European early school leaving policies
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The document summarizes key points from a European seminar on policies to prevent early school leaving. It provides an overview of the Drop In project, which aims to map actors, policies, monitoring systems, and exchange best practices. Models from Iceland, Finland, and remediation approaches are discussed. Some early conclusions stress the importance of early intervention, alternative pathways, counseling, and designing local prevention and remediation practices based on scientific models, with monitoring of student well-being, transitions, and feedback to schools.
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European early school leaving policies
- 1. 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
- 2. Overview • Drop In project • Comparisons of policies and initatives in two Drop In countries • Early conclusions
- 3. 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
- 4. 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
- 5. 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
- 6. 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
- 7. 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
- 8. 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
- 9. 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)
- 10. 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
- 11. 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
- 12. 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
- 13. 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
- 14. 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
- 15. Some early conclusions: Prevention • Monitoring – early: students’ well-being, school engagement, occupational conceptions – transition – follow-up – feedback to schools and other practicioners
- 16. 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
- 17. 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
- 18. 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
- 19. Is something missing? Comments from the audience:
- 20. Thank you