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

2. Plan for workshop
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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

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Clustering
knowledge
Constructing
knowledge
Systemizing
knowledge
A digital national platform for dropout prevention
Disseminating
knowledge

4. The Plug In-project
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SALAR
5 regions
50 municipalities
80 sub-projects/work
shops
Two target groups -
1) students at-risk
2) NEETS
Partly financed by ESF

5. The construction of
PlugInnovation
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Innovation
Research
Statistics Interventions

6. 6

7. Contributing to
knowledge base
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What works?
•Case studies - 10 work shops
•Quasi-experimental design
measuring impact of
interventions (impact
assessment)

8. Case studies
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•10 cases
•Method
selection criteria & process
data collection, data analysis

9. Preliminary findings
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•Effective measures: preventative
•Effective measures: remedial

10. 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

11. 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

12. 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)
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13. 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
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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

14. BETA
VERSION
Model of best practice-example
for dissemination
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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

15. Discussion and sharing
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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

16. Discussion and sharing
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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?

17. Thank you!
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Anna Liljeström,
0709-70 93 04
anna.liljestrom@grkom.se
Lisa Sipari,
0708-24 35 07
lisa.sipari@grkom.se