will always be the basis of all my dreams! It was with the foundation that I grew up and learned to be a man, with the foundation I learned to play futsal. Thank you foundation” Tiago M., 16 years Lisboa;

“For me the foundation [Benfica] is a way to play sports and learn a fun way. Because of the [Benfica] Foundation I didn´t miss school” T.F. 16 years, Paranhos, Porto;

“With the foundation, I learned to be true and never miss school” Marien B., 18 years, Setúbal;

“With the help of the [Benfica] Foundation, I was better able to look at myself and thus believe more in my abilities and I never gave up on what I really was” J.L. 18 years , Marvila, Lisboa;

“Thank you Foundation [Benfica] for allowing me to evolve [...] as at a personal level, thanks for the motivation.” P.A. 16 years, Montargil, Alentejo; “For me, the Benfica Foundation was more than a project to help students; it was one of the best ways to [...] develop skills” N.B. 17 years, Bela Vista, Setúbal;

“I miss the Benfica Foundation so much! ... There I learned the true meaning of unity, of mutual help, of fellowship, of team spirit ... I also learned that “impossible” is just a word.” A.F. 19 years, Ponte de Sor, Alentejo;

“For me the foundation [Benfica] is more than a simple project. The Foundation made me gain responsibility” M.M. 16 years, Paranhos, Porto; “With the foundation [Benfica] I learned that it is worth the effort and daily dedication in school because it is from there that we can overcome obstacles.” R.R. 18 years, Mondim de Basto, Vila Real; “What the foundation has changed in me was the fact that I was able to work as a team and to hear the opinion of others” P.A. 16 years, Montargil, Alentejo; “Thank you Benfica Foundation for having taught me to value my abilities, but more importantly, thank you for having taught me to value myself” E.S. 19 years Elvas, Alentejo; “With the Benfica Foundation I have become a more responsible and confident person both in me and in my colleagues”. J.C. 17 years, Paranhos, Porto;

“For me the foundation was a unique opportunity to grow. [...] What the foundation changed in me was the ability to want to help others whenever necessary; when I left the project, I continued to be a volunteer every year. With the help of the foundation, I was able to become much more motivated for the school life and consequently I increased the grades. With the help of the foundation I was better able to look at myself, and so believe more in my abilities and never give up on what I really want-

ed.”Joana L., 18 years, Lisboa From all of these testimonies we highlight, as a common trait, the empowerment work, empowering each young person to model their behaviour, to believe in themselves and to seek to have a life project fighting for it. All these young people have gained future perspectives that will allow them to know how to overcome a possible NEET situation.

Conclusions of the Case studies:

Concerning the “Orquestra Geração”, from our study, we believe it has demonstrated that the project contributes to the social inclusion of students from disadvantaged backgrounds and it broadens the relation between families, who interact more with other parents and with the school members, helping to give a meaning to the notion of school community. In this sense, the local community gains, in terms of strengthening identity and cohesion.

Specifically, as far as children and young people are concerned, the differences are felt in terms of reinforcing self-esteem and self-confidence, but also of discipline, of teamwork relevance (the orchestra) and of the own school performance and success, even if in an experimental way. Of course, there is also an appreciation of music as an element of social formation for children, parents and the community itself.

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CASE STUDY

WHAT WORKS

WHERE

Orquestra Geração | Sistema Portugal

- The artistic experience allows completing the conventional school skills, closely linked to sciences and rationalism. - Music as a social activity is seen as a vehicle for the promotion of citizenship, social inclusion, sense of belonging and the development of group identity.

- In schools/ groups of students in economically disadvantaged situation. Para ti Se não Faltares” implemented by Benfica Foundation

- Sports (indoor football), the brand and popular athletes as role models to work on social and emotional skills. - The social skills promotion program has impact on the lives of young people well beyond their time spent on the project, helping to build a lasting life project.

- In schools/ groups of students with behaviour and/or problems of absenteeism.

WHY

- Resilience is the key. - An accessible project for all. - A project that focuses on preventing the NEET situation instead of remedying it. - There is collaborative work between students and teachers promoting diverse formal and informal learning (sense of belonging to a group, knowing how to wait for their turn, being led by a maestro), ... - Access to different cultures. - Access to performance experiences (concerts) with public recognition, independently from each student technical level. - Students and families feel rewarded and recognized by experiencing success in sports, participating in events, wearing the brand. - Resilience is the key. - An accessible project for all (although there are quotas).

- A project that focuses on prevention instead of remediation.

Charneca de Caparica, Portugal, July 2017

Regarding the impact of the Project “For you If you do not miss school” on 18-year-olds, we will demonstrate that the project has short-term measurable impacts, such as the reduction of failure in the academic results, and long-term impacts. The project empowers young people to deliver life projects, whether in pursuing studies, training or employment, but also in terms of reinforcing self-esteem and personal learning, essential for a happy, complete and accomplished integration and social inclusion.

Bibliography and references:

Education National Council (CNE) (2011 and 2014). The state of education. The qualifications of the Portuguese. www.cnedu.pt European Commission (2012). Tackling Early Leaving from Education and Training in Europe: Strategies, Policies and Measures: eacea.ec.europa.eu European Foundation for the Improvement of Living and Working Conditions (2012). NEETs Young people not in employment, education or training: Characteristics, costs and policy responses in Europe: www.eurofound.europa.eu Eurostat (2015). Education, employment, both or neither? What are young people doing in the EU? 12 August: International Youth Day Education, employment, both or neither? What are young people doing in the EU? Patterns substantially change by age and over time : www.ec.europa.eu Hallan, S. (2010).The power of music: its impact of the intellectual , personal and social development of children and young people. The oxford handbook of music psychology. Malheiros et al. (2012). Orquestra Geração: estudo de avaliação. Lisboa: Centro de Estudos Geográficos. Mota, G. e Lopes, J.T (2017). Crescer e tocar na Orquestra Geração. Vila do Conde: Verso da História. OECD (2014 and 2016). Education at a glance: www.oecd-ilibrary.org OECD (2016). Society at a Glance. A Spotlight on Youth , How does Portugal compare?: www.oecd.org Orquestra geração website: www.orquestra.geracao.aml.pt/project .

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