PAEPSM best practices

Project number: 2016-2-NL01-KA104-034912
Project title: Bottom-up online zelfhulp voor
ouders met een achterstand (OZO)
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The content in this document only reflects the views of the
project responsibles. The European Commission is in no way
responsible for any use that may be made of the information it
contains.
PAEPSM BEST PACTICES
Version: 1.0
Date: 13.3.2017
Author: Maria Ghiata Pozios

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contains.
Introduction
This document was prepared by PAEPSM in preparation of the structured five-day training “Bottom-
up self-organization by (underprivileged) parents - Best Practices” by PAEPS in the period March 29
to April 2, 2017 for three Ezzev staff members: Beata Staszyńska-Hansen, Francisca Frenks and Onno
Hansen-Staszyński.

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PAEPSM Best Practices
Best practices for ensuring underprivileged parents’ presence
Our pool of participants is parents that their children enter the school through a kind of lottery as
our educational system wants a sampling school for all its pilots. So, parents through their presence
in the school already feel much better and closer to their children.
So, we provide them, activities of low cost or no cost or complimentary.
Activities that sparingly appear in informal or non-formal education for adults.
Activities that mainly derive from polls or f2f discussion.
Best practices for ensuring underprivileged parents’ activity
Kids and parents have simultaneous presence in our premises.
Sometimes kids can watch parents learning.
The skills obtained give self-confidence to those underprivileged comparing the level of education
and self-satisfaction.
Best practices for ensuring underprivileged parents’ satisfaction
From what we noticed the last 4 years, parents resume their participation in the activities offered by
our association and they bring with them, sometimes their relatives, their senior or junior child/ren,
their friends etc. Thus, every year we offer more and more activities.
But for us is crucial to see that parents usually develop relationship with other parents, despite the
distance from their home. We are glad that those relations of friendship motivate parents in a way
we couldn’t imagine when we initially made our way to these activities.
One example. We have a parent that is a re-known greek actor. He is not underprivileged, nor his
wife. After two years, he offered his knowledge to other parents, by providing acting lessons for
adults, where underprivileged parents can join with a very low cost.
But the most significant way of expressing their satisfaction is the oral one.

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How do you stimulate bottom-up learning initiatives by underprivileged parents?
Mainly, the procedure is made step-by-step, because we first want to know each other, to obtain the
necessary trustfulness. This way we can make the clear distinguish between privileged and
underprivileged parents and clarify the needs of underprivileged parents.
The recent years we offered workshops of web 2.0 tools, counseling for parents, traditional dances
lessons, lessons of Chinese language and acting lessons. At the same time these lessons are offered
to children as well and parents can share the common knowledge with their children. Imagine a
father sitting with his child in a sofa and all of the sudden, in the hearing of a traditional song, in a TV
show for example, they start dance together and enjoy each other in the fullness of the paternal
relation.
The next step is that more initiatives will be taken, more parents will participate.
What resources do underprivileged parents share during learning activities that you organize?
Mainly, personal experiences that hurt them or taken as lessons of life, and of course their time and
a small amount of money.

PAEPSM best practices

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