Our diagnosis
- Young people from low-income backgrounds have more difficulties at school: among the 200,000 school dropouts every year, 48% are the children of blue-collar workers, compared with 4% of executive children.1
- What’s more, for the same level of schooling, young people from modest backgrounds prefer less ambitious paths: they are 93% more likely to be directed towards vocational secondary school, 20% more likely to prefer not to go on to higher education, and 37% less likely to go beyond BAC +32
- The result is lower levels of qualification for young people from modest backgrounds: children whose fathers are blue-collar workers are four times more likely to leave school without a qualification than those whose fathers are managers 3
Our aim
Break Poverty is committed to supporting schemes to prevent academic failure, and projects that enable young people from modest backgrounds to develop their full potential for academic success.
The type of intervention we can offer support for
- Measures to prevent school drop-out (tutoring, new pedagogical approaches, back-to-school programs, cultural and sports workshops, etc.).
- Schemes to create links with families farthest from school (parent/child workshops, parenting support, etc.).
- Initiatives enabling young people to choose their career path with confidence and ambition (mentoring, methodological support, career path knowledge platform, etc.).
PROJECTS FINANCED BY BREAK POVERTY IN THE FIGHT AGAINST DROPPING OUT OF SCHOOL :
The Dotation d’Action Territoriale (DAT) is a Break Poverty program. This is a voluntary allocation by the company, of up to 2% of its net income, to finance projects to combat poverty among young people in its territory.
The company undertakes to support one or more local projects of its choice over a three-year period.
The projects supported by Break Poverty are rigorously selected according to 4 main criteria :
- Relevance : the proposed action meets the expressed social need
- Effectiveness : the proposed action works and has already demonstrated its effectiveness in the local area (or in another area).
- Organizational solidity : the action is capable of scaling up and meeting its objectives.
- Synergy with the ecosystem : the action demonstrates synergies with existing projects.
LES ATELIERS AMASCO
Prevent children from dropping out of school by organizing fun and educational workshops to develop the pleasure of learning, autonomy and self-confidence in children aged 6 to 12.
RÉSEAU ÉTINCELLE
Training and re-mobilization of young people who have left school without a diploma or with low qualifications (soft skills development approach, self-awareness, discovery of the business world, learning through play).
PROXITÉ
Set up mentoring schemes between company employees and young people in difficulty, to facilitate their integration into the world of work.
ZUP DE CO
Individualized weekly support for young people from CM1 to Terminale by volunteers trained and supported by Zup de Co for 1 hour each week during the school year.
ÉNERGIE JEUNES
Enable as many young people as possible from disadvantaged backgrounds to learn to enjoy learning, by helping them acquire greater autonomy and self-discipline.
ARTICLE 1
Promote cross-disciplinary skills and inter-knowledge with education professionals to support guidance and integration.
1 Observatoire des inégalités (2013), Ecole : 200 000 décrocheurs
2 Guyon N. et Huillery E. (2014), Choix d’orientation et origine sociale : mesurer et comprendre l’autocensure scolaire
3 Bernard P.Y (2012). Le décrochage scolaire est-il une affaire de classes ? Revue de santé scolaire et universitaire
Photo credits : Andrew Ibrahim, Unsplash, Anastasia Shuraeva – Pexels, Joel Muniz – Unsplash, Mart production – Pexels, Fauxels – Pexels, Cottonbro – Pexels, михаил-ковалевский – Pexels.
