1. Practices in Preventing School Abandonment in Bucharest’s 5 th and 6 th Sectors by Anice Gabriala Dragoi, Col. Teh. “Petru Maior” Anice Gabriala Dragoi, Col. Teh. “Petru Maior” Alexandra Vlaicu, Sc. Gen. Nr. 114 Mihai Iacob, Sc. Gen. Nr. 136

2.  Targeted population Children aged 12 to 16 and aboveChildren aged 12 to 16 and above Ethnic minorities and immigrantsEthnic minorities and immigrants Children with special educational needsChildren with special educational needs  Type of policy Regional policy aimed at reducing social exclusionRegional policy aimed at reducing social exclusion  Implementing bodies CMBRAE (The center coordinating school counselors, mediators, support teachers, speech therapists)CMBRAE (The center coordinating school counselors, mediators, support teachers, speech therapists) DGAPS (local governmental agency for the implementation of social policies)DGAPS (local governmental agency for the implementation of social policies) International, national and ethnically run NGO’sInternational, national and ethnically run NGO’s

3. Culturally : an ethnically mixed environment, with a large Roma population, and sizable Arab and Turkish communities Culturally : an ethnically mixed environment, with a large Roma population, and sizable Arab and Turkish communities Economically : huge discrepancies between residents of the central and peripheral parts of the sectors, ranging from very wealthy residents to extreme poverty. Economically : huge discrepancies between residents of the central and peripheral parts of the sectors, ranging from very wealthy residents to extreme poverty. Socially: low incomes, a high rate of unemployment, crime, drug trafficking. Socially: low incomes, a high rate of unemployment, crime, drug trafficking. Background

4. Main triggers of school abandonment Cultural prejudice ( early marriages, illiteracy of the parents, social stigmata )Cultural prejudice ( early marriages, illiteracy of the parents, social stigmata ) Economical hardships ( losing the supporting family members, children forced to work at early ages, large families )Economical hardships ( losing the supporting family members, children forced to work at early ages, large families ) Institutional shortcomings ( lack of proper training in addressing the educational needs of children )Institutional shortcomings ( lack of proper training in addressing the educational needs of children )

5. Practices  Neighborhood census – identifying children not registered in school  Training teachers and social workers  Helping parents register kids for school  Meetings with the parents  Attendance incentives: school kits, clothing  Monitoring children’s attendance

6. Programs “Second chance” ( schooling for children who are past the normal age for attending a certain grade ) ( schooling for children who are past the normal age for attending a certain grade ) After-school programs ( usually run by NGO’s )

7. Conclusions  No single institution seems to be able to cope with the whole range of problems related to preventing school abandonment.  The results tend to be easier to attain when employing members of the targeted community ( e.g. school mediators for the Roma community ).  Building a reputation with the local community, however lengthy that process is, seems to be the only way durable change can be implemented.

8. It’s always worth fighting for the smile of a child.