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Erik Sandvik Senior Adviser, Ministry of Education and Research

Erik Sandvik Senior Adviser, Ministry of Education and Research. Why New Possibilities ?. Only 70 per cent of pupils complete upper secondary education within five years A im for 2015 is 75 per cent Those who drop out are in high risk of unemployment

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Erik Sandvik Senior Adviser, Ministry of Education and Research

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  1. Erik Sandvik Senior Adviser, Ministry of Education and Research

  2. Why New Possibilities? • Only 70 per cent ofpupilscompleteuppersecondaryeducationwithinfiveyears • Aim for 2015 is 75 per cent • Thosewhodropoutare in high risk ofunemployment • Aim to preventsocialexclusion

  3. The New Possibilitiesproject Government initiated project 2010-2013 Objectives for the project: • Increase the amount of pupils who successfully complete upper secondary education • Build sustainable cooperative relations between municipalities, counties and the national authorities • Increased competence for the individual teacher • Increased competence for the schools

  4. Partnership 19 chief county education officers, KS, (Norwegian Association of Local and Regional Authorities)Ministry of Education, Ministry of employment and Ministry of Children, Equity and Social Inclusion • Related programmes: • - Employment subject • School leadership programme • In-depth study project • Vocational orientation of core subjects • Community contract • Apprentices in the public sector • 190 mill NOK – “crisis package” • 35 mill NOK – early intervention • Vg3 in school (3rd year in Up Sec) • Continuing education, vocational training • Adults • Certificate of Practice Follow up project Transition project Statistics, indicators, ”close to” Common planning, coordination, research, reference group

  5. The projects • Takes the consequences of the close relation between subject progress at the lower secondary level and drop out figures in upper secondary education • Courses for teachers from every lower and upper secondary school in practical and more relevant approaches to literacy and numeracy teaching • Emphasis on giving the 10 per cent lowest achieving students a second chance • Close follow up in all level transitions and follow up in secondary education • Summer activities for low achieving students in lower sec • Relevance and vocational orientation in the common core subjects in vocational programmes – subject resources • Improved collaboration betw.the Follow Up Service and other stakeholders • Common set of indicators established • Number of “unknown” students in Up Sec heavily reduced

  6. The Follow-Up-Service • The Follow-Up-Service (Oppfølgingstjenesten) is a body subordinate to the county school authorities. It has offices in each County Municipality and acts as a safety net for young people. • The service is obliged to follow up all early school leavers and other young people between the ages of 16 and 21, who are neither in the education system, nor at work. • The service provides the information, guidance and practical assistance to direct the individuals into an activity leading to higher education, a formal vocational qualification or a partial qualification that can improve the access to the labour market.

  7. Results after three years • Every lower- and upper secondary school in the country participates • More than 13000 tenth graders have after this school year participated in intensive education, many in separate groups • 3600 teachers (2 from each school) have received 6 days of training in how to increase basic skills and motivation for low achieving students • The teacher training programme is a huge success – also as an arena for the ministry to meet the teachers and create commitment on shared goals • The programme for vocational orientation and relevance in upper secondary education receives positive feedback • Cooperation between the counties, municipalities and national education authorities has increased

  8. The Follow-Up-Service and Ny giv • In June 2013, 19900 young people were in the target group for the Follow-Up-Service; the service has arranged contact with at least 92% of them. The Follow-Up-Service and the Norwegian Labour and Welfare Organisation offered approximately 9000 young people some kind of activity. A total 1500 young people had an unknown status at the end of the school year 2012/2013 as opposed to approximately 10 000 in the year 2009/2010.

  9. Some challenges • Using the newly trained teachers as resources in their own school: • Pedagogical leadership, local dissemination and ownership and organizational consequences • Training whole schools • The school leadership seems to be a crucial success factor for the project • To take a holistic approach to all quality improvement efforts • To activate the Universities and University-Colleges • To create sustainability before the project ends • Close follow up of training basic skills in upper secondary education

  10. Some challenges • Even more sustainable collaboration between different levels of government nationally and locally • Increased understanding in society about drop out issues being a complex issue; • key words: drugs, • psychiatric/medical challenges • housing, • crime • etc

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