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DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET. Inge M. Bryderup and Marlene Q. Trentel, Danish School of Education, University of Aarhus. What supports Danish young people post 16, the role of pedagogues and institutions?. DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE

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What supports danish young people post 16 the role of pedagogues and institutions

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Inge M. Bryderup and Marlene Q. Trentel,

Danish School of Education, University of Aarhus

What supports Danish young people post 16, the role of pedagogues and institutions?


Agenda

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Agenda

*

  • Facts about Danish young people in care post 16

  • Legislation – leaving care support

  • Findings from interviews with Danish young people

  • Findings from interviews with Danish group leaders

  • Conclusion


Facts about young people post 16 1 3

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Facts about young people post 16 1/3

*


More facts about young people post 16 2 3

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

More facts about young people post 16 2/3

*

  • 21% of the 17 year olds that were in care 2006 have not completed compulsory school compared to 4% of all young people that have not completed compulsory school

  • 17% of young people aged 17-20 years old who were in care when they were 16 years old had not completed compulsory school compared to 3% of the general population of the same age


More facts about young people post 16 3 3

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

More facts about young people post 16 3/3

*

  • 12% of young people aged 27-30 years old who were in care when they were 16 years old have not completed compulsory school compared to 1% of all young people.

  • 40% of young people aged 27-30 years old who were in care when they were 16 years old had obtained qualifications beyond compulsory school compared to 80% of the general population of the same age.


Legislation concerning young people in care

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Legislation concerning young people in care

*

The municipalities are responsible for placements and inspection

Two different laws – Law of social service and Law of compulsory school

Two ministries – The Ministry of Social affairs and The Ministry of Education

Young people in care aged 0-17

Leaving care in Denmark (18-22 years old)


Findings from interviews with 35 danish 1 5 young people

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Findings from interviews with 35 Danish 1/5young people

*

  • Type of placement, number of placement

  • Entering care

  • Only few received leaving care support

  • Foster care / residential care centre

  • Non formal leaving care support


Findings from interviews with 35 danish 2 5 young people

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Findings from interviews with 35 Danish 2/5young people

*

  • Five ideal types:

  • Young people with “promising” educational pathways in college or university

  • Young people with “promising” educational pathways in vocational education and training

  • Young people with “yo-yo” pathways in education

  • Young people with “delayed” educational pathways

  • Young people with health problems that dominate their educational pathways


Findings from interviews with 35 danish 3 5 young people

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Findings from interviews with 35 Danish 3/5young people

*

  • Facilitators - Young people with ”promising” pathways in college or university / in vocational education and training

  • Early intervention

  • Less disruptive upbringing

  • Supportive parents (educated)

  • Stable time in school

  • Continuity in placements

  • Safe community with adults

  • Friends


Findings from interviews with 35 danish 4 5 young people

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Findings from interviews with 35 Danish 4/5young people

*

  • Nominated adult

  • Leisure time interests

  • Resilience

  • Wanted more in life than their parents


Findings from interviews with 35 danish 5 5 young people

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Findings from interviews with 35 Danish 5/5young people

*

  • Pedagogues at institutions

  • Supportive, helpful with homework, knowledge of education programmes

  • Driving the young people to and from an educational institution

  • A safecommunitytogether with other young people

  • An adulttheycouldconfide in

  • Leisure time activities – part of everyday life

  • Pedagogues - nominated adults


A qoute from a young person

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

A qoute from a young person

*

  • “They (the staff at a residential care centre) figured out what interested us and spent time with us. That made me trust them. Before that day I did not trust any adults. Not my grandma nor my granddad. And I learned to trust them. We spoke together.”


Findings from interviews with danish group leaders

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Findings from interviews with Danish group leaders

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  • Suggestions

  • Early intervention

  • More attention to education

  • Continuous support after the young person comes of age (leaving care support)

  • Holistic approach to education and care


Conclusion

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Conclusion

*

  • Half of the interviewed 35 young people have stayed at a residential care institution

  • Need for early intervention and leaving care support

  • Need for a holistic approach to education and care

  • Social pedagogues are regarded as supportive when:

    • they have increased focus at education

    • they create a safe community for young people in care


Conclusions continued

DANMARKS PÆDAGOGISKE

UNIVERSITETSSKOLE

AARHUS UNIVERSITET

Conclusions - continued

*

  • the young people feel they belong

  • they play an active role in a young person’s educational career.

  • they keep education on the agenda at all times and raise the expectations of young people in care.


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