5. Implication des intervenants

5.2. Réseaux d’intervenants

Lorsque de nombreux intervenants différents prennent part à l'élaboration et à la mise en place d’une stratégie pour lutter contre le décrochage scolaire, la création de structures formalisées peut s’avérer nécessaire pour les soutenir dans leur travail. Tous les intervenants doivent avoir la même compréhension des défis rencontrés et partager une approche et un objectif communs. Des structures de soutien et des mécanismes de coordination doivent également être mis sur pied pour assurer le dialogue et une transmission réciproque des informations entre l’établissement scolaire et un éventail plus large de parties concernées, ainsi qu’avec les autorités publiques compétentes. Les réseaux efficaces d’intervenants doivent réunir un éventail approprié de parties prenantes qui comprennent la situation locale et le contexte et qui sont capables d’intervenir localement dans les problèmes augmentant le risque de décrochage scolaire des élèves. Une grande variété d’intervenants et de professionnels susceptibles de contribuer au réseau doit être identifiée; ils doivent être invités à participer et être associés dès le début du processus.

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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

Drop-out network and Central helpdesk in Antwerp city

The Drop-out prevention network provides a whole suite of services and expertise. Each project is unique, focused on specific target groups and attracts its own level of funding. Emphasis is put on prevention of early school leaving and re-integration of pupils who have dropped out of school. The Central Helpdesk provides support to pupils and to schools. Frequently absent students are referred to the Pupil Guidance Centre attached to the school network which the school is part of. Where necessary the Pupil Guidance Centre seek the help of the Central Helpdesk. The Helpdesk can offer tailored support measures and activities to pupils at risk or those who have dropped out through the network of different organisations.

Domaine: 5. Implication des intervenants

Sous-domaines: 5.1. Équipes pluridisciplinaires; 5.2. Réseaux d’intervenants; 5.4. Partenariats - Organisations communautaires et société civile

Langue: EN

Pays: BELGIQUE

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

Health and Citizenship Education Committee (CESC) in France

The Health and Citizenship Education Committee involves all members of the educational community and the local partners of the primary or secondary school (local government, police, justice and associations). Chaired by the school head, the committee is active in citizenship education, drawing up the plan for the prevention of violence, proposing initiatives to support parents in difficult situations and combating social exclusion, defining a health and sex education programme aimed at promoting safe behaviour. The CESC brings together a variety of measures, with the aim of preparing pupils to act and to live together, with respect for equality between women and men and to make choices and exercise their citizenship rights.

Domaines: 3. Soutien aux élèves; 5. Implication des intervenants

Sous-domaines: 3.1. Le bien-être des élèves; 5.2. Réseaux d’intervenants

Langue: EN

Pays: FRANCE

Local Stakeholder Cooperation Framework

In a system with high levels of school autonomy such as the one in Flanders, the Flemish Ministry of Education has been working on establishing a framework with clear guidelines for schools and local authorities (who are those responsible for school education) on how to establish local networks of cooperation. The key prerequisites of good local cooperation are: clear roles and responsibilities, realistic goals, involvement of all stakeholders, development of local actions.

Domaine: 5. Implication des intervenants

Sous-domaine: 5.2. Réseaux d’intervenants

Langue: EN

Pays: BELGIQUE

Opened school initiative in France

The initiative promotes the social and academic integration of students and contributes to ensuring educational success for all.

Domaines: 3. Soutien aux élèves; 5. Implication des intervenants

Sous-domaines: 3.6. Apprentissage complémentaire et extrascolaire; 5.2. Réseaux d’intervenants; 5.4. Partenariats - Organisations communautaires et société civile

Langue: EN

Pays: FRANCE

PlugInnovation platform

PlugInnovation is a digital platform with an ambition to become a national resource cluster for dropout-prevention. The website will collect information, statistics, research and examples of successful actions taken by the schools with the aim of preventing early school leaving.

Domaines: 1. Gouvernance des écoles et établissements; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 5.2. Réseaux d’intervenants

Langue: EN

Pays: SUEDE

Structural indicators for inclusive systems in and around schools

This report proposes practical qualitative indicators for educational authorities and for schools to self-evaluate themselves in a range of areas pertinent for inclusive education. It offers an innovative framework of structural indicators for improving inclusion in school. The report draws upon key European Council and Commission policy documents on early school leaving prevention, and also on the 2015 Paris Declaration on promoting citizenship and common values of freedom, tolerance and non-discrimination through education, which includes a focus on social marginalization.

Inclusion in education is viewed comprehensively as inclusive systems in and around schools. It concentrates on supportive, quality learning environments, on welcoming and caring schools and classrooms, and on preventing discrimination. It addresses the needs of students in a holistic way (their emotional, physical, cognitive and social needs), and recognises their individual talents and voices. It is open to the voices and active participation of parents, and also wider multidisciplinary teams and agencies.

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

Sous-domaines: 1.1. Culture et climat scolaires; 1.2. Planification et suivi des établissements scolaires; 3.1. Le bien-être des élèves; 5.1. Équipes pluridisciplinaires; 5.2. Réseaux d’intervenants

Langue: DA; EN

Pays: Europe

Structural Indicators for Schools for Developing Inclusive Systems in and around Schools

This set of structural indicators for inclusive systems in and around schools can be used by school heads, teachers, parents or other school partners to reflect on the inclusiveness of their school. The indicators are phrased as statements with yes or no answers, which can guide school actors in self-evaluating in a range of relevant areas. Inclusion in schools is seen as supportive and quality learning environment with welcoming and caring schools and classrooms. It is accomplished by preventing discrimination, approaching learner's needs holistically (emotional, physical, cognitive and social), and recognizing learners' talents and voices.

The key areas covered by the indicators include:

  1. a whole school approach to developing inclusive systems
  2. teacher and school leadership quality
  3. promotion of system integration of policy and practice
  4. a multidisciplinary focus on health and welfare
  5. promoting parental involvement and family support
  6. and meeting the needs of particularly vulnerable individuals and groups

The choice of indicators draws upon key EU Council and European Commission policy documents and recent international evidence on inclusive education.

 

This tool is part of a wider Report on Structural indicators for inclusive systems in and around schools, which provides a background and explanations for each of the indicators.

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; 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; 3.1. Le bien-être des élèves; 3.2. Participation des élèves à la vie de l’établissement scolaire; 3.7. Suivi des élèves à risque; 3.9. Soutien ciblé - Migrants, Roms; 3.10. Soutien ciblé - Besoins éducatifs spécifiques et difficultés d’apprentissage; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 5.1. Équipes pluridisciplinaires; 5.2. Réseaux d’intervenants

Langue: BG; CZ; EN

Pays: Europe

Strukturelle indikatorer for skoler til udvikling af inklusionssystemer i og omkring skoler

Dette sæt strukturelle indikatorer for inklusionssystemer i og omkring skoler kan anvendes af skoleledere, lærere, forældre eller andre skolepartnere til at reflektere over, hvor inkluderende deres skole er. Indikatorerne er formuleret som udsagn, der kan besvares med ja eller nej, og som kan vejlede skolens aktører i selvevaluering på en række relevante områder. Inklusion i skoler opfattes som et understøttende læringsmiljø af høj kvalitet med indbydende og tryghedsskabende skoler og klasselokaler. Det opnås ved at forebygge forskelsbehandling, tilvejebringe en holistisk tilgang til elevernes behov (emotionelle, fysiske, kognitive og sociale) og anerkende deres evner og medbestemmelsesret.

De vigtigste områder, der er omfattet af indikatorerne, er:

  1. en helskolestrategi for udvikling af inklusionssystemer
  2. lærernes og skoleledelsens kvalitet
  3. fremme af systemintegration af politik og praksis
  4. et tværfagligt fokus på sundhed og trivsel
  5. fremme af forældredeltagelse og familiestøtte
  6. og opfyldelse af særligt sårbare personers og gruppers behov.

Valget af indikatorer bygger på centrale politiske retningslinjer fra Rådet og Europa-Kommissionen og den seneste internationale dokumentation vedrørende inkluderende uddannelse.

Dette værktøj indgår i en mere omfattende Rapport om strukturelle indikatorer for inkluderende systemer i og omkring skoler, der danner grundlag for og giver en redegørelse for hver af disse indikatorer.

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

Sous-domaines: 1.1. Culture et climat scolaires; 1.2. Planification et suivi des établissements scolaires; 3.1. Le bien-être des élèves; 5.1. Équipes pluridisciplinaires; 5.2. Réseaux d’intervenants

Langue: DA; EN

Pays: Europe

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