COSI.ed will uspcale the proven good practice from the Erasmus+ project; Marginalisation and Co-created Education (MaCE) in five different countries and educational contexts representing Southern (Portugal and Spain), Eastern (Poland) and Northern Europe (Norway and Denmark).
The model builds on the understanding that educational staff and the students co-create as part of a community of practice. Here the experts (educators) and the beginner (students) work side by side, learning together and developing knowledge and competence. By using the embedded methodology, the Indirect Approach (IA) and Equality Literacy (EQL), the co-creating entails communication giving voice to vulnerable students to understand their story (IA), and through this- identifying aspect of the young disadvantaged students’ situation that hinder their further learning (EQL). The young people learn about themselves, how to excel, the educational staff develop skills and understanding to socially include the young people. The initial hypothesis is that co-created education and training in which disadvantaged learners take part, educational staff, stakeholders and policymakers will contribute to educational and social inclusion of those groups who are usually marginalized.
The expectation is that the upscaling of the COSI.ed model to policy level will empower groups of disadvantaged young people all over Europe, radically increasing their educational success and completion rate and give European educational staff the knowledge and skills to social include vulnerable young people of all ages.
To upscale COSI.ed model to regional institutions in 5 new countries (Norway, Denmark, Portugal, Poland and Spain) by the end of the project period
To significantly reduce Early Leaving from Education and Training at different levels of the education system in the test arenas.
To increase the percentage of students to complete/stay in education when compared to groups in the same education pathways WITHOUT the COSI.ed methodology (based on the national, regional or local statistics)
To develop collaborative methods of co-researching and co-creating with youth, educational staff, researchers, stakeholders and policymakers
Contribute to the development of a more inclusive and egalitarian educational model adapted to the needs and society of today
Redesign the current model to be applicable in the different social and geographical contexts of Europe, in different disciplinary areas and in different types of institutions by providing effective tools, guidelines and scientific evidence
Work with and towards policymakers at different levels to implement the methodology at the systemic level in order to include the model in future inclusive education policies
Quintana-Murci, E., Thomàs-Vanrell, C., & Vecina-Merchante, C. (2022). La cocreación como metodología de intervención socioeducativa en centros de formación ocupacional. In, D. Cobos-Sanchiz, E. López-Meneses, A. Jaén-Martínez, A.H. Martín-Padilla & L. Molina-García (Eds.), Educación Y Sociedad: Pensamiento e Innovación para la Transformación Social (pp.1611-1621). Dykinson.
Second face-to-face meeting of all partners to share the main results of the first implementation phase of the project and to establish future lines of work.