3.4. Programmes et parcours éducatifs

Faire les bons choix de matières à étudier augmente les chances de réussite future des élèves. Ce projet fait participer les parents et les élèves au processus de prise de décision réfléchie vis-à-vis des matières scolaires. Il fournit des informations sur le système éducatif flamand.

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.).

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.

Afin de réduire le décrochage scolaire, la Finlande a travaillé à la mise au point de méthodes et de procédures pédagogiques innovantes pour répondre aux besoins individuels au moyen de l’apprentissage par l’activité, de l’enseignement en petits groupes, de l’apprentissage par la pratique professionnelle et de différents environnements d’apprentissage.

The learning hub was implemented at the TGM (an upper-level secondary technical college) as a school experiment in the school year 2016/17. It has been implemented in the school’s Information Technology (IT) Department in two of the four classes in the first year (i.e. grade 9).

In the learning hub students study self-regulated 20 hours per week. Of these 20 hours, 9 hours relate to general education subjects (German, English and Mathematics) and 11 hours involve vocational education subjects (Software Engineering, Systems Engineering, Media Technology, Network Technology). The other 6 school subjects (Geography, History and Political Education, Natural Sciences, Religion, Sports, Computer Workshop), which encompass 13 hours per week, are still taught by using traditional methods of teaching.

Il va sans dire que des interventions médicales, psychologiques, sociales, éducatives et juridiques sont nécessaires dans un certain nombre de cas d’école buissonnière et de décrochage scolaire, mais la recherche montre également clairement que, quel que soit le cas, le personnel scolaire et enseignant peut avoir une influence déterminante. Ce document comprend une liste de contrôle pour l’auto-évaluation des écoles, 59 recommandations détaillées en faveur de l’amélioration de l’assiduité scolaire, de la participation des élèves et de la culture scolaire, ainsi que des propositions d’engagements de comportement et des exemples de questionnaires pour les enseignants et les parents d’élèves. Les mesures recommandées sont principalement destinées au groupe cible d’enseignants, de directeurs et de parents d’élèves. Le document est une traduction du manuel écrit par Nairz-Wirth, Feldmann et Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

My education, my job, my future is a project that aims to prevent early school leaving and to encourage and inspire students to continue school.

In this project, students had the opportunity to learn about various jobs that exist today in their country and in Europe, as well as to learn about future jobs. Various workshops had been organised to help them discover their skills and to help them to choose the right path for their future career. Students learned the basic steps of how to start up their own business. Through this project students were encouraged to develop their 21st century skills such as communication, collaboration, critical thinking & creativity and understood how important education is for their future career as well as for their development and personal life.

Au Portugal, le concept de la «Classe plus» offre une aide supplémentaire à des groupes d’élèves présentant des compétences similaires. Cette mesure s’adresse à des années scolaires spécifiques en fonction des besoins de l’élève pendant les 1^er, 2^e et 3^e cycles de l’enseignement de base et l’enseignement secondaire. Cette mesure s’appuie à la fois sur la «Classe plus» et sur le «Projet phœnix», deux modèles d’organisation de classe visant à assister tous les élèves dans leur apprentissage.

The aim of the report Nordic Projects to Combat School Dropout is to improve and inspire new initiatives for young people, and to create enriching contacts between actors and organisations in the Nordic region.
The Nordic Web Resource on Dropout from Upper Secondary Education was a project commissioned by the Nordic Council of Ministers and run by the Nordic Welfare Centre between 2012 and 2015. The aim of the project was to compile good examples of initiatives aimed at increasing the proportion of young people in the Nordic region who complete upper secondary education.
On the Nordic web portal, a large range of successful projects from the Nordic countries were presented. The initiatives had been evaluated externally, and showed positive results. Some activities were specifically chosen because of their innovative character or value as sources of inspiration.
Despite bureaucratic and cultural differences between the Nordic countries, the situation regarding young people at risk of dropping out of school is strikingly similar. The differences are sometimes greater between municipalities and schools than between countries. By learning about successful initiatives in the Nordic countries, it is possible to find inspiration and tools to improve the work on helping all young people to complete their upper secondary education.
In this publication, ten projects are described that were presented on the Nordic good practice web portal. Some of the projects have been completed, while others continue. Some activities have been incorporated in ordinary work.