Norwegian strategies
description
Transcript of Norwegian strategies
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The Rotterdam talent development conference
Thorbjørn Nygaard and Eldar Dybvik
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Vestfold County - facts• Area 2216 square km• Ca 230,000 inhabitants• 14 municipalities• Biggest towns are Tønsberg,
Larvik, Sandefjord and Horten• 1000 km coastline• Approximately 1500 islands
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Upper secondary education in Vestfold
• 10 upper secondary schools• Approx. 8700 students
– 52% Vocational Education Programmes– 48% General Studies Programmes
• Approx. 1500 apprentices• Entitlement to 3(4) years of
education age 16+• Drop out-program• Adult education program• School renewal scheme
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Tertiary education, University/University Colleges, Adult education
6 1 Primary and lower secondary education
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Transfer to upper secondary education
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Andel med direkte overgang fra grunnskole til vgo, 2009
Fylkesforskjeller Landsgjennomsnitt
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Importance of parents’ background
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Dropout rate
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Access to labour market
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Results in Vestfold
• 65% completed and passed after 5 years (started in 2004)
• 5% still in training• 30% not completed
– 3% completed according to an individual plan – 7% completed, not passing– 20% drop-outs
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OT: ”Follow-up service”• A service to capture students who drop out of
secondary school • Offering students who drop out of secondary
school various training and work-related measures
• After 4 years approx. 30% of the pupils who didn’t start secondary school take part in measures by the Follow-up service
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National and regional efforts• Ny Giv – National program –
increase the number of pupils who complete and pass upper secondary education
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Ny Giv • Strengthen cooperation between schools, local authorities,
NAV, Vocational Training and Follow-up service • All students, children and young people are closely monitored
throughout childhood and school• Through a combination of work experience and training the
target group should be qualified and motivated for:– Participation in working and/or training towards full
qualification or basic competence• Several measures through primary and lower secondary school
to improve implementation of secondary education• Goal: To equip children and young people to better carry out
education
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Action program 2008 – 2018
Partners: All municipalities, Vestfold county, state authorities, and
business partners Early intervention
God oppvekst. GO!
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Overall aims 2018
• 95 % of all pupils starting the upper secondary school shall complete his or her education plans and pass the final exams.
• Reading ability in Vestfold is among the best in Norway
• Living conditions in our county above average compared with other counties in Norway. Today we unfortunately are near the bottom.
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Challenges and problems
• School dropouts• Alternatives to schools • Social problems at home • Lack of marks• Hidden talents • Who is to discover hidden talents? And take
the steps needed?
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Prevent lack of career among young people
• Difficult to return to work• Recruitment to social service and support • Early intervention better and cheaper • http://www.youtube.com/watch?v=t6R77e
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The river and the waterfalls
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Main principles agreed upon
• High standards in the ordinary institutions. High awareness of quality among teachers and tutors.
• Focus on each individual, who shall meet challenges and experiences to give themselves success and self-confidence.
• Early prevention and intervention. The earlier, the better. In Norway there has been an attitude of wait and see. We are leaving that attitude for now.
• Personal responsibility for observation and action. Everyone has got that responsibility to see and to report.
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Main principles • Every pupil has to know how and where to find help • aims and visions must be explicit communicated in municipal,
regional and national documents and aims, fully understood and carried out in local decisions.
• one contact person for each child and young person. We consider it important to have one responsible person!!. This is new, and this is crucial!
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Local municipalities important
• System approach at all levels • Never leave a child • Work together• Alternative use of resources• Long term investment • 10 years extremely long political perspective
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Regional approach
1.A selection of regional agreements and commitments
2.Early intervention. Models recommended 3.Steering committee and driving force 4.Regional coordinator
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Regional approach (2)• County governor has visited all municipalities in Vestfold • Steering committee , 4-6 meetings every year • County Coordinator Eldar Dybvik• Annual experience and evaluation conferences in
September
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Steering committee
• Director of The regional Labour and Welfare Service • Director of the Regional Police Authorities• County governor and directors for education and
health affairs• Mayors and chief executive from the Municipalities • Directors from the Labour Union and Confederation of
enterprises• School counselors and directors representing the Local
School authorities • Political leaders
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Preventive steps. Early intervention
• Cheaper and better,
• but who is willing to pay?
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The early intervention story
• Finland early intervention in schools 40 % • Norway 5 %
• Finland special needs secondary schools 5 %• Norway 12 %
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15 effective strategies for dropout prevention
Adapted from Dr. Jay Smink, National Dropout Prevention
Center at Clemson University
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The Basic Core Strategies
• Mentoring/Tutoring• Service Learning• Alternative Schooling• After School Opportunities
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Early Interventions
• Early Childhood Education• Family Engagement• Early Literacy Development
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Making the Most of Instruction
• Professional Development• Active Learning• Educational Technology• Individualized Instruction
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Making the Most of the Wider Community
• Systemic Renewal• School-Community Collaboration• Career and Technical Education• Safe Schools