W jean jacques derrien and ulf hagglund - Working with parents to prevent early school leaving

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W jean jacques derrien and ulf hagglund - Working with parents to prevent early school leaving

  1. 1. Working with parents to prevent early school leaving J-J Derrien and Ulf Hägglund
  2. 2. 2 Intitulé partie 3 Intitulé partie 4 Intitulé partie Content The PREVENT project Why focussing on parents’ participation? Conceptual thinking Challenges (possibilies…) Prevent’ives (!)
  3. 3. 2 Intitulé partie 3 Intitulé partie 4 Intitulé partie The PREVENT project  Ten European cities, working together to bring in the perspective and experiences of parents in preventing Early school leaving (ESL)  Supporting, connecting schools, parents and young  Combining transfer and development of concrete, good practice with structural indicators for strategic support  Coordinated by the city of Nantes,France  Expert team: Ulf Hägglund, Paul Downes 1
  4. 4. 2 Intitulé partie 3 Intitulé partie 4 Intitulé partie Involving parents - so obvious…2 • ’…research shows that parents by being involved in the education and teaching of their children, at home and in school, can increase the school achievements with 30 %’ (Fan and Chen) • ’…parental involvement affects positively the psychosocial functioning of pupils: it concerns their behaviour, motivation, social competences, relationship with the teacher and the relationship between pupils’ (Smit, Driessen, Sluiter and Brus) • ’…support cooperation between schools, local communities, parents and pupils in school development and in initiatives to reduce ESL’ (EC Thematic Working Wroup on ESL)
  5. 5. 2 Intitulé partie 3 Intitulé partie 4 Intitulé partie Conceptual thinking School-parents-society partnership (different forms of involvement, different levels of participation, different actors collaborating) Acknowledgement of complimentary services and resources delivered both inside and outside schools (by NGO’s, etc) Holistic approach to prevention : levels of intervention, individual vs systemic, prevention-intervention-compensation structures Capacity building approach to transferability and thematic issues 3
  6. 6. 2 Intitulé partie 3 Intitulé partie 4 Intitulé partie Challenges (possibilities) An interesting spread of good practices where many could be transferred; though challenging contextual issues affecting adaption/implementation Need for shift in focus from what underpins ESL (background related issues) to what prevents it; especially in the meaning of supporting and involving parents and students to reach educational success It is about outreach on one hand and transitions on the other; a multilevel, action focussed learning process, both for parents, students, schools and policy makers 4
  7. 7. 2 Intitulé partie 3 Intitulé partie 4 Intitulé partie Prevent’ives Baseline study (research, examples, arguments…) Good Practice Soourcebook (GPS) including a section of 20 good practices on parental involvement Thematic reports on Roma’s and ethnical issues Policy recommendations report Report on Local Support Groups and Local Action Plans work Structural Indicators Matrix (SIM) http://urbact.eu/fr/projects/active-inclusion/prevent/homepage/ 5

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