Godalen and Thor Heyerdahl Upper Secondary Schools in Norway

In order to prevent drop-out, the Godalen and Thor Heyerdahl Upper Secondary Schools in Norway have focused on improving and strengthening their school leadership strategies. The schools have established a range of measures to support teachers and young people alike.

In order to prevent drop-out, the Godalen and Thor Heyerdahl Upper Secondary Schools in Norway have both implemented a range of strategies and measures in a comprehensive way on the basis of:

A dedicated and goal-focused leadership and evidence-based methodologies for school leadership and follow-up.

Concretely, this means that:

  • Teachers meet students where they are, not where they would like them to be;
  • The teacher-student relationship is considered as the basis for effective learning;
  • Two key-rules are respected: Phone home early and Note down truancy quickly and correctly;
  • There is an active and functioning student council;
  • 'Students fix it themselves': this is a programme where students settle conflicts themselves through mediation, building trust, creating a good learning environment and increasing their social competence.
  • The schools have set up new actions in cooperation with various professionals within the schools:
  • Several on-the-job-training programmes for learners who are motivated to obtain their journeyman's or limited skills certificate (LSC) through practical ways;
  • Alternative schooling provides learners at risk with more basic skills and social competences, motivation and empowerment. It offers a variety of options that can lead to graduation, with programmes paying special attention to the student’s individual social needs and academic requirements for an LSC at first, and eventually towards a journeyman’s certificate after a number of years in work. For students who lose their motivation because they fail in academic subjects, but still possess practical skills, an LSC will be the proper course to follow. This could be the basis of achieving a higher level of professional skill at a later stage in life.
  • This training includes modules or parts of modules of a subject, for instance, those needed to gain the qualification as a welder. Alternative programmes reduce truancy and drop-out rates and help in re-engaging with learning and the community, thanks to the more responsive and flexible environment. Graduates report that this experience made the difference and helped them to become productive citizens.

Youth enterprises act as a pedagogical tool to motivate students at risk.

Type
Practice
Country
Norway
Language
BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV
School level
Secondary
Intervention level
Targeted
Intervention intensity
Periodic
Funding source
Local funding; National government

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