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 the school year 2015/16 the Schulzentrum Ybbs (a school center consisting of three vocational upper secondary schools) introduced a concept called IndY, which involves that 20% of the teaching time is intended for individualized learning. IndY aims at improving students’ expertise, motivation, self-responsibility, self-management, collaborative skills, emotional intelligence and learning methods.

InnoOmnia, in the city of Espoo, Finland, was founded in 2011. It is the first multi-sector vocational education centre in Finland where entrepreneurs may run their businesses jointly with students and teachers. Work and vocational education are part of a blended learning approach. One of the key aims of the programme is to improve the appeal of vocational education, and to offer “21st century learning” opportunities.
Services include:
1. Entrepreneurship support for current and aspiring entrepreneurs, primarily in arts and crafts or the service sectors.
2. Work-based/on-the-job learning programmes
3. Innovation and piloting of new teaching methods in the context of vocational education, g, e.g. gamification, mobile learning, entrepreneurial teaching methods
4. Teacher and school leader professional development for K-12 and vocational sectors

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.

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.