European early school leaving policies

European Seminar on ESL: Policies and Future Scenarios Palma of Majorca October 6th 2008 European report on Early school leaving policies Anne-Christin Tannhäuser Social Science Institute University of Iceland annechr@hi.is

Overview • Drop In project • Comparisons of policies and initatives in two Drop In countries • Early conclusions

Drop In project • Aim – Map European actors – Review of European policies and monitoring systems – Exchange of good practices, peer learning – Future scenario, qualitative indicator • Project partner countries: Greece, Spain, Finland, Germany, France, Italy, Iceland

Actors and focus of policy: An early model Public Policy Monitoring Continuing Tertiary education Education providers Local Upper secondary companies Local Context school Context A B Employment agency/ Compulsory Social service providers/ school Youth welfare organisation Scientific A) Dropout Knowledge Factors and models B) Return

Preventing ESL: Iceland Public Policy Monitoring Continuing Tertiary education Education providers Local Upper secondary companies Local Context school Context A B Employment agency/ Compulsory Social service providers/ school Youth welfare organisation Scientific A) Dropout Knowledge Factors and models B) Return

Preventing ESL: Iceland Public Policy Monitoring • Flexibility towards students • change line of studies, curricular freedom • courses at other schools/distance learning • Strong financial incentives: allocation based students sitting exams Upper secondary • Obligation to provide counselling school • 2008 Reform: • increasing diversity of courses: Compulsory decentralisation of curricular design school • shorter programmes Scientific A) Dropout Knowledge Factors and models B) Return

Preventing ESL: Iceland Public Policy Monitoring Upper secondary school • 2008 Reform Compulsory funding of innovative project: transition and school collaboration between school levels Scientific A) Dropout Knowledge Factors and models B) Return

Preventing ESL: Iceland Public Policy Monitoring 35 Early School Leavers in % 30 25 20 15 10 5 0 1999 2000 2001 2002 2003 2004 2005 2006 Year Source Eurostat 2007

Preventing ESL: Finnland Public Policy Monitoring Continuing Tertiary education Education providers Local Upper secondary companies Local Context school Context A B Employment agency/ Compulsory Social service providers/ school Youth welfare organisation Scientific A) Dropout Knowledge Factors and models B) Return (international)

Preventing ESL: Finnland Public Policy Monitoring Continuing Tertiary education Education providers Local Upper secondary companies Local Context school Context A B Employment agency/ Compulsory Social service providers/ school Youth welfare organisation Scientific A) Dropout Knowledge Factors and models B) Return

Preventing ESL: Finnland Public Policy Monitoring Continuing Tertiary education Education providers Local Upper secondary companies Local Context school Context A B Employment agency/ Compulsory Development of school welfare Social service providers/ school • early intervention, home-school coopersation Youth welfare organisation bullying prevention, pupil-coactive schools,... Youth participation project Scientific • prevention ofA) Dropout social exclusion Knowledge Factors and models Basic B) Return Flexible Education • work- or action-based learning

Preventing ESL: Finnland Public Policy Monitoring Continuing Tertiary education Education providers Local Upper secondary companies Local Context school Context A Youth workshops services: B • Unemployed youth, compulsory school Employment agency/ Compulsory graduates service providers/ Social school Youth welfare organisation Counselling Scientific A) Dropout Knowledge Factors and models B) Return

Remediation: 2nd chance education in Iceland Public Policy Monitoring Continuing Tertiary education Education providers Local Upper secondary companies Local Context school Context A B Employment agency/ Compulsory Social service providers/ school Youth welfare organisation Scientific A) Dropout Knowledge Factors and models B) Return

Some early conclusions: Prevention • Public policy: – early holistic intervention: school engagement, positive learning experiences, screen risk- behaviour, provide alternative pathways – Educational and vocational counselling in comp. school, during transitions/in case of unemployment – Designing local practices • network school, municipal actors: employment agencies, social welfare organisations, parents • exchange of practices and local adjustment • based on scientific model on predicators of dropout

Some early conclusions: Prevention • Monitoring – early: students’ well-being, school engagement, occupational conceptions – transition – follow-up – feedback to schools and other practicioners

Some early conclusions: Remediation • Public policy: – Strong network of social and employment market actors – formal or informal education – engage trade and labor unions – importance of outreach counselling • Designing local practices – specified target group: • Pushed out: counselling, different from former school experience, group dynamics important. Note: distance learning • Pulled out: relevance for job – based on scientific model on motivation to return – exchange of practices and local adjustment

Some early conclusions: Remediation • Monitoring – compulsory school level: students’ well-being – When do students dropout or stop? transition, follow-up with school leavers – feedback to single schools to raise interest in good practices

Is something missing? Public Policy Monitoring Continuing Tertiary education Education providers Local Upper secondary companies Local Context school Context A B Employment agency/ Compulsory Social service providers/ school Youth welfare organisation Scientific A) Dropout Knowledge Factors and models B) Return

Is something missing? Comments from the audience:

Thank you

European early school leaving policies

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