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Strengthening Europe through                                                                  grassroots civil initiatives...
Mentoring and Empowerment:                                                                        Students-mentors as exam...
Overview  1       History of the project “Junge Vorbilder”  2       What is mentoring?  3       Background  4       Situat...
1                                                                            History of the project                       ...
1. Project: “Junge Vorbilder”12                                                                           Pilot project   ...
2          What is mentoring?                                                                                             ...
2. What is Mentoring?12     „ The classic definition of mentoring is3         of an older experienced guide who           ...
3          Background                                                                                         806.03.2012 ...
3. Background1         Immigrant children are primarily2          represented at lower qualifying schools3         (61,5%...
4                                                                            Situation of immigrant                       ...
4. Situation of immigrant students    (mentees)1         Immigrant students have to accomplish2          higher social an...
4. Situation of immigrant students    (mentees)1        According to our experiences in the2        project:3        Bad ...
5          Focus and goals                                                                                              13...
5. Focus and goals1        Three Aspects of “Junge Vorbilder”2         Social-emotional companionship3         Subject-s...
6          The mentors                                                                                          1506.03.20...
6. The mentors1         Mentors have a immigration background23         Successful graduated from the German4         hi...
7                                                                            Mentoring and                                ...
7. Mentoring and empowerment:    mentors1         Opportunity to take over responsibility in2          organisations and ...
7. Mentoring and empowerment:    qualification1         Two-days basic-training23         Subject related advanced train...
7. Mentoring and empowerment:    mentors’ feedback1         Motivated participants23         Recommendation and4        ...
7. Mentoring and empowerment:    cooperation12              20 schools mostly in social3                     hotspots456  ...
8          Project results                                                                                              22...
8. Project results12                     Mentees                                          Mentors                    Commu...
9          Source                                                                                        2406.03.2012 |   ...
9. Source1           Benholz, C. (2010). Förderunterricht für Kinder und Jugendliche ausländischer Herkunft an der Univer...
2606.03.2012 |   Strengthening Europe through grassroots civil initiatives in education
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Mitsou Kanemaki

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Mitsou Kanemaki

  1. 1. Strengthening Europe through grassroots civil initiatives in education Mitsuo Kanemaki, verikom e.V, Hamburg, Germany | 05. - 06. March 2012, Brussels mentoring@verikom.de | www.verikom.de 105.03.2012 | Strengthening Europe through civil grassroots initiatives in education
  2. 2. Mentoring and Empowerment: Students-mentors as examples for young students- and for the society at large 206.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  3. 3. Overview 1 History of the project “Junge Vorbilder” 2 What is mentoring? 3 Background 4 Situation of immigrant students (mentees) 5 Focus and goals 6 The mentors 7 Mentoring and empowerment 8 Project results 9 Sources 306.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  4. 4. 1 History of the project “Junge Vorbilder” 406.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  5. 5. 1. Project: “Junge Vorbilder”12 Pilot project Inspired by Since 20073 begun in Marokaane known as Dec. 2004 Coachingproject Junge Vorbilder4 under the name Netherland (1999) (Young Role Models) Kendi5678 In 2010 sub-9 Since Nov. 2011 projects YES (young mentors for equality implementation of at school), MAX100 group mentoring at and in April 2011 several schools HipHop4School were introduced 5 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  6. 6. 2 What is mentoring? 606.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  7. 7. 2. What is Mentoring?12 „ The classic definition of mentoring is3 of an older experienced guide who is acceptable to the young person4 and who can help ease the transition5 to adulthood by a mix of support and challenge. In this sense it is a6 develop-mental relationship in which7 the young person is inducted into the8 world of adulthood (Hamilton, 1991; Freedman, 1993) “9 7 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  8. 8. 3 Background 806.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  9. 9. 3. Background1  Immigrant children are primarily2 represented at lower qualifying schools3 (61,5%), such as secondary general school (Hauptschule 31,8%) and4 intermediate school (Realschule 29,7%)5  A quarter (24,6%) of immigrant children6 go to grammar school (Gymnasium)78  School drop-out rate of immigrant students, without any graduation9 is twice as much as non immigration students  Higher rate of “late bloomers” especially by immigrant children 9 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  10. 10. 4 Situation of immigrant students (mentees) 1006.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  11. 11. 4. Situation of immigrant students (mentees)1  Immigrant students have to accomplish2 higher social and3 cultural adaptation levels4  Parents show less participation5 in everyday school life6  Less qualitative homework support from7 family89  Teachers give up and underestimate students, when weak performance at school is delivered  Students are confronted with prejudices 11 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  12. 12. 4. Situation of immigrant students (mentees)1 According to our experiences in the2 project:3  Bad grades and underachievement comes not only from subject related4 gaps, but also from less self-confidence5 and demotivation678 Root cause often motivational nature9  Less self-confidence in their own potential  Feeling misunderstood  Lack of prospects  Downwards spiral 12 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  13. 13. 5 Focus and goals 1306.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  14. 14. 5. Focus and goals1 Three Aspects of “Junge Vorbilder”2  Social-emotional companionship3  Subject-specific tutoring4  Orientation for future prospects, career, study etc.5678 Project goals:9  Independence of mentees  Empowerment of mentees and mentors 14 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  15. 15. 6 The mentors 1506.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  16. 16. 6. The mentors1  Mentors have a immigration background23  Successful graduated from the German4 higher secondary education system5  “Experienced experts”67  Close in age to the mentees8  Bridge-builders between parents,9 teachers and mentees 16 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  17. 17. 7 Mentoring and empowerment 1706.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  18. 18. 7. Mentoring and empowerment: mentors1  Opportunity to take over responsibility in2 organisations and society34  Gaining abilities/qualifications through trainings and seminars56  From mentor, to project assistant, to trainer, to project leader … ?78  Recognition in community9  Payment 18 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  19. 19. 7. Mentoring and empowerment: qualification1  Two-days basic-training23  Subject related advanced training45  Learning methods6  Regular mentor meetings78  Train the trainer, coaching9  Participating in other sub-projects (YES, MAX100, HH4S)  Certificates for participants of the project 19 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  20. 20. 7. Mentoring and empowerment: mentors’ feedback1  Motivated participants23  Recommendation and4 new potential mentors5  Suggestions for improvements67  New input for seminars8  New project ideas9  Ambassadors of a new and self- confident Germany 20 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  21. 21. 7. Mentoring and empowerment: cooperation12 20 schools mostly in social3 hotspots456 Regional Teacher Training7 Institute (LI)89 University: Intercultural education (IKS) 21 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  22. 22. 8 Project results 2206.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  23. 23. 8. Project results12 Mentees Mentors Community3456 Get better grades Get qualified, skilled No PR needed, at school and prepared for later due to personal7 career recommendation Positive impact on within families,8 the learning climate More than 150 mentors neighborhoods, schools in class with different cultural etc.9 background trained Parents better involved Increased interest in every day school life Now around 40 active in cooperation from mentors including schools, foundations, group mentoring administrative bodies at schools 23 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  24. 24. 9 Source 2406.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  25. 25. 9. Source1  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.2  Bundesministerium für Bildung und Forschung (2006), (2008), (2010): Bildung in Deutschland. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration.3  Crul, M. (2002). Success breeds success. Moroccan and Turkish student mentors in the Netherlands. International Journal for the Advancement of Counseling 24, 275-287.4  Die Beauftragte der Bundesregierung für Migration, Flüchtlinge und Integration (2008). Aktion Zusammenwachsen. Bildungspatenschaften stärken, Integration fördern. Patenatlas. Berlin.5  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), 157-197.6  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 der7 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), 717-734.8  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), 187-195.9  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). 25 06.03.2012 | Strengthening Europe through grassroots civil initiatives in education
  26. 26. 2606.03.2012 | Strengthening Europe through grassroots civil initiatives in education

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