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The European Scenario in Fighting Early School Leaving

Final Conference Prato - F.Datini Institute - 10 th September 2013 Prof. Mauro Di Grazia Traduzione Prof.ssa Paola Bertini. The European Scenario in Fighting Early School Leaving. 2012 European Data. Early school leavers are reducing in the EU:The decline is slowing

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The European Scenario in Fighting Early School Leaving

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  1. Final Conference Prato - F.Datini Institute - 10th September 2013 Prof. Mauro Di Grazia Traduzione Prof.ssa Paola Bertini The European Scenario in Fighting Early School Leaving

  2. Prato 10 settembre 2013 2012 European Data Early school leavers are reducing in the EU:The decline is slowing • Reduction target of 10% ( ET 2020 European Strategy for Education and Training ) is far away for many countries. EU average is 13 % • Of 27 EU countries: • 12 have reached the target • 10 are about to reach it • 2 are still far away ( Italy / Romania) • 3 are more than 20 % drop out rate (Spain, Portugal , Malta)

  3. Prato 10 settembre 2013

  4. Prato 10 settembre 2013 Italian data Eurostat data of 2013 - ( about year 2012): • Statistical models and inconsistencies • Italian Istat data 2012: 18.8% ( worse than the 17.6 % ) • Strong gender difference , in Italy as in the EU: boys 22% , girls 15.4 % : males are left behind. • Tuscan data : increase of drop out ( from 15.5 % in the year 2008 to 17.5% in 2010) • in parallel with the worsening of the economic crisis.

  5. Prato 10 settembre 2013 2020 EU Strategy Recommendations of the EU Council 191/2011 • Early school leaving reduction thanks to the " smart growth" (higher education / higher growth ) and "inclusive growth" (less unemployment , less social exclusion : reduce the poor rate by 20 million) • ESL = 52% unemployed • But : youth unemployment in the EU 23% (IT 39%, Spain / Greece 60 %): 5.6 million young people without a future , a dramatic crisis of our socio-economic model

  6. Prato 10 settembre 2013 2020 EU Strategy • Early identification of groups at drop out risk : • children of immigrants • socially and economically disadvantaged groups • DSA (Learning Disabilities) and young people with other disabilities “Reviewing existing policies” " with " global cross-sector-based strategies ," with " a range of measures relating to the school as a whole ", " systemic” Cross-sector-based integration of school policies , with those concerning social welfare, children, youth, families,work, integration

  7. Prato 10 settembre 2013 Suggested Measures • Permanent monitoring of ESL (Early school leaving) - causes, even internal to the system, starting from data • Strategic plan for each country by 2012 involving : - "prevention " / " intervention " / " compensation" measures addressed to immigrants , gypsies , DSA students , disadvantaged young people - Involvement of education and vocational training ( key role of the latter ) - Extension of nursery school - Enhancement of the " key role " of teachers and headteachers

  8. Prato 10 settembre 2013 Prevention Policies • Optimize education opportunities and training (high quality for everybody): - increase education beyond compulsory level - plans for disadvantaged areas - language support and the participation of parents - flexibility and "permeability" of education paths (eg modules - combined school and work ) - strengthen Vocational Training - strengthen the link work / training ( internships, involving companies )

  9. Prato 10 settembre 2013 Schools Intervention Policies • Turning schools into learning communities (vision shared by everybody, "an open, stimulating and pleasant " environment ) - Early identify students at-risk - Establish a network of relationships with parents and external parties ( local communities, immigrant associations , sport, volunteer work , work associations...) - Provide teachers with adequate tools ( " Tools" !) for their work ( ad hoc training ) - Organize extra-curricular activities - artistic , cultural, sport events to strengthen self-esteem

  10. Prato 10 settembre 2013 Policies of Intervention(Individual) • Programming individual mechanisms of support • Individual monitoring and mentoring for groups • Key to teaching on the needs of pupils ( individualized learning ) • Strengthen guidance and counseling activities in order to promote well-aware choices in line with individual skills • Ensure financial support to young people for the coming back to school

  11. Prato 10 settembre 2013 CompensationPolicies For drop out students • Promote "second chance" education programs, other than school / formal both from the organization and pedagogical point of view • Promote remedial courses and guidance • Recognize and validate prior learning (including non-formal and informal ) • Promote individual and specific support ( financial , educational, psychological ... )

  12. Prato 10 settembre 2013 1st -2nd March 2012 EU Seminar • Organized by the EU to take stock of the situation: • 300 participants - researchers, experts ( Italians absent... ?) • Underline the holistic approach to the problem • objectives : • Knowing the ESL phenomenon on the basis of evidence / data • Establish a cross- sector-based cooperation • Address the dropout to Vocational Training • Develop different forms of teaching • Exchange experiences and good practices in the EU

  13. Prato 10 settembre 2013 1st -2nd March 2012 EU Seminar • themes emphasized : • Know the processes to build effective/efficient policies • Great importance of guidance • Growing distinction between traditional learning and learning via new media

  14. Prato 10 settembre 2013 EU Seminar1st Workgroup • Workgroup 1/Who leaves , why and when - Importance of database and data processing (individual, joined by type , area, region) . Permanent monitoring . Good practices in UK, NL , HU, LU • Suggestions (ideas , success factors...) : - Develop comparable database - Focus monitoring on motivation

  15. Prato 10 settembre 2013 EU Seminar2nd Workgroup • Workgroup 2/It takes a village to raise a child - Involve the community to establish local cross- sector-based cooperation • Suggestions (ideas , success factors...) : - Flexibility ( adapting to the context) - Integrating the levels of intervention - Parental involvement ( emphasized ) - Variety of options for the students

  16. Prato 10 settembre 2013 EU Seminar2nd Workgroup Suggestions (ideas , success factors...) : - Early intervention - Incentives to schools - Multidisciplinary teams - Policy-makers should set goals , monitor, evaluate results

  17. Prato 10 settembre 2013 EU Seminar3rd Workgroup • Workgroup 3/Challenge and opportunities - Enhance the different pedagogical approach of Vocational Education for ESL and drop out ( step by step, little by little teaching ) • Suggestions (ideas , success factors...) : - More days of internship / training , general education fewer school days - Take a good balance between theory and practice - Introduce an operational dimension in the early years of education - Define a new social contract / training agreement

  18. Prato 10 settembre 2013 EU Seminar4th Workgroup • Workgroup 4/Learning differently Success factors : • Self-mastery • Interactive , individual , flexible, peer to peer, funny learning • Motivated teachers , “coaches” more than “evaluators”

  19. Prato 10 settembre 2013 EU Seminar4th Workgroup • Suggestions (ideas... ) : - Teachers need to feel safe and work in teams - Schools need to feel part of the community (ie no mega- schools) - Schools' autonomy is fundamental, which involves responsibility for the results Good news: the Structural Funds and the ESF 2014/20 , linked to EU targets, include policies for Early School Leaving

  20. Prato 10 settembre 2013 Challenge to Schools • Factors of school education influence and sometimes cause Early School Leaving • Challenge for schools: being able to respond to students' different learning styles and help teachers meet the different needs of groups of students with different skills • Not all European countries follow consistent policies to fight early school leaving

  21. Prato 10 settembre 2013 Challenge toRegions • In Italy, for example, there is no central government policy against early school leaving (except in the southern regions - see project " Skills For Development " - done with PON funds in the four regions allowed) • The problem is in fact left to the sensitivity of the Regions which manage the IeFP system and the recovery of drop out (see Tuscan regional policy and its commitment in this direction)

  22. Prato 10 settembre 2013 Challenge toRegions • The distance between Regions and schools (especially Vocational ones, entrusted with the task ) is still too big, because both human and material resources are under state jurisdiction, so handled with rigid and often inefficient bureaucratic rules

  23. Prato 10 settembre 2013 Project Products • School Inclusion and Stay@SchoolProject deal with the problem from the “inside” of school , through five modules including : - Early recognition of risk factors - Protocols for effective communication - Solicitation of an innovative subject-centered teaching, inductive learning , new technologies and a proper assessment - Choice of working in a network with many external supports.

  24. Prato 10 settembre 2013 Project Products • Stay@School has deepened the tracks traced by School Inclusion Project and the tools produced are going to be presented today • The overall picture has not changed, but the problem has worsened in the context of the general crisis • So, there's the risk of blocking the same efforts put in

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