The Rotterdam talent development conference Thorbjørn Nygaard and Eldar Dybvik
Vestfold  County  - facts <ul><li>Area 2216 square km </li></ul><ul><li>Ca 230,000 inhabitants </li></ul><ul><li>14 munici...
Upper secondary education  in Vestfold  <ul><li>10 upper secondary schools </li></ul><ul><li>Approx. 8700 students </li></...
Tertiary education, University/University Colleges, Adult education 6 1 Primary and lower secondary education
Transfer to upper secondary education
Importance of parents’ background
Dropout rate
Access to labour market
Results in Vestfold <ul><li>65% completed and passed after 5 years (started in 2004) </li></ul><ul><li>5% still in trainin...
OT: ”Follow-up service” <ul><li>A service to capture students who drop out of secondary school  </li></ul><ul><li>Offering...
National and regional efforts <ul><li>Ny Giv  – National program – increase the number of pupils who complete and pass upp...
Ny Giv  <ul><li>Strengthen cooperation between schools, local authorities, NAV, Vocational Training and Follow-up service ...
Action program  2008 – 2018 Partners: All municipalities, Vestfold county, state authorities, and business partners  Early...
Overall aims 2018 <ul><li>95 % of all pupils starting the upper secondary school shall complete his or her education plans...
Challenges and problems  <ul><li>School dropouts </li></ul><ul><li>Alternatives to schools  </li></ul><ul><li>Social probl...
Prevent lack of career among young people   <ul><li>Difficult to return to work </li></ul><ul><li>Recruitment to social se...
The river and the waterfalls
Main principles agreed upon <ul><li>High standards in the ordinary institutions. High awareness of quality among teachers ...
Main principles  <ul><li>Every pupil  has to know how and where to find help  </li></ul><ul><li>aims and visions must be e...
Local municipalities important   <ul><li>System approach at all levels  </li></ul><ul><li>Never leave a child  </li></ul><...
Regional  approach <ul><li>A selection of  regional agreements and commitments </li></ul><ul><li>Early intervention. Model...
Regional  approach (2) <ul><li>County governor has visited all municipalities in Vestfold  </li></ul><ul><li>Steering comm...
Steering committee   <ul><li>Director of The regional  Labour and Welfare Service  </li></ul><ul><li>Director of the Regio...
Preventive  steps. Early intervention   <ul><li>Cheaper and better,  </li></ul><ul><li>but who is willing to pay?  </li></ul>
The early intervention story   <ul><li>Finland early intervention in schools 40 %  </li></ul><ul><li>Norway 5 % </li></ul>...
15 effective strategies for dropout prevention Adapted from Dr. Jay Smink, National Dropout Prevention Center at Clemson U...
The Basic Core Strategies <ul><li>Mentoring/Tutoring </li></ul><ul><li>Service Learning </li></ul><ul><li>Alternative Scho...
Early Interventions <ul><li>Early Childhood Education </li></ul><ul><li>Family Engagement </li></ul><ul><li>Early Literacy...
Making the Most of Instruction <ul><li>Professional Development </li></ul><ul><li>Active Learning </li></ul><ul><li>Educat...
Making the Most of the Wider Community <ul><li>Systemic Renewal </li></ul><ul><li>School-Community Collaboration </li></ul...
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Norwegian strategies

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  • Vestfold er landets minste og tettest befolkede (bortsett fra Oslo og Akershus) Tilflyttingen til Vestfold er stor. Siden 1950 har innbyggertallet økt hvert eneste år.
  • Vocational education: Yrkesfag Academic education: Studieforberdende Vocational Studies lead to a trade certificat,usually aafter two years in school and one year in-service training. In-service training is usually combined with one year’s productive work, so that the apprenticeship takes two years in all. General studies lead to general university admissions certificate
  • OT = Follow-up service
  • Større klasseforskjeller i Norge enn mange tror. Systematisk sammenheng – foreldres utdanning – ungenes skoleprestasjoner. Trumfer alt: kjønn, minoritet, sentralt/lokalt. Altfor mange opplever ikke at skolen er en arena hvor de får vokse og mestre. Det er sløsing med menneskelige ressurser. De som ikke får utløst sitt potensial i skolen, er mer sårbare for arbeidsledighet, uførhet og lavinntekt senere. Det er urettferdig! Noen får mindre tilgang på utdanningsgodet enn andre!   Mange møte for lave forventninger, når ikke sitt potensial.   Alle foreldres interesse for skolen teller – også når foreldrene er analfabeter. Mange foreldre har opplevd skolen som et sammenhengende nederlag – uten mestring.  
  • ” Standard” indikatorene som utarbeides av SSB og som er mye brukt i sektoren og offentligheten,
  • Overgang til OT/NAV prosjektet (begrunnelse for prosjektet) Figuren viser personer mellom 20-24 år som er utenfor jobb og utdanning. Svært mange av disse har ikke påbegynt eller gjennomført vgo. Med andre ord: manglende gjennomføring medfører høyere sannsynlighet for marginalisering i arbeidslivet For mange unge står helt utenfor skole og arbeid! Dette er unge mennesker vi ikke vet noe særlig om- et stort problem for den enkelte og for samfunnet Prosjektet handler om å nå frem til denne gruppen med praksisnære tiltak Vi må komme i gang med oppfølgingstiltakene tidligere enn i dag og vi må følge tettere opp Vi må bli bedre til å se tiltakene for denne gruppen i sammenheng og utnytte handlingsrommet. Risikoen for å bli stående varig utenfor opplæring og arbeid øker med tiden ungdom er utenfor Fylkeskommune og NAV har en felles målgruppe – den yngste som er særlig sårbar og som står utenfor. .
  • Vi har noe å strekke oss etter – jfr. NIFUSTEP-rapport v/Eiferd Markussen – 61,1 % oppnådde studie- og yrkeskompetanse etter 5 år. Dårlig leseferdigheter i 5.klasse – risikosignal! (Nasjonale prøver) Fra samme rapport (NIFUSTEP-rapport) Foreldrenes utdanningsnivå og foreldrenes levekår har en stor betydning for om en ungdom fullfører videregående eller ikke.
  • Vi har mye kunnskap om hvem som ikke fullfører videregående skole og ungdommene som ikke kvalifiserer seg til arbeidslivet. Metodikk og arbeidsmetoder er utprøvd. Nå er det handling som skal til og at den enkelt kommune/fylkeskommune og statlige etater forankrer arbeidet i handlingsprogrammet i egen virksomhet og jobber systematisk med barn og unges oppvekstvilkår over tid. I handlingsprogrammet ha vi skissert noen hovedprinsipper som skal legges til grunn i arbeidet: …
  • Tiltak 1: Opplæringstilbud for elever som er praktisk orienter: - søkbart opplæringstilbud for alle, ikke som ”tilpasset” opplæring Tiltak 2: Påpek at det finnes mange avtaler i dag mellom ulike forvaltningsnivå, men det er ulikt hvordan disse er implementert i den enkelte virksomhet
  • Norwegian strategies

    1. 1. The Rotterdam talent development conference Thorbjørn Nygaard and Eldar Dybvik
    2. 2. Vestfold County - facts <ul><li>Area 2216 square km </li></ul><ul><li>Ca 230,000 inhabitants </li></ul><ul><li>14 municipalities </li></ul><ul><li>Biggest towns are Tønsberg, Larvik, Sandefjord and Horten </li></ul><ul><li>1000 km coastline </li></ul><ul><li>Approximately 1500 islands </li></ul>
    3. 3. Upper secondary education in Vestfold <ul><li>10 upper secondary schools </li></ul><ul><li>Approx. 8700 students </li></ul><ul><ul><li>52% Vocational Education Programmes </li></ul></ul><ul><ul><li>48% General Studies Programmes </li></ul></ul><ul><li>Approx. 1500 apprentices </li></ul><ul><li>Entitlement to 3(4) years of education age 16+ </li></ul><ul><li>Drop out-program </li></ul><ul><li>Adult education program </li></ul><ul><li>School renewal scheme </li></ul>
    4. 4. Tertiary education, University/University Colleges, Adult education 6 1 Primary and lower secondary education
    5. 5. Transfer to upper secondary education
    6. 6. Importance of parents’ background
    7. 7. Dropout rate
    8. 8. Access to labour market
    9. 9. Results in Vestfold <ul><li>65% completed and passed after 5 years (started in 2004) </li></ul><ul><li>5% still in training </li></ul><ul><li>30% not completed </li></ul><ul><ul><li>3% completed according to an individual plan </li></ul></ul><ul><ul><li>7% completed, not passing </li></ul></ul><ul><ul><li>20% drop-outs </li></ul></ul>
    10. 10. OT: ”Follow-up service” <ul><li>A service to capture students who drop out of secondary school </li></ul><ul><li>Offering students who drop out of secondary school various training and work-related measures </li></ul><ul><li>After 4 years approx. 30% of the pupils who didn’t start secondary school take part in measures by the Follow-up service </li></ul>
    11. 11. National and regional efforts <ul><li>Ny Giv – National program – increase the number of pupils who complete and pass upper secondary education </li></ul>
    12. 12. Ny Giv <ul><li>Strengthen cooperation between schools, local authorities, NAV, Vocational Training and Follow-up service </li></ul><ul><li>All students, children and young people are closely monitored throughout childhood and school </li></ul><ul><li>Through a combination of work experience and training the target group should be qualified and motivated for: </li></ul><ul><ul><li>Participation in working and/or training towards full qualification or basic competence </li></ul></ul><ul><li>Several measures through primary and lower secondary school to improve implementation of secondary education </li></ul><ul><li>Goal : To equip children and young people to better carry out education </li></ul>
    13. 13. Action program 2008 – 2018 Partners: All municipalities, Vestfold county, state authorities, and business partners Early intervention God oppvekst. GO!
    14. 14. Overall aims 2018 <ul><li>95 % of all pupils starting the upper secondary school shall complete his or her education plans and pass the final exams. </li></ul><ul><li>Reading ability in Vestfold is among the best in Norway </li></ul><ul><li>Living conditions in our county above average compared with other counties in Norway. Today we unfortunately are near the bottom. </li></ul>
    15. 15. Challenges and problems <ul><li>School dropouts </li></ul><ul><li>Alternatives to schools </li></ul><ul><li>Social problems at home </li></ul><ul><li>Lack of marks </li></ul><ul><li>Hidden talents </li></ul><ul><li>Who is to discover hidden talents? And take the steps needed? </li></ul>
    16. 16. Prevent lack of career among young people <ul><li>Difficult to return to work </li></ul><ul><li>Recruitment to social service and support </li></ul><ul><li>Early intervention better and cheaper </li></ul><ul><li>http://www.youtube.com/watch?v=t6R77eGx8xM </li></ul>
    17. 17. The river and the waterfalls
    18. 18. Main principles agreed upon <ul><li>High standards in the ordinary institutions. High awareness of quality among teachers and tutors. </li></ul><ul><li>Focus on each individual, who shall meet challenges and experiences to give themselves success and self-confidence. </li></ul><ul><li>Early prevention and intervention. The earlier, the better. In Norway there has been an attitude of wait and see. We are leaving that attitude for now. </li></ul><ul><li>Personal responsibility for observation and action. Everyone has got that responsibility to see and to report. </li></ul>
    19. 19. Main principles <ul><li>Every pupil has to know how and where to find help </li></ul><ul><li>aims and visions must be explicit communicated in municipal, regional and national documents and aims, fully understood and carried out in local decisions. </li></ul><ul><li>one contact person for each child and young person. We consider it important to have one responsible person!!. This is new, and this is crucial! </li></ul>
    20. 20. Local municipalities important <ul><li>System approach at all levels </li></ul><ul><li>Never leave a child </li></ul><ul><li>Work together </li></ul><ul><li>Alternative use of resources </li></ul><ul><li>Long term investment </li></ul><ul><li>10 years extremely long political perspective </li></ul>
    21. 21. Regional approach <ul><li>A selection of regional agreements and commitments </li></ul><ul><li>Early intervention. Models recommended </li></ul><ul><li>Steering committee and driving force </li></ul><ul><li>Regional coordinator </li></ul>
    22. 22. Regional approach (2) <ul><li>County governor has visited all municipalities in Vestfold </li></ul><ul><li>Steering committee , 4-6 meetings every year </li></ul><ul><li>County Coordinator Eldar Dybvik </li></ul><ul><li>Annual experience and evaluation conferences in September </li></ul><ul><li>  </li></ul>
    23. 23. Steering committee <ul><li>Director of The regional Labour and Welfare Service </li></ul><ul><li>Director of the Regional Police Authorities </li></ul><ul><li>County governor and directors for education and health affairs </li></ul><ul><li>Mayors and chief executive from the Municipalities </li></ul><ul><li>Directors from the Labour Union and Confederation of enterprises </li></ul><ul><li>School counselors and directors representing the Local School authorities </li></ul><ul><li>Political leaders </li></ul>
    24. 24. Preventive steps. Early intervention <ul><li>Cheaper and better, </li></ul><ul><li>but who is willing to pay? </li></ul>
    25. 25. The early intervention story <ul><li>Finland early intervention in schools 40 % </li></ul><ul><li>Norway 5 % </li></ul><ul><li>Finland special needs secondary schools 5 % </li></ul><ul><li>Norway 12 % </li></ul>
    26. 26. 15 effective strategies for dropout prevention Adapted from Dr. Jay Smink, National Dropout Prevention Center at Clemson University
    27. 27. The Basic Core Strategies <ul><li>Mentoring/Tutoring </li></ul><ul><li>Service Learning </li></ul><ul><li>Alternative Schooling </li></ul><ul><li>After School Opportunities </li></ul>
    28. 28. Early Interventions <ul><li>Early Childhood Education </li></ul><ul><li>Family Engagement </li></ul><ul><li>Early Literacy Development </li></ul>
    29. 29. Making the Most of Instruction <ul><li>Professional Development </li></ul><ul><li>Active Learning </li></ul><ul><li>Educational Technology </li></ul><ul><li>Individualized Instruction </li></ul>
    30. 30. Making the Most of the Wider Community <ul><li>Systemic Renewal </li></ul><ul><li>School-Community Collaboration </li></ul><ul><li>Career and Technical Education </li></ul><ul><li>Safe Schools </li></ul>

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