Strengthening Europe through grassroots civil initiatives in education
05.03.2012 |Strengthening Europe through civil grassroots initiatives in education
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Mitsuo Kanemaki, verikom e.V, Hamburg, Germany |
05. - 06. March 2012, Brussels
[email protected] | www.verikom.de
Mentoring and Empowerment: Students-mentors as examples for young students- and for the society at large
06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
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What is mentoring?
Background
Situation of immigrant students (mentees)
Focus and goals
The mentors
Mentoring and empowerment
Project results
Sources
History of the project “Junge Vorbilder”
Overview
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
History of the project “Junge Vorbilder”
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
1. Project: “Junge Vorbilder”
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Inspired byMarokaane
CoachingprojectNetherland (1999)
Pilot projectbegun in
Dec. 2004under the name
Kendi
Since 2007known as
Junge Vorbilder(Young Role Models)
In 2010 sub-projects YES (youngmentors for equalityat school), MAX100
and in April 2011HipHop4Schoolwere introduced
Since Nov. 2011implementation ofgroup mentoring at
several schools
06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
What is mentoring?
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
2. What is Mentoring?
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The classic definition of mentoring is of an older experienced guide whois acceptable to the young person
and who can help ease the transition to adulthood by a mix of support and
challenge. In this sense it is a develop-mental relationship in which the young person is inducted into the
world of adulthood(Hamilton, 1991; Freedman, 1993)
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„
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
Background
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
3. Background
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Immigrant children are primarily represented at lower qualifying schools (61,5%), such as secondary general school (Hauptschule 31,8%) and intermediate school (Realschule 29,7%)
A quarter (24,6%) of immigrant children go to grammar school (Gymnasium)
School drop-out rate of immigrant students, without any graduationis twice as much as non immigration students
Higher rate of “late bloomers” especially by immigrant children
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
Situation of immigrant students (mentees)
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Immigrant students have to accomplish higher social andcultural adaptation levels
Parents show less participationin everyday school life
Less qualitative homework support from family
Teachers give up and underestimate students, when weak performance at school is delivered
Students are confronted with prejudices
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4. Situation of immigrant students (mentees)
06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
4. Situation of immigrant students (mentees)
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According to our experiences in the project:
Bad grades and underachievement comes not only from subject related gaps, but also from less self-confidence and demotivation
Root cause often motivational nature
Less self-confidence in their own potential
Feeling misunderstood
Lack of prospects
Downwards spiral
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
Focus and goals
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
5. Focus and goals
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Three Aspects of “Junge Vorbilder”
Social-emotional companionship
Subject-specific tutoring
Orientation for future prospects, career, study etc.
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Project goals:
Independence of mentees
Empowerment of mentees and mentors
06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
The mentors
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
6. The mentors
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Mentors have a immigration background
Successful graduated from the German higher secondary education system
“Experienced experts”
Close in age to the mentees
Bridge-builders between parents, teachers and mentees
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
Mentoring and empowerment
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
7. Mentoring and empowerment: mentors
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Opportunity to take over responsibility in organisations and society
Gaining abilities/qualifications through trainings and seminars
From mentor, to project assistant, to trainer, to project leader … ?
Recognition in community
Payment
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
7. Mentoring and empowerment: qualification
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Two-days basic-training
Subject related advanced training
Learning methods
Regular mentor meetings
Train the trainer, coaching
Participating in other sub-projects (YES, MAX100, HH4S)
Certificates for participants of the project
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
7. Mentoring and empowerment: mentors’ feedback
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Motivated participants
Recommendation andnew potential mentors
Suggestions for improvements
New input for seminars
New project ideas
Ambassadors of a new and self-
confident Germany
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
7. Mentoring and empowerment: cooperation
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20 schools mostly in social hotspots
Regional Teacher Training Institute (LI)
University: Intercultural education (IKS)
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
Project results
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
Get better gradesat school
Positive impact onthe learning climate
in class
Parents better involved in every day school life
Get qualified, skilled and prepared for later
career
More than 150 mentors with different cultural background trained
Now around 40 active mentors including group mentoring
at schools
No PR needed,due to personal recommendationwithin families,
neighborhoods, schools etc.
Increased interestin cooperation from
schools, foundations, administrative bodies
8. Project results
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Mentees Mentors Community
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Mentees
Strengthening Europe through grassroots civil initiatives in education
Source
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
9. Source
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Benholz, C. (2010). Förderunterricht für Kinder und Jugendliche ausländischer Herkunft an der Universität Duisburg-Essen. In Stiftung Mercator (Hrsg.). Der Mercator-Förderunterricht (S. 23-33). Münster u.a.: Waxmann.
Bundesministerium für Bildung und Forschung (2006), (2008), (2010): Bildung in Deutschland. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration.
Crul, M. (2002). Success breeds success. Moroccan and Turkish student mentors in the Netherlands. International Journal for the Advancement of Counseling 24, 275-287.
Die Beauftragte der Bundesregierung für Migration, Flüchtlinge und Integration (2008). Aktion Zusammenwachsen. Bildungspatenschaften stärken, Integration fördern. Patenatlas. Berlin.
DuBois, D.L., Holloway, B.E., Valentine, J.C. & Cooper, H. (2002). Effectiveness of Mentoring Programs for Youth: A Meta-Analytic Review. American Journal of Community Psychology, Vol. 30 (2), 157-197.
Ehlers, J. (2007). Mentoring im Prozess der Berufsorientierung – eine theoriegeleitete Analyse seiner Möglichkeiten. In J. Ehlers & N. Kruse (Hrsg.). Jugend-Mentoring in Deutschland (S. 13-142). Norderstedt.
efms (europäisches forum für migrationsstudien) (2009). Förderunterricht für Kinder und Jugendliche mit Migrationshintergrund. Evaluation des Projekts der Stiftung Mercator. Kurzbericht der Evaluation. Bamberg (unveröffentlicht).
Keating, L.M., Tomishima, M.A., Foster, S. & Allesandri, M. (2002). The Effects of a Mentoring Program on At-Risk Youth. Adolescence Vol. 37 (148), 717-734.
Klemm, K. & Klemm, A. (2010). Ausgaben für Nachhilfe – teuer und unfairer Ausgleich für fehlende individuelle Förderung. Bertelsmann-Stiftung: Bielefeld.
Rohdes, J.E. (1994). Older and wiser: Mentoring relationships in childhood and adolescence. The Journal of Primary Prevention, Vol. 14 (3), 187-195.
Stiftung Mercator (Hrsg.) (2010). Der Mercator-Förderunterricht. Sprachförderung für Schüler mit Migrationshintergrund durch Studierende. Münster u.a. Waxmann.
Tierney, J.P & Grossman, J. (1995), Making a difference: An impact study. Philadelphia: Public/Private Ventures.
Freedman, M. (1993) The Kindness of Strangers: adult mentors, urban youth and the new voluntarism, San Francisco: Jossey-Bass Publishers.
Hamilton, S. F. (1991) Unrelated Adults in Adolescent Lives, Occasional Paper No 29, New York: Cornell University.
Schneider, J. (2011) Vielfalt gestallten. Junge Vorbilder – Was können Studierende mit Migrationshintergrund als Vorbilder bewirken? Pädagogik (Vol.9).
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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
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