Innovative Elements of the Project

Our project addresses social inclusion as a reference element taking into account that the final target of the intervention is to support educational and social integration of children at risk. In order to ensure social inclusion we take actions in two directions. The first direction facilitates access to school thanks to services / facilities developed through the project in Strungari Village, Pianu Commune while the other one provides school social work services in 10 schools out of which 6 are from the rural mountain area.

In these rural communities, there are no services to facilitate social inclusion of children, and this is why we send a multi-disciplinary team which organizes complex investigation activities in order to discover social needs and to cover them by social services and socio-educational animation actions.
Each structure of the project has innovative and value added elements, characteristic elements by which we increase the contribution of our action in the target area of the project. Considering the specificity of this area, we designed interventions directly related with the needs identified and the development potential of children and their families.
Wishing to support the replication of our social inclusion model in other area too, we present the most relevant innovative and value added elements of each structure of the project:

Structures of the project

In the area where we operate, namely in the isolated mountain villages, the long distance to school, the transportation difficulties, the climate specific to mountain regions and other restraints generated by the transhumance practiced in the mountain villages (families are moving with their livestock in higher areas than the one where they live for a period of 4 to 5 months each year) and child neglect gradually caused an increase in school dropout, truancy and educational mediocrity. Starting from this reality, in order to support children to go to school, we set up in Strungari Village, Pianu Commune, Alba County, several spaces where we provide services adapted to the needs of the children and of the families living in the underprivileged mountain area, namely the Educational Center “The House from the Mountain” consisting of:

  • Shelter during the week, socio-educational service also ensuring weekly accommodation for children who cannot go to school in the place where they live;
  • Social inclusion camp, an initiative by which every year hundreds of children are removed, for 10 days, from the poor environment in which they live and spend their holiday together with the employees and the volunteers of the Association.

Our intervention led to the development of the village school, which has got a particular specificity for an educational institution located in an unprivileged mountain area, namely it provides educational services for children from several territorial administrations, in other words, a small mountain village counting only 72 households became the “rescue point” for many children.

A measure of novelty for rural mountain area addresses the needs of expression through movement and play organized direction where I thought a playground and leisure intervention designed to facilitate children's access to extra-curricular activities, social development actions playing complex organized, move outdoor, education to maintain a clean environment, natural science and the natural resources to develop independent living skills.

The playground is located on land in the public domain, the court Secondary School and Day Care Centre and close to the "The House from the Mountain" Strungari. Groundwork provides an organized interaction of children among themselves and with nature.
It is thought the two areas, one synthetic and one natural. In the first zone will be carried out especially by the practice of sports activities that are designed to ensure a harmonious physical development, capacity building general guidance, adapting to the practical movement, discovery and development strengths - agility, coordination, strength and flexibility.
It leverages the natural characteristics of the land and will be used mainly for role-playing games, nature observation, interactive activities for developing practical skills through the use of techniques of working with different materials and tools: design, manufacturing and testing simple products; capacity development of cooperation in order to achieve a product; developing practical sense of the esthetic and responsibility for the natural environment changing in response to the needs and wishes of the people.

This structure is fully designed an innovative new application of the principles of social assistance within the education system. It operates as a mobile service that is given to the community and county has character.

Network interventions achieve social and professional investigation service design / integrated measures of action on the causes that generate dropout, mediocrity educational, social exclusion, while currently in school is acting on effects and, most often, coercive action is not educational (low grades, drop a grade, critical to the whole class, etc.).

Network activity is regulated on the basis of a work setting out stages for intervention, organizational arrangements and operational powers of the experts who have responsibilities within the network, ways of relating to children, their families, school and community, the criteria for selecting and receiving services that children at risk of social exclusion. In agreement with the 10 schools that have joined the network established plan travel, and to the problems identified in the investigative are established services and venue, duration and other details specific to social action.

Each child identified at risk of social exclusion have a portfolio we manage documents related to the social and educational services that benefited, resources allocated, and the family's involvement, impressions, etc., attesting the child's progress can be demonstrated.

It is a measure by which move furniture specialist teams and materials / equipment in 10 schools in rural and urban way of educating the relations of cooperation, collegiality and friendship. Of the 10 target schools, six are rural and isolated our approach is absolutely new for children in those communities that do not have the chance to spend their free time under the guidance of specialists, have games, or material from which to construct giving free rein to imagination, creativity, desire for expression through play.

We approach the caravan non-formal education and social involvement as ways of learning through enjoyable activities and motivating the aim is to realize the potential of each child, but especially mention the optional nature of activities organized, children's participation in determining what will teach "through song, playing, good humor," discreet role of specialists, giving up assessments and uses notes and ratings.