InSchool - Early School Leaving - Contributions from Portugal
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Communication presented at the International Conference on Education and New Developments – END 2015 - that took place between 27 - 29 June, Porto, Portugal (http://end-educationconference.org/).
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InSchool - Early School Leaving - Contributions from Portugal
- 1. WORKING TOGETHER TO REDUCE EARLY SCHOOL LEAVING 5 COUNTRIES, 2 YEARS, 1 AIM EARLY SCHOOL LEAVING – CONTRIBUTIONS FROM PORTUGAL June 2015 Anabela Mesquita Paulino Silva Diana Vieira 1
- 2. Agenda • Early school leaving – Introduction • Early school leaving in Portugal • InSchool Project • Measures against ESL • Good practices identified in Portugal • @ ISCAP – good practiced exported and imported • Evaluation of good practice imported • Future Anabela Mesquita, Paulino Silva, Diana Vieira 2
- 3. Early school leaving - Introduction Serious matter at the individual and at a macro level since it is connected to unemployment, social exclusion, and poverty while impeding productivity and competitiveness. Shrinking workforce - Europe needs to make full use of its human resources. Young people who leave education and training prematurely are bound to lack skills and qualifications, and to face serious, persistent problems on the labour market. 2012 - nearly five and a half million young people (18 and 24) had not finished upper secondary education and were not in education and training. Unemployment rate of these leavers is 40.1%, compared to 23.2% overall youth unemployment in Europe Anabela Mesquita, Paulino Silva, Diana Vieira 3
- 4. Early school leaving - Introduction There are many reasons why some young people give up education and training prematurely: personal or family problems, learning difficulties, or a fragile socio- economic situation. The way the education system is set up and the environment of each school are also important factors. project InSchool – Innovation in Early School Leaving was developed There is not a single reason for ESL, there are no easy answers. Policies to reduce early school leaving must address a range of triggers and combine education and social policy, youth work and health related aspects such as drug use or mental and emotional problems Anabela Mesquita, Paulino Silva, Diana Vieira 4
- 5. Early School Leaving in Portugal • Although the tendency for the indicator of early school leavers to decrease in all European countries in the last 20 years, during this period Portugal has presented average values above those of the EU. • Southern countries, like Spain, Turkey and Portugal, present the higher figures for this indicator. • Countries with lower rates (between 4% and 9%) are Finland (8,9%), Holland (8,8%), Luxembourg (8,1%), Austria (7,6%), Sweden (7,5%), Lithuania (6,5%), Poland (5,7%), Czech Republic (5,5%), Slovakia (5,3%) and Slovenia (4,4%). • Spain (24,9%), Malta (22,6%) and Portugal (20,8%) are those with the highest values, showing more difficulties concerning the inclusion of a young population in basic education. • The average figure for Europe (27 countries) was 12,8% in 2012 Anabela Mesquita, Paulino Silva, Diana Vieira 5
- 6. InSchool Project Innovation in Early School Leaving Anabela Mesquita, Paulino Silva, Diana Vieira 6
- 7. • Aims to • share best practices within the partnership, • to produce best practice manual, • to enable partners to observe the application of best practices through benchmarking, • to involve stakeholders and • to enable all partners to import and apply at least one innovative aspect of best practice. Outcomes are / were * 5 workshops held in each of the partner countries, * a good practices guide, * a website and * the identification of aspects of best practice that would be imported to each partner organization. Anabela Mesquita, Paulino Silva, Diana Vieira 7
- 8. • Partner • UK (Bury College) (Coordinator), • Romania (IPA, SA S.C.), • Portugal (ISCAP / IPP), • Italy (E.RI.FO.) and • Turkey (Nahit Mentese Girls Technical and Vocational High School) • Started in October 2013 and will end in September 2015. • Activities • An analysis of the situation of ESL in each partner country was carried out. • Identification of a set of good practices already taking place in partner countries. • Each partner selected at least one of these good practices and implemented it in their own organization. Anabela Mesquita, Paulino Silva, Diana Vieira 8
- 9. Measures against ESL Anabela Mesquita, Paulino Silva, Diana Vieira 9
- 10. Measures against ESL addressed in the report from the European Commission (2013) (http://ec.europa.eu/education/policy/strategic-framework/doc/esl-group- report_en.pdf) Anabela Mesquita, Paulino Silva, Diana Vieira 10
- 11. Smooth transition between educational levels Transition between educational levels is critical for students - a time when they move from often smaller and more supportive schools to larger schools, where the academic and social demands are higher. The cost of failing is high. Unsuccessful school transitions contribute to high dropout rates, low on-time graduation rates and low achievement. Through a questionnaire administered to all secondary and VET schools in Porto region, we identified some good practices. Present some results in next slide Then we present the good practice exported and the one imported Necessary to provide tools and support to smooth this transition. Anabela Mesquita, Paulino Silva, Diana Vieira 11
- 12. Good practices identified in schools • Education offered by study area and not by course, at the beginning of the 10th grade - allows student to try the possible available areas before committing to just one. • A systematic accompaniment of students by coordinators of the different courses which integrate each study area as well as by the direction board and office of vocational guidance and counselling with the objective to understand the best way to follow at the end of the 10th grade. • Promotion of the proximity between student and teacher. Teacher is seen as a tutor that supports and accompanies the student. Anabela Mesquita, Paulino Silva, Diana Vieira 12
- 13. @ ISCAP Exported and Imported measures Anabela Mesquita, Paulino Silva, Diana Vieira 13
- 14. Exported Anabela Mesquita, Paulino Silva, Diana Vieira 14
- 15. Self-efficacy • People's beliefs about their capabilities to produce designated levels of performance • This concept is useful to predict human performance in several areas, although its predictive power is enhanced when specific measures of each domain of human functioning are used. • Additionally, as self-efficacy is a judgment of personal capability, it is not considerate a trait and it can change over time. Anabela Mesquita, Paulino Silva, Diana Vieira 15
- 16. Self-efficacy • Studies show that students’ self-efficacy is related to academic achievement and/or dropout, both internationally (e.g. Bandura, 2006; Brown, Tramayne, Hoxha, Telander, Fan & Lent, 2008; Pajares, 2007) as well as in Portugal (e.g. Vieira & Polydoro, 2009; Vieira 2010). • The student self-efficacy questionnaire was validated to Portuguese context (Vieira, Polydoro, & Coimbra, 2009; Vieira, Caires & Polydoro, 2011) and it is composed of 20 items. • This measure is useful to rapidly screening student’s self-efficacy, though, facilitating the identification of the students at risk of poor academic performance and/or ESL. • The administration of this questionnaire at the beginning of the academic year allows the identification of students with lower self-efficacy and the prevention of poor academic performance and/or ESL by the implementation of activities aimed to enhance students self-efficacy based on its sources. Anabela Mesquita, Paulino Silva, Diana Vieira 16
- 17. Imported Anabela Mesquita, Paulino Silva, Diana Vieira 17
- 18. Smooth transition between educational levels Bury College already had experience in this area and had developed a website to deal with this situation - http://bethebest.burycollege.ac.uk/ Portugal – ISCAP (higher education) - decided to import and adapt this good practice Anabela Mesquita, Paulino Silva, Diana Vieira 18
- 19. LIVE THE BEST @ ISCAP Anabela Mesquita, Paulino Silva, Diana Vieira 19
- 20. Participants Inschool Project Team (Anabela, Diana and Paulino) A Web Solutions Company (Bynet) ISCAP Students Union Comissions of students from each degree Other ISCAP students Anabela Mesquita, Paulino Silva, Diana Vieira 20
- 21. Structure of the website Anabela Mesquita, Paulino Silva, Diana Vieira 21
- 22. BE INVOLVED ENVOLVE-TE Academic life Anabela Mesquita, Paulino Silva, Diana Vieira 22
- 23. BE HERE APARECE Logistics of the school Eg. Canteen, libray, etc. Anabela Mesquita, Paulino Silva, Diana Vieira 23
- 24. BE ON BOARD ENTRA A BORDO Location and how to get there Anabela Mesquita, Paulino Silva, Diana Vieira 24
- 25. BE PREPARED PREPARA-TE Services available and their timetable Anabela Mesquita, Paulino Silva, Diana Vieira 25
- 26. BE SUPPORTED APOIA-TE Support on how to study Anabela Mesquita, Paulino Silva, Diana Vieira 26
- 27. Website - http://www.livethebesta tiscap.com/ Anabela Mesquita, Paulino Silva, Diana Vieira 27
- 28. Evaluation of the website - Results Anabela Mesquita, Paulino Silva, Diana Vieira 28
- 29. Evaluation of the website Developed a survey. Questions based on literature review Received 43 responses Students graded this website with 8 / 10. The majority graded it between 7 and 10. Anabela Mesquita, Paulino Silva, Diana Vieira 29
- 30. STRENGTHS WEAKNESSES Website very dynamic and attractive Video tour only for one master (want to see videos of other courses) Links provided are useful The list of resources is not complete Excellent structure of menus and buttons Images with quality There are also some functionalities that the site does not have and respondents would like to find them there (but didn’t say what were those functionalities) Information is concise, important and relevant Involvement of different stakeholders – teachers, students, students’ union Accessible Need to disseminate the existence of the siteTexts are easy to read, graphs and animation are used in an adequate way The site meets students’ needs One respondent said that the website has too much information on some issues and scarce on othersThe content of the site is useful Anabela Mesquita, Paulino Silva, Diana Vieira 30
- 31. Suggestions for improvement Add practical informations such as: How to acquire the card to enter the parking Create a FAQ section Access to important documents Ex. Form to ask the bus pass sub23 Anabela Mesquita, Paulino Silva, Diana Vieira 31
- 32. Future Disseminate its existence – facebook, teachers, students Continuously improve the website Compare resuls with those of the Bury colleage (concerning the website). Identify differences and similarities. In 6 months -re-evaluate its impact in early school leaving Anabela Mesquita, Paulino Silva, Diana Vieira 32
- 33. Anabela Mesquita, Paulino Silva, Diana Vieira 33
- 34. Anabela Mesquita, Paulino Silva, Diana Vieira 34
- 35. THANK YOU Comments? Questions? Sarmento@iscap.ipp.pt Anabela Mesquita, Paulino Silva, Diana Vieira 35
Notes de l'éditeur
- Early school leaving (ESL) is a serious matter not only at the individual level but also at a macro level since it is connected to unemployment, social exclusion, and poverty while impeding productivity and competitiveness (European Commission, 2014a). With its shrinking workforce, Europe needs to make full use of its human resources. Young people who leave education and training prematurely are bound to lack skills and qualifications, and to face serious, persistent problems on the labour market. In 2012, nearly five and a half million young people between 18 and 24 years old had not finished upper secondary education and were not in education and training. On average, the unemployment rate of these early school leavers is 40.1%, compared to 23.2% overall youth unemployment in Europe (European Commission, 2014b). ESL creates great hardship for the individuals and huge costs for European economies and welfare states. Tackling early school leaving is a stepping stone towards improving the opportunities of young people and for supporting smart, sustainable and inclusive growth. There are many reasons why some young people give up education and training prematurely: personal or family problems, learning difficulties, or a fragile socio-economic situation. The way the education system is set up and the environment of each school are also important factors. Since there is not a single reason for ESL, there are no easy answers. Policies to reduce early school leaving must address a range of triggers and combine education and social policy, youth work and health related aspects such as drug use or mental and emotional problems (European Commission, 2014a). It was in this scenario that the project InSchool – Innovation in Early School Leaving was developed. Its aims are to contribute to the identification and implementation of some of good practices already available in Europe. In fact, if we take a close look to what is going on in Europe and in some schools, we notice that there are a lot of initiatives, some of them already with positive results. In this paper, we will present the project, its aims, as well as some of these initiatives that are taking place in Portugal. Statistics show that the figures for Portugal as ESL is concerned are not favorable. However, organizations, schools and teachers are aware of this problem and are motivated to mitigate this phenomenon as long as the reasons for these figures concern learning difficulties and the educational environment. Finally, we expect that the good practices presented may be inspiring for other schools and contexts.
- Early school leaving (ESL) is a serious matter not only at the individual level but also at a macro level since it is connected to unemployment, social exclusion, and poverty while impeding productivity and competitiveness (European Commission, 2014a). With its shrinking workforce, Europe needs to make full use of its human resources. Young people who leave education and training prematurely are bound to lack skills and qualifications, and to face serious, persistent problems on the labour market. In 2012, nearly five and a half million young people between 18 and 24 years old had not finished upper secondary education and were not in education and training. On average, the unemployment rate of these early school leavers is 40.1%, compared to 23.2% overall youth unemployment in Europe (European Commission, 2014b). ESL creates great hardship for the individuals and huge costs for European economies and welfare states. Tackling early school leaving is a stepping stone towards improving the opportunities of young people and for supporting smart, sustainable and inclusive growth. There are many reasons why some young people give up education and training prematurely: personal or family problems, learning difficulties, or a fragile socio-economic situation. The way the education system is set up and the environment of each school are also important factors. Since there is not a single reason for ESL, there are no easy answers. Policies to reduce early school leaving must address a range of triggers and combine education and social policy, youth work and health related aspects such as drug use or mental and emotional problems (European Commission, 2014a). It was in this scenario that the project InSchool – Innovation in Early School Leaving was developed. Its aims are to contribute to the identification and implementation of some of good practices already available in Europe. In fact, if we take a close look to what is going on in Europe and in some schools, we notice that there are a lot of initiatives, some of them already with positive results. In this paper, we will present the project, its aims, as well as some of these initiatives that are taking place in Portugal. Statistics show that the figures for Portugal as ESL is concerned are not favorable. However, organizations, schools and teachers are aware of this problem and are motivated to mitigate this phenomenon as long as the reasons for these figures concern learning difficulties and the educational environment. Finally, we expect that the good practices presented may be inspiring for other schools and contexts.
- The indicator of early leavers from education and training is one that best expresses the educational inequalities between countries. Although the tendency for this indicator to decrease in all European countries in the last 20 years, during this period Portugal has presented average values above those of the EU. Nevertheless, the gap has diminished in the last decade. Furthermore, according to Eurostat (2013), it is possible to see that southern countries, like Spain, Turkey and Portugal, present the higher figures for this indicator. The inequalities of this indicator show that there are great differences among EU countries. The countries with lower rates (between 4% and 9%) are Finland (8,9%), Holland (8,8%), Luxembourg (8,1%), Austria (7,6%), Sweden (7,5%), Lithuania (6,5%), Poland (5,7%), Czech Republic (5,5%), Slovakia (5,3%) and Slovenia (4,4%). Spain (24,9%), Malta (22,6%) and Portugal (20,8%) are those with the highest values, showing more difficulties concerning the inclusion of a young population in basic education. The average figure for Europe (27 countries) was 12,8% in 2012 (Observatório das Desigualdades, 2010; Eurostat, 2014). Another indicator that should also be considered is the tertiary educational attainment. According to the Eurostat (2014) the figure for Portugal (27,2%) is lower than the average figure for Europe (35,8%). Actually only the countries Turkey, Slovakia, Romania, Austria, Malta, Italy, Croatia, Czech Republic and Bulgaria show worst figures. The figures presented reveal that ESL is a real problem in Europe, mostly in southern countries. Nevertheless, this problem is already been tackled and in some situations, with positive results. The InSchool project emerged both as a result of the consciousness of this problematic reality and as an opportunity to identify, share and transfer already existing good initiatives. In the following section we present the project and the initiatives identified in Portugal as well as one identified in UK and being transferred to Portugal.
- The project InSchool – Innovation in Early School Leaving project (http://inschoolproject.org/) aims to share best practices within the partnership, to produce best practice manuals, to enable partners to observe the application of best practices through benchmarking, to involve stakeholders and to enable all partners to import and apply at least one innovative aspect of best practice. The expected tangible outcomes are 5 workshops held in each of the partner countries, 4 good practices guides, a supportive website and the identification of aspects of best practice that would be imported to each partner organization. The partners of this project are: UK (Bury College) (Coordinator), Romania (IPA, SA S.C.), Portugal (ISCAP / IPP), Italy (E.RI.FO.) and Turkey (Nahit Mentese Girls Technical and Vocational High School), It started in October 2013 and will end in September 2015. In order to address the objectives, an analysis of the situation of ESL in each partner country was carried out. Additionally, consortium also identified a set of good practices already taking place in their own countries. The following step was to allow each partner to select at least one of these good practices and implement it in their own organization. In the next section we describe the best practices / initiatives identified in the Portuguese partner as well as the initiative that was imported.
- The project InSchool – Innovation in Early School Leaving project (http://inschoolproject.org/) aims to share best practices within the partnership, to produce best practice manuals, to enable partners to observe the application of best practices through benchmarking, to involve stakeholders and to enable all partners to import and apply at least one innovative aspect of best practice. The expected tangible outcomes are 5 workshops held in each of the partner countries, 4 good practices guides, a supportive website and the identification of aspects of best practice that would be imported to each partner organization. The partners of this project are: UK (Bury College) (Coordinator), Romania (IPA, SA S.C.), Portugal (ISCAP / IPP), Italy (E.RI.FO.) and Turkey (Nahit Mentese Girls Technical and Vocational High School), It started in October 2013 and will end in September 2015. In order to address the objectives, an analysis of the situation of ESL in each partner country was carried out. Additionally, consortium also identified a set of good practices already taking place in their own countries. The following step was to allow each partner to select at least one of these good practices and implement it in their own organization. In the next section we describe the best practices / initiatives identified in the Portuguese partner as well as the initiative that was imported.
- Based on Social Cognitive Theory, self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance (Bandura,1986,1997). This concept is useful to predict human performance in several areas, although its predictive power is enhanced when specific measures of each domain of human functioning are used. Additionally, as self-efficacy is a judgment of personal capability, it is not considerate a trait and it can change over time. This malleable characteristic associated with the potential for self-efficacy improvement allows the development of psychological and educational interventions based on the four sources of self-efficacy: Successful Past Performance, Observing Others’ Performance, Verbal Encouragement/ Social Support and Physiological and Emotional states. Several studies show that students’ self-efficacy is related to academic achievement and/or dropout, both internationally (e.g. Bandura, 2006; Brown, Tramayne, Hoxha, Telander, Fan & Lent, 2008; Pajares, 2007) as well as in Portugal (e.g. Vieira & Polydoro, 2009; Vieira 2010).). The student self-efficacy questionnaire was validated to Portuguese context (Vieira, Polydoro, & Coimbra, 2009; Vieira, Caires & Polydoro, 2011) and it is composed of 20 items. This measure is useful to rapidly screening student’s self-efficacy, though, facilitating the identification of the students at risk of poor academic performance and/or Early School Leaving (ESL). The administration of this questionnaire at the beginning of the academic year allows the identification of students with lower self-efficacy and the prevention of poor academic performance and/or ESL by the implementation of activities aimed to enhance students self-efficacy based on its sources.
- Based on Social Cognitive Theory, self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance (Bandura,1986,1997). This concept is useful to predict human performance in several areas, although its predictive power is enhanced when specific measures of each domain of human functioning are used. Additionally, as self-efficacy is a judgment of personal capability, it is not considerate a trait and it can change over time. This malleable characteristic associated with the potential for self-efficacy improvement allows the development of psychological and educational interventions based on the four sources of self-efficacy: Successful Past Performance, Observing Others’ Performance, Verbal Encouragement/ Social Support and Physiological and Emotional states. Several studies show that students’ self-efficacy is related to academic achievement and/or dropout, both internationally (e.g. Bandura, 2006; Brown, Tramayne, Hoxha, Telander, Fan & Lent, 2008; Pajares, 2007) as well as in Portugal (e.g. Vieira & Polydoro, 2009; Vieira 2010).). The student self-efficacy questionnaire was validated to Portuguese context (Vieira, Polydoro, & Coimbra, 2009; Vieira, Caires & Polydoro, 2011) and it is composed of 20 items. This measure is useful to rapidly screening student’s self-efficacy, though, facilitating the identification of the students at risk of poor academic performance and/or Early School Leaving (ESL). The administration of this questionnaire at the beginning of the academic year allows the identification of students with lower self-efficacy and the prevention of poor academic performance and/or ESL by the implementation of activities aimed to enhance students self-efficacy based on its sources.