Early school Leaving a view from reenrolment pathways

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Early school Leavinga view from re-enrolment
pathways

• an action-Research of FREREF in 5 Regions in
  Europe
• 1. Experiences of school re-enrolment
• 2. What we learn from practices of school
  re-enrolment
• 3. Some emerging policies
• 4. Elements for scenes of the future

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Action-Research 2007-2008

• Understanding of
• School re-enrolment
• of young adults (16-20 years old)
• Follow-up process
• individual collective

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Challenges and stakes for our working group

• CHALLENGES
• help actors who play a role in the re-enrolment
  to identify the success factors
• STAKES
• Identify indicators for action
• Identify permanent features (invariants) in the
  process of follow-up (accompagnement)

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Understanding school re-enrolment
Personal situation and behaviour
Drop-outs Re-enrolment
Construction of self
Representation of Learning
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Understanding school re-enrolment
Personal situation and behaviour
I N F O R M A L
school Integration
Representation of Learning
Construction of self
social inclusion
Environnement (peers, family, )
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ACTION RESEARCH PROJECT DEAAC-MELS QUEBEC
FREREFUnderstanding process of individual and
collective process of follow-up school droping
out droping

• What did we learn from
• the cross-analysis of practices ?

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Challenges and stakes for our working group

• A research work done by operators in the field
  with the help of a tool that had been constructed
  collectively (a grid of analysis of practices).
• 15 experiences for a public of young on the verge
  of dropping out or who have just left or that
  have left for more than one year and who want to
  come back.

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Challenges and stakes for our working group

• A grid of analysis to highlight
• informal and non-formal aspects in a process of
  re-enrolment
• The role of the family, the peers, the  tribe 

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The answers tell us

• They speak of drop-outs as young adults who are
  in breaking off, in difficulty, in failure,
  frustrated
• 6 answers do not mention parents as stakeholders
  of re-enrolment
• 10 answers do not mention educative teams nor
  tutors of training periods as stakeholders of the
  re-enrolment process.

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What are the aims and objectives of the actions
implemented for the target public ?

• Restore desire, develop self-esteem and
  confidence
• Valorise real life experience
• Demonstrate to young that they are capable
  (competent)
• Free speaking with respect, dare to dialogue
• Give to the young a role of partner, Think about
  with him.

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• What are the aims and objectives of the actions
  implemented for the target public ?
• It is the mission of institutions to follow its
  public until he succeds a trainning cycle
  (diploma)
• Failures and difficulties can be overcome
• It is essential that the young chooses to enter
  the process and set-up that are proposed.

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Educative values that are shared Give time to
time No actor more important than the other A
requirement for cooperation and importance of the
collective dimension.
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Shared principles for actions

• indicate ways out of a deadlock  
• Restore taste, desire, pleasure
• Give value to experiences and potentials 
• Envolve all stakeholders
• In tune with life (in a general sense)

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• A process of follow-up  
• That is conceived as a system in which
• the interactions of experiences,
• the changes in roles, places and actors
• are ways to support the young
• for deconstructing his/her restricting
  representations
• for reconstructing new ones that are more suited
  to help him/her in his/her pathway.

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Evidences that arise questions

• Whatever the experience, context, public and
  modalities of the process, the objective remains
  identical coming back to school.
• A new look at this public
• What place should be given to what is identified
  as true social competences ?
• Should we think that school difficulties are a
  symtom and not a cause ?

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• What did we learn ?

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• What did we learn ?
• A better understanding of the wealth of the field
  actions and of their necessary diversity in order
  to face complex situations.
• The informal and non-formal aspects play a
  central role.
• The importance of reconstructing an image based
  on confidence and self-esteem.
• A representation of learning in which pleasure,
  desire and curiosity are central.

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• What did we learn ?
• A new perception of dropping out it is no more
  viewed as a mistake, but as a warning sign or
  alert
• Preventing dropping out is not forbidding it it
  is part of life rythms what is at stake is to
  understand it as soon as possible to be able to
  act

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• What did we learn ?
• The stakeholders that play a role in re-enrolment
  are the same as those who participated actively
  or passively in the process of dropping out
  (school family peers- environment).
• Preventing dropping out is acting for an early
  re-enrolment.

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Some emerging policies

• From remediating and mending practices to
  emerging regional policies
• Shift from segmentation to a systemic approach

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Lisbon objectives progress do not meet
expectations
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Early school leaving no more than 10
Reading literacy at least 20 fewer
low-achieving 15 year olds than in 2000
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• Elements for a prospective scenario
• Hyp 1 a systemic approach to the notion of
  Lifelong learning
• Hyp 2 indicators centred on the learner

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• Thinking Education as a system and a process
• That agrees and makes provision for respecting  
  the Right to drop out 
• That implements a process of early
• re-enrolment.

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• Thinking Education as a system and a process
• That considers the school institution or the
  vocational training centres for what it can
  produce and not for what we would like to get
  from it
• That considers on the basis of equal value all
  other contexts and ways of learning (based on
  experience, intuition, or impertinent)
• That gives room to these other ways of learning
  (recognition and valorisation)

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• Thinking Education as a system and a process
• Whose objective is not to remedy but to propose
  other approaches, other contexts, other ways to
  learn.
• That calls for the responsibility of the
  individual by way of a contract
• That measures more the evolution than the
  performance!

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• Thinking Education as a system based on the idea
  of life and learning pathway
• For equipping each one with basic competences
  needed for living citizenship (homo politicus )
  and taking into account the ages (childhood,
  adulthood, adolescence, seniority)

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• Thinking Education as a system based on the idea
  of life and learning pathway
• Providing  maintenance  of these basic
  competences on a lifelong perspective
• Considering these competences as pre-requirement
  for all actions towards professionalisation
• Transforming moments of breaking off (chosen or
  not) in factors and opportunities of resilience
  (reconstructing oneself)

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• Thinking Education as a system based on the idea
  of life and learning pathway
• Integrating this process into the present time
  and adapted territory.
• Giving time to time for people to develop,
  progress, regress and start again
• Transforming our own limits as an argument of
  wisdom in a world that wants all, immediately and
  for lifelong.

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• Thanks for your PATIENCE