W2 Lisa sipari and Anna Liljestrom - Reducing dropout rates

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aterial of the 10th Annual meeting of the OECD LEED Forum on Partnerships and Local Development |23-25 April 2014 | Stockholm, Sweden
More info http://www.oecd.org/cfe/leed/10th-fplg-meeting.htm

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W2 Lisa sipari and Anna Liljestrom - Reducing dropout rates

  1. 1. Plan for workshop ! "#$%&' 10.00-10.30 Presentation of PlugInnovation 10.30-10.45 Panel of experts on interventions 10.45-11.00 Discussion of interventions 11.00-11.15 Panel of experts on implementation/dissemination 11.15-11.30 Discussion of implementation/dissemination
  2. 2. ! "#$%&' Clustering knowledge Constructing knowledge Systemizing knowledge A digital national platform for dropout prevention Disseminating knowledge
  3. 3. The Plug In-project ! "#$%&' SALAR 5 regions 50 municipalities 80 sub-projects/work shops Two target groups - 1) students at-risk 2) NEETS Partly financed by ESF
  4. 4. The construction of PlugInnovation ! "#$%&' Innovation Research Statistics Interventions
  5. 5. 6
  6. 6. Contributing to knowledge base ! "#$%&' What works? •Case studies - 10 work shops •Quasi-experimental design measuring impact of interventions (impact assessment)
  7. 7. Case studies ! "#$%&' •10 cases •Method selection criteria & process data collection, data analysis
  8. 8. Preliminary findings ! "#$%&' •Effective measures: preventative •Effective measures: remedial
  9. 9. 10 Par lle Developing the municipal informa on responsibility Mul -skilled team, educa onal and career guidance, counsellors, field workers, educators Härryda Coaching/mentoring Turning the class teacher into a mentor by developing the mentoring competence of teachers; weekly mee ngs of mentors with groups of students; individual support of students at risk Alingsås Developing the municipal informa on responsibility Mul -skilled team, educa onal and career guidance, counsellors, field workers, educators, coaches. Individualized programmes, with ac vi es based on the individual needs. Skelle eå Mental training Focus on mo va on; cogni ve behavioural therapy and entails mental training, including mo va onal interviews, that aims to modify the behaviour of the students. Building rela onships, study visits and individual and group discussions about future pathways. Mönsterby Coaching to teengage youth and prevent dropping out A youth coach, whose primary role is to work with young people who have le school, is also used to mo vate at risk students at school and advice parents how they can help their children. Case studies
  10. 10. 11 Ljungby Individualised support via a resource centre A separate room staffed by a teacher is open all day to provide addi onal support to students who experience difficul es. Includes study techniques, mo va ng discussions, and assistance with learning course material. Strömsund Coaching and improved mo va on A coach that works with the student, teachers and parents to develop suppor ng mechanisms to s mulate and facilitate learning. Söderköping Mentoring and forma ve methods of study An independent school where students are viewed as 'young adults expected to take responsibility for their own studies'. Includesmentoring, structured and early feedback, monitoring the achievements of goals, and regular evalua ons. Valdermarsvik Following up students Youth coach to monitor the situa on of students. The youth coach acts an advocate for these students, ensuring that those with problem receive appropriate assistance. Krokom Developing the municipal resonsibility to be informed Mul -skilled team, educa onal and career guidance, counsellors, social workers. Individualized programmes, with ac vi es based on the individual needs and intense 10 week courses Case studies
  11. 11. Dropout prevention - school-based Holistic focus (academic, cognitive, psychological, socio-emotional) •collaboration •multi-skilled teams •student-coaches, case managers •school-world of work Strengthen connectedness (academic, cognitive, psychological) • academic support (format, content, competence) •cognitive ”tools”, mental training, CBT, MI, strengthen motivation, resiliance, career and educational counselling, study visits, explore career options •”relational leadership” – student teacher interactions, attitudes and •values education, life skills, ”equal treatment plans”, non-discriminatory policy •health promoting Flexibility (organization, content, instruction) •individual program of study (holistic, health, life skills, career paths, internships) •academic support (based on needs, content, structure, ”pre-emptive”) •case managers/student coaches •alternative school •student-centrerad instruction, online, set of courses (number order) ! "#$%&'
  12. 12. Remedial: bringing young persons back to study or work Developing effective forms for follow-up •(IT)-systems for check up (preventative and remedial) •”right competence”: coaches, social & emotional (EQ), multi-skilled team •finding ”venues” for contact and strategies: home visits, youth clubs, societies, associations, train station, facebook, text messages •collaboration with important actors (schools employment office, social services) •preventative work with schools: transitions, check for absence, coaching •follow-up after interventions (case- management model): job offices, internships, school ! "#$%&' Developing ”effective” interventions •holistic focus •strengthen connectedness – build relationships, MI, strengthen motivation. coaching, build resiliance, cognitive tools (CBT), social/basic skills, study techniques, educational and career guidance, internships, pratical experience, study visits •health promoting: physical, mental, life skills •flexibilty (organization, content, instruction.) •individual pathways (tailor-made program with holistic focus) •flexible instruction, online, student- centrerad, practical experience, work, collaboration school-world of work, ” right” intensity, kick-start courses
  13. 13. BETA VERSION Model of best practice-example for dissemination ! "#$%&' Organization Routines Measures Best practice- model Method • Method descriptions from workshops evaluated within the Plug In-project Research & literature • Relevant research and literature Statistics • Examples of how the use of data and statistics provides a basis for deciding on relevant measures NEET- intervention
  14. 14. Discussion and sharing ! "#$%&' INTERVENTIONS 1.What various interventions to prevent dropout/ESL are undertaken in your organization/area/country? A) individual/student-level B) organization-level (school, school system) C) policy-level 2.What are the results from the interventions? 3.What lessons have been learned as a result of these interventions and how have local contexts (such as labour market context) made a difference? Introduction of panel
  15. 15. Discussion and sharing ! "#$%&' IMPLEMETATION/DISSEMINATION 1.How are results and lessons learned disseminated in your organization/area/country? Can you give specific examples? 2.What are the challenges to disseminating results and lessons learned? How can these be overcome?
  16. 16. Thank you! ! "#$%&' !"#$%&"' $(") *+*,-./%01%*+ 2"#$3#"' $("45(6783#9 " #$%&$ :;;$%!"2<9#=(>8) *+*?-+*%?0%*/ $;;$32"2<9#=(7845(6783#9 %&' Anna Liljeström, 0709-70 93 04 anna.liljestrom@grkom.se Lisa Sipari, 0708-24 35 07 lisa.sipari@grkom.se

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