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Priority Intervention Educational Areas
Programme
Escola Superior de Setúbal, 30th May 2016
PREVENTING AND TACKLING
EARLY SCHOOL LEAVING
IN PORTUGAL
ESL Rate in 2014
Figure 2: % of population aged 18 to 24 with at most lower secondary
education and not in further educati...
EVOLUTION OF ESL RATE IN EU
Figure 3: ESL Rate (18-24 years olds) between 2005 and 2014 (Eurostat, April 2015)
EXTERNAL FACTORS
Facilitators:
 Reduction demand for low skilled workers in economy -
recession
 coordination with socia...
MAIN MEASURES AND PROGRAMMES IN PLACE
Priority Intervention Educational Areas Programme (TEIP)
Alternative Curriculum Path...
Priority Intervention Education Areas Programme (TEIP)
Alternative Curriculum Paths (PCA)
Integrated Programe of Education...
PRIORITY INTERVENTION EDUCATIONAL
AREAS PROGRAMME
TEIP BACKGROUND
1996:
TEIP
 Promote educational inclusion
2006:
TEIP2
 Tackle ESL
 Promote educational success
2012:
TE...
Target schools
Located in disadvantaged areas (social and economically…)
Objectives
- Promote educational inclusion and ed...
137 school clusters/schools
SCOPE
137
School
Clusters/schoo
ls
Norte
49
Centro
11
Lisboa e
Vale do Tejo
49
Alentejo
17
Alg...
Improvement plans
Set goals and priority actions to address problems diagnosed
Focussed on 4 main areas/domains:
IMPLEMENT...
IMPROVEMENT CYCLE
Diagnostic
(data collection and needs
identification)
Strategical planning
(considering problems/needs
a...
IMPROVEMENT CYCLE
Critical issues
Targets
Action Plan
Training
Plan
Resources
Involvement
Strong top
and medium
level
leaderships Work
collaboratively
Focus on the
first levels
Innovative
approaches
E...
• Succes Rate
• Medium Rate
• Disciplinar
measures per
student
• Completion Rate
• % of students
with positive at
all subj...
1st SEMESTER REPORT
Collection of the 1st term relevant data
Monitoring of the results achieved until
that point
Possible ...
FINAL REPORT
Deep collection of:
Results on the several domains of the
programme
Evaluation of the targets achievement, re...
SUPPORT TO SCHOOLS
• Between DGE and schools
Support and monitoring meetings
• Collaborative work between schools, DGE
Mic...
EDUCATIONAL EXPERT
SCIENTIFIC
COUNSELLOUR
FACILITATOR /
MANAGER
MEMBER OF A
NETWORKMOTIVATOR
Training plans
Focussed on 4 main areas/domains:
TRAINING FRAMEWORK
Management of the classroom
Collaboration and pedagogi...
ESL RESULTS
19,9%
13,1%
11,8%
11,0%
9,9%
12,1%
14,2%
15,5%
13,4%
10,1%
7,4% 7,5% 7,7% 7,0%
9,1%
10,4%
11,2% 10,5%
0,0%
5,0...
ESL RESULTS
Source: Ministry of Education Database
18,5%
13,2%
12,0%
10,4%
10,0%
13,4%
14,5%
14,1%
11,6%11,6%
8,4% 8,2% 8,...
ESL RESULTS
Source: Ministry of Education Database
32,5%
34,6% 34,8%
32,1% 31,2%
32,3%
27,4%
26,2%
22,2%23,8%
21,6% 22,2% ...
LESSONS LEARNED
WHAT WORKS:
Prevention
 Focus on the teaching issues
 Good quality of the early interventions
 Initial ...
LESSONS LEARNED
WHAT WORKS:
Intervention
 Effective Early Warning Systems (EWS)
 Individual learning support
 Extra-cur...
LESSONS LEARNED
WHAT DOES NOT WORK…
 Non-planned actions
 Sectorial interventions mainly focussed on school
 Focus on r...
LESSONS LEARNED
WHAT DOES NOT WORK…
Too much attention to well-being with lack of attention to
learning
Sociocultural an...
COMMUNICATION
Webinar:
http://webinar.dge.mec.pt/
Website DGE:
http://www.dge.mec.pt/teip
COMMUNICATION
Blog:
http://programateip.blogspot.pt/
Facebook:
www.facebook.com/EscolasTeip
EXAMPLES OF GOOD PRACTICE
“LIGHTHOUSE CLASSROOM”
Available at: www.schooleducationgateway.eu/files/esl/downloads/39_PT_Sal...
EXAMPLES OF GOOD PRACTICE
“MICRO-NETWORK SHARING AMONG SCHOOLS”
Available at:
http://www.schooleducationgateway.eu/files/e...
Thank you!
Preventing and Tackling Early School Leaving in Portugal
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Preventing and Tackling Early School Leaving in Portugal

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Early School Leaving is complex multisector phenomenon, resulting from a mix of individual, educational and socio-economic factors. What are Portoguese intervention measures to promote educational inclusion?

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Preventing and Tackling Early School Leaving in Portugal

  1. 1. Priority Intervention Educational Areas Programme Escola Superior de Setúbal, 30th May 2016
  2. 2. PREVENTING AND TACKLING EARLY SCHOOL LEAVING IN PORTUGAL
  3. 3. ESL Rate in 2014 Figure 2: % of population aged 18 to 24 with at most lower secondary education and not in further education or training (Eurostat, April 2015)
  4. 4. EVOLUTION OF ESL RATE IN EU Figure 3: ESL Rate (18-24 years olds) between 2005 and 2014 (Eurostat, April 2015)
  5. 5. EXTERNAL FACTORS Facilitators:  Reduction demand for low skilled workers in economy - recession  coordination with social/ welfare system (RSI, etc) Barriers:  Economic crisis (family income)  Economic crisis (cuts on public spenditure for Education)  Grade repetition rate  Early warning systems not in place  Lack of alternatives for second chance education
  6. 6. MAIN MEASURES AND PROGRAMMES IN PLACE Priority Intervention Educational Areas Programme (TEIP) Alternative Curriculum Paths (PCA) Integrated Programe of Education and Training (PIEF) Vocational Courses 50% 40,1% 46,6% 43,6% 45% 38,3% 28,3% 18,9% Artistic and Professional Courses (upper secundary level) Education and Training Courses (CEF) 9 years of compulsory schooling 12 years of compulsory schooling
  7. 7. Priority Intervention Education Areas Programme (TEIP) Alternative Curriculum Paths (PCA) Integrated Programe of Education and Training (PIEF) Vocational Courses 12 years of compulsory schooling 50% 40,1% 46,6% 43,6% 45% 38,3% 28,3% 18,9% Artistic and Professional Courses Education and Training Courses (CEF) 9 years of compulsory schooling KEY STRATEGIES TO REDUCE ESL IN PT • Mandatory school age • Education and Training - Vocational courses • Diversification of curriculum pathways • Multidisciplinary teams • Targeted intervention in deprived territories
  8. 8. PRIORITY INTERVENTION EDUCATIONAL AREAS PROGRAMME
  9. 9. TEIP BACKGROUND 1996: TEIP  Promote educational inclusion 2006: TEIP2  Tackle ESL  Promote educational success 2012: TEIP3  Tackle ESL  Promote educational success  Quality of the learning outcomes
  10. 10. Target schools Located in disadvantaged areas (social and economically…) Objectives - Promote educational inclusion and educational success - Prevent and tackle absenteeism and ESL - Improve the learning outcomes and promote the quality of the educational paths - Reduce indiscipline (inappropriate behaviour) TARGET AND OBJECTIVES
  11. 11. 137 school clusters/schools SCOPE 137 School Clusters/schoo ls Norte 49 Centro 11 Lisboa e Vale do Tejo 49 Alentejo 17 Algarve 11
  12. 12. Improvement plans Set goals and priority actions to address problems diagnosed Focussed on 4 main areas/domains: IMPLEMENTATION Support to Learning improvement Prevention of ESL, absenteeism and indiscipline Management and organisation School – Families – community Relation
  13. 13. IMPROVEMENT CYCLE Diagnostic (data collection and needs identification) Strategical planning (considering problems/needs and priority target-groups) Improvement Actions (Goal setting, strategies,, indicadores e metas) Monitoring and Evaluation (self-regulation mechanisms) Reshape Action (considering the lessons learned)
  14. 14. IMPROVEMENT CYCLE Critical issues Targets Action Plan Training Plan Resources
  15. 15. Involvement Strong top and medium level leaderships Work collaboratively Focus on the first levels Innovative approaches Effective evaluation APPROACH
  16. 16. • Succes Rate • Medium Rate • Disciplinar measures per student • Completion Rate • % of students with positive at all subjects • ESL Rate Domain 1 External Evaluation Achievement Domain 2 Internal Evaluation Achievement Domain 3 Early School Leaving Domain 4 Indiscipline TARGETS
  17. 17. 1st SEMESTER REPORT Collection of the 1st term relevant data Monitoring of the results achieved until that point Possible changes of the actions according to the needs, as earliest as possible Intends to make the improvement cycle familiar to the clusters
  18. 18. FINAL REPORT Deep collection of: Results on the several domains of the programme Evaluation of the targets achievement, results and process involved Evaluation of the failures and improvement proposals
  19. 19. SUPPORT TO SCHOOLS • Between DGE and schools Support and monitoring meetings • Collaborative work between schools, DGE Micro-Networks • National, regional and local events Seminars and other events • 99% of schools have a critical friend Educational Specialists
  20. 20. EDUCATIONAL EXPERT SCIENTIFIC COUNSELLOUR FACILITATOR / MANAGER MEMBER OF A NETWORKMOTIVATOR
  21. 21. Training plans Focussed on 4 main areas/domains: TRAINING FRAMEWORK Management of the classroom Collaboration and pedagogical supervision Monitoring and Evaluation MaisSucesso (Success Plus) Methodologies Needs Impact
  22. 22. ESL RESULTS 19,9% 13,1% 11,8% 11,0% 9,9% 12,1% 14,2% 15,5% 13,4% 10,1% 7,4% 7,5% 7,7% 7,0% 9,1% 10,4% 11,2% 10,5% 0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 2006 / 07 2007 / 08 2008 / 09 2009 / 10 2010 / 11 2011 / 12 2012 / 13 2013 / 14 2014 / 15 %dealunos 2nd grade TEIP - Total Nacional - Total Source: Ministry of Education Database
  23. 23. ESL RESULTS Source: Ministry of Education Database 18,5% 13,2% 12,0% 10,4% 10,0% 13,4% 14,5% 14,1% 11,6%11,6% 8,4% 8,2% 8,4% 8,0% 10,4% 11,3% 11,1% 9,0% 0,0% 2,0% 4,0% 6,0% 8,0% 10,0% 12,0% 14,0% 16,0% 18,0% 20,0% 2006 / 07 2007 / 08 2008 / 09 2009 / 10 2010 / 11 2011 / 12 2012 / 13 2013 / 14 2014 / 15 %dealunos Basic Level TEIP - Total Nacional - Total
  24. 24. ESL RESULTS Source: Ministry of Education Database 32,5% 34,6% 34,8% 32,1% 31,2% 32,3% 27,4% 26,2% 22,2%23,8% 21,6% 22,2% 22,4% 23,7% 23,8% 23,5% 24,0% 22,5% 0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 30,0% 35,0% 40,0% 2006 / 07 2007 / 08 2008 / 09 2009 / 10 2010 / 11 2011 / 12 2012 / 13 2013 / 14 2014 / 15 %dealunos Secondary Level Scientific and Humanistic Area TEIP - Total Nacional - Total
  25. 25. LESSONS LEARNED WHAT WORKS: Prevention  Focus on the teaching issues  Good quality of the early interventions  Initial and continuous professional development  Strong and well-developed guidance systems  Vocational/Professional education provision  Cooperation between school and work companies
  26. 26. LESSONS LEARNED WHAT WORKS: Intervention  Effective Early Warning Systems (EWS)  Individual learning support  Extra-curriculurar activities and out-of-school activities  Multidisciplinary teams  Empowerment of families Compensation  Second chance paths
  27. 27. LESSONS LEARNED WHAT DOES NOT WORK…  Non-planned actions  Sectorial interventions mainly focussed on school  Focus on remediation/paliative actions  Non-differenciated support to learners  Focus on the deficit of students
  28. 28. LESSONS LEARNED WHAT DOES NOT WORK… Too much attention to well-being with lack of attention to learning Sociocultural animation/ intercultural mediation non focussed “Ready to wear” CPD/ training plans Additional human resources without specific goals High concentration of problematic students Lack of connection between the use of IT and the curriculum Decisions on the Educational provision criteria Grade repetition Permanent homogeneous grouping
  29. 29. COMMUNICATION Webinar: http://webinar.dge.mec.pt/ Website DGE: http://www.dge.mec.pt/teip
  30. 30. COMMUNICATION Blog: http://programateip.blogspot.pt/ Facebook: www.facebook.com/EscolasTeip
  31. 31. EXAMPLES OF GOOD PRACTICE “LIGHTHOUSE CLASSROOM” Available at: www.schooleducationgateway.eu/files/esl/downloads/39_PT_Sala_Farol.mp4
  32. 32. EXAMPLES OF GOOD PRACTICE “MICRO-NETWORK SHARING AMONG SCHOOLS” Available at: http://www.schooleducationgateway.eu/files/esl/downloads/49_PT_Micro_network.mp4
  33. 33. Thank you!

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