1. Gouvernance des écoles et établissements

Pour traiter de manière adéquate des problèmes complexes tels que l'abandon scolaire, les établissements scolaires doivent dépasser les mesures temporaires et isolées pour adopter une  approche stratégique globale de l’école . Dans une «approche globale de l’école», les établissements scolaires sont perçus comme des centres collaboratifs d’apprentissage. L’ensemble de la communauté scolaire (responsables d’établissement, personnel enseignant et non enseignant, parents et familles), conjointement avec des intervenants externes, assume la responsabilité d’aider tous les élèves à exprimer le meilleur de leurs capacités.

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Beda School upper secondary

This example describes innovative approaches in an upper secondary school in Sweden - Beda Hallberg. The school offers a range of programmes that provide the foundation for personal development and active participation in society. The school also aims to provide continued support to learners and reduce the risk of drop-out by working hard to minimizes the closing times of the school with the view to staying open during some longer holidays. A team of health professionals are also well represented and includes social and psychological counsellors available to support the needs of young people.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves

Sous-domaines: 1.1. Culture et climat scolaires; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 3.2. Participation des élèves à la vie de l’établissement scolaire; 3.3. Orientation professionnelle et soutien; 3.4. Programmes et parcours éducatifs; 3.5. Apprentissage et évaluation

Langue: EN

Pays: SUEDE

Checklist and recommendations for prevention of absenteeism and school drop-out

It is undeniable that medical, psychological, social, educational and legal interventions are required in a number of cases of truancy and early school leaving, but research also shows clearly that in all cases, school and teaching staff can have a decisive influence. This document comprises a checklist for self-assessment of schools, 59 detailed recommendations for improvement of school attendance, pupil engagement and school culture, as well as proposals for behaviour agreements and examples of questionnaires for teachers and parents. The recommended measures are primarily directed at the target group of teachers, principals and parents. The document has been translated from the manual by Nairz-Wirth, Feldmann, Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 2.3. Formation initiale et formation continue des enseignants; 3.1. Le bien-être des élèves; 3.3. Orientation professionnelle et soutien; 3.4. Programmes et parcours éducatifs; 3.6. Apprentissage complémentaire et extrascolaire; 3.7. Suivi des élèves à risque; 4.1. Communication et information; 5.2. Réseaux d’intervenants

Langue: EN; DE

Pays: AUTRICHE

Combating drop-out and early school leaving (ESL) in Serbia

UNICEF Serbia and the civil society organisation Centre for Education Policy with the support of the Ministry of Education, Science and Technological Development Republic of Serbia  implemented the project “Combating Early School Leaving in Serbia”.

This project aimed to contribute to decreasing drop-out and early school leaving of children and adolescents through development, establishment, and implementation of the school-based model for early identification of children at risk of dropping out and intervention in situations where dropping-out is taking place.

Combating drop-out and ESL in Serbia has been recognised as a policy priority area.  The Strategy for Education Development in Serbia 2020 (SEDS 2020) calls for the provision of high-quality education for all, an increase of students’ coverage and attainment at all levels of education by maintaining the relevance of education and increasing efficiency. The Strategy implementation is primarily focused on the development of human capital in Serbia, thus underlines importance of the inclusion of pupils from vulnerable and marginalised groups (Roma and children from poor families, children with disabilities and from rural areas etc.).

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale

Sous-domaines: 1.1. Culture et climat scolaires; 1.2. Planification et suivi des établissements scolaires; 2.3. Formation initiale et formation continue des enseignants; 3.4. Programmes et parcours éducatifs; 3.7. Suivi des élèves à risque; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: SERBIE

E-tool for preventing bullying

Swedish education is built on respect for human rights and fundamental democratic values such as inviolability of human life, equal value of all people, respect for the individual?s personal integrity and gender equality. In accordance with these values, there is a strong emphasis that all education should be inclusive and actively prevent discrimination and harassment in all forms, which includes bullying.

Domaines: 1. Gouvernance des écoles et établissements; 3. Soutien aux élèves

Sous-domaines: 1.1. Culture et climat scolaires; 1.2. Planification et suivi des établissements scolaires; 3.1. Le bien-être des élèves

Langue: EN

Pays: SUEDE

Eliot Bank primary school self-evaluation

UK Ofsted (school inspectorate) presents the reasons behind continuous outstanding performance of Eliot Bank primary school. It has developed robust systems for monitoring and evaluation so that it knows what works well and what can be improved further. The school's evaluation process includes a wide range of stakeholders and strategies, but it has always remained focused on pupils achieving the highest possible outcomes. School provision is continuously modified in order to narrow the attainment gap for those pupils at risk of not attaining the levels expected for their age.

Domaine: 1. Gouvernance des écoles et établissements

Sous-domaine: 1.2. Planification et suivi des établissements scolaires

Langue: EN

Pays: ROYAUME-UNI

European Network Against Bullying in Learning and Leisure Environments (ENABLE)

This project is designed to support the development of Social-Emotional Learning skills (SEL) for 11-14 year olds, and to promote Peer Support to tackle and reduce bullying. SEL Programmes improve the student's social, emotional and academic skills, which include more pro-social behaviour and positive attitudes toward the self and others, and lower levels of emotional distress. Peer support systems reduce the negative impact of bullying on victims and make it more acceptable for them to report it. It follows a whole-school approach which includes young people, staff, parents and the wider community. Thus, this programme is a departure from the two-dimensional view of bullying as victim and bully, and instead looks at the social and group dynamics in a school or leisure environment to address a range of factors which contribute to bullying. ENABLE has trained a team of Ambassadors in each participating country, who are available to provide information and guidance to any school or organisation wishing to implement the programme.

Domaines: 1. Gouvernance des écoles et établissements; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 3.1. Le bien-être des élèves; 4.2. Implication des parents dans la gouvernance des établissements scolaires

Langue: EN

Pays: BELGIQUE; CROATIE; DANEMARK; GRECE; ROUMANIE; ROYAUME-UNI

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.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 5. Implication des intervenants

Sous-domaines: 1.3. Direction de l’établissement scolaire; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 3.3. Orientation professionnelle et soutien; 3.4. Programmes et parcours éducatifs; 3.5. Apprentissage et évaluation; 5.2. Réseaux d’intervenants

Langue: EN

Pays: NORVEGE

Home School Community Liaison Scheme

"It is clear from the Irish experience that educational initiatives based in schools can raise the educational level of the adults involved, and result in a general sense of empowerment in the local community. Parental involvement, especially in areas of socio-economic deprivation, does not just benefit the children and the school - it is a crucial aspect of lifelong learning" (Parents as Partners in Schooling, OECD 1997)

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.3. Direction de l’établissement scolaire; 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 4.1. Communication et information; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: IRLANDE

Indicators to monitor school effectiveness

Indicators on early school leaving and on learning improvement are used in Portugal to promote quality improvement of students? performance and recognise/reward the good work undertaken by all the public schools.

Domaines: 1. Gouvernance des écoles et établissements; 3. Soutien aux élèves

Sous-domaines: 1.2. Planification et suivi des établissements scolaires; 1.4. Coopération au sein des systèmes éducatifs; 3.7. Suivi des élèves à risque

Langue: EN

Pays: PORTUGAL

Micro-network sharing among schools

The network involves 10 school clusters in Portugal (clusters include several schools from pre-school to secondary) that collaborate on a number of issues, such as training plans, sharing experiences and methodologies and, in some cases, even sharing of human resources. In addition, the network develops thematic panels where several issues are discussed with students and intervention partners.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves

Sous-domaines: 1.4. Coopération au sein des systèmes éducatifs; 2.3. Formation initiale et formation continue des enseignants; 3.2. Participation des élèves à la vie de l’établissement scolaire

Langue: EN

Pays: PORTUGAL

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