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NFS möde 2010 Reykjavík, Grand Hotel April 8 th 2010

Delve into the drop-out issue through Nordic projects on education efficiency, policy, and research, analyzing reasons and solutions for student disengagement. Learn from expert Jón Torfi Jónasson on the pressing issues surrounding dropouts.

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NFS möde 2010 Reykjavík, Grand Hotel April 8 th 2010

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  1. NFS möde 2010Reykjavík, Grand Hotel April 8th 2010 The question of drop-outs What are the issues ― and for whom? Jón Torfi Jónasson jtj@hi.ishttp://www.hi.is/~jtj/ School of Education, University of Iceland

  2. What are the issues? The drop-out issue Some personal remarks • Do I need to know? On the interaction between educational research and the pragmatics of everyday schooling • How does research affect the practice of education? • My present position: Researcher-Administrator Jón Torfi Jónasson - NFS April 2010

  3. What are the issues? The drop-out issue • The study of drop-out, a long time interest • Three projects • A study of the efficiency of upper secondary schools • A Nordic drop-out study • An international drop-out study • A return to the basic issues Jón Torfi Jónasson - NFS April 2010

  4. Project: Efficiency of upper secondary schools • The definition of an efficient school? • The dearth of evidence on the long-term added value of individual schools • The evidence we have suggests the debate or discourse shies away from data, but is nourished by hearsay JónTorfiJónasson - NFS April 2010

  5. Project: Nordic project on droput Markussen, Eifred (2010), Frafall i utdanning for 16-20-åringer i Norden.  Nordisk Ministerråd: København. Udgivet i April 2010 JónTorfiJónasson - NFS April 2010

  6. Project: Nordic project on droput • Frafald i de danske ungdomsuddannelser Christian Helms Jørgensen, Roskilde Universitet. 17 2. Frafall og videregående opplæring i Finland: en gjennomgang av nyere studier og tiltak for å holde flere i utdanning Risto Rinne & Tero Järvinen, Universitetet i Turku. 61 3. Frafall i skolen og tiltak mot frafall på Island: Ulike perspektiver Kristjana Stella Blöndal og Jón Torfi Jónasson, Háskóli Íslands 89 4. Frafall i videregående opplæring i Norge: Forskning, omfang, hva kan gjøres og hva virker? Eifred Markussen, Norsk institutt for studier av innovasjon, forskning og utdanning 121 5. Avhopp från svensk gymnasieskola Lars Petterson, Lunds Universitet. 149 JónTorfiJónasson - NFS April 2010

  7. Project: Nordic project on droput 6. Frafall i utdanning for 16–20-åringer i Norden Eifred Markussen, Norsk institutt for studier av innovasjon, forskning og utdanning.....191 6.1 Frafall – hva mener vi med det?...................................................................191 6.2 Videregående opplærings struktur i de fem landene....................................194 6.3 Forskning om frafall.....................................................................................197 6.4 Hva viser forskningen – hvor mange faller fra?...........................................202 6.5 Hva viser forskningen – hvorfor avbryter noen ungdommer videregående opplæring?....................................................................................................205 6.6 Politikk og tiltak for å redusere frafall og bedre gjennomføring og kompetanseoppnåelse...................................................................................210 6.7 Er det mulig å eliminere frafallet?................................................................216 6.8 Tiltak på tre nivåer.......................................................................................219 6.9 Forskningsbehov..........................................................................................223 JónTorfiJónasson - NFS April 2010

  8. Project: IRYNET • Lamb, S., Markussen, E., Teese, R., Sandberg, N., & Polesel, J. (eds) (2010) School dropout and completion: international comparative studies in theory and policy, Springer: Dordrecht. Published Autumn 2010 Island, Norge, Finland, Scotland, England, Tyskland, Polen, Sveits, Frankrike, Spania, USA, Canada og Australia JónTorfiJónasson - NFS April 2010

  9. The Norwegian slides ara adapted from Eifred Markussen Norsk institutt for studier av innovasjon, forskning og utdanning NIFU-STEP København 24.mars 2010

  10. Frafall – hva mener vi med det? • Island: Andelen av en fødselskohort som ved 24 års alder ikke er i utdanning eller ikke har bestått videregående opplæring. • Norge: De som fem år etter at de gikk ut av grunnskolen (eller begynte i videregående) har gått mindre enn tre år i videregående og som på dette tidspunktet ikke er i videregående. • Danmark: a) Alle som avbryter en utdanning som de er startet på, også om de begynner på en annen utdanning. b) De som ikke har fullført og bestått en videregående opplæring målt 25 år etter at de har forlatt grunnskolen (profilmodellen). • Sverige: De som ikke har oppnådd ”slutbetyg”, dvs. at de har forlatt videregående opplæring (gymnasieskolan) før de var ferdige • Finland: Definerer ikke frafall. Fokus på de som verken er i utdanning eller jobb – NEET (Not in Education, Employment and Training). Jón Torfi Jónasson - NFS April 2010

  11. Behov for samordning av definisjonene? • Ikke nødvendigvis, så lenge man vet hva man snakker om • Uten samordning: Vil fortsette å sammenligne ulike størrelser • Anbefaling: Skille de som slutter fra de som gjennomfører uten bestått • Anbefaling: • Nordisk forskningsprosjekt omkring frafall i videregående opplæring. • Felles datainnsamling i alle fem land • Analyser av offentlige registerdata, surveydata og kvalitative data • Longitudinelt perspektiv. • Ledes av et forskningsmiljø i et av landene • Gjennomføres i et samarbeid mellom forskningsmiljøer i alle de fem nordiske landene. Jón Torfi Jónasson - NFS April 2010

  12. Clarification of terms: the flow of students through the system Jón Torfi Jónasson - NFS April 2010

  13. Hva med de som har gjennomført uten å bestå? Er det frafall? Island: ja Danmark: ja Norge: nei Sverige: nei Jón Torfi Jónasson - NFS April 2010

  14. Fullføring og frafall Jón Torfi Jónasson - NFS April 2010

  15. School completion as a function of age (2003) Jón Torfi Jónasson - NFS April 2010

  16. The percentage of the age group 25-64 who is registered in any type of formal education in Iceland From the Statistics Iceland, national labour force survey. Jón Torfi Jónasson - NFS April 2010

  17. Den samfunnsmessige konteksten • I takt med økende kompetansekrav: • Et tap for samfunnet: Mister verdifull kompetanse • Et tap for individet: Stiller svakere på arbeidsmarkedet • Eks. Frøseth (2008): Slutterne kommer klart verst ut • Konsekvens: Alle bør oppnå så høy kompetanse som mulig gjennom videregående opplæring • Når 60-80 prosent lykkes: videregående opplæring gjør ikke jobben • Utfordringen: Bringe flere frem til fullført og bestått videregående opplæring Jón Torfi Jónasson - NFS April 2010

  18. Den samfunnsmessige konteksten • Skal det være et mål at alle skal bestå videregående opplæring? • Skal noen kunne gå gjennom videregående opplæring uten å sikte mot full måloppnåelse? • Hva skal utdanningssystemet og samfunnet tilby disse i stedet? • Er det forsvarlig å utdanne folk til et lavere nivå enn full kompetanse fra videregående opplæring? Jón Torfi Jónasson - NFS April 2010

  19. Tiltak for redusert frafall og bedre gjennomføring

  20. Tiltak for redusert frafall og bedre fullføring i Norden • Rådgivning og karriereveiledning • Finland: Prioritert virkemiddel • Danmark: Ungdommens Uddannelsesvejledning • Island: Lovpålagt tilgang til rådgivning • Norge: Partnerskap for karriereveiledning, to nye fag • Internasjonal trend • Økt innslag av praksis i yrkesutdanningen • Mindre teori – mer praksis • Finland: mer praksibasert arbeid inn i læreplanene: learning by doing • Sverige: styrke yrkesprofilen i yrkesutdanningene • Danmark: mer praksisorientering i yrkesutdanningene • Norge: Arbeidslivsfag - praksisbrev Jón Torfi Jónasson - NFS April 2010

  21. Tiltak for redusert frafall og bedre fullføring i Norden • Spesiell oppmerksomhet rundt unge i faresonen som krever ekstra tett oppfølging • Finland: 10.klasse, spes.und., ungdomsverksteder • Island: generelt program, arbeidstreningsprogrammer • Sverige: Det individuelle programmet • Danmark: Ny mesterlære, produksjonsskoler, ungdomsutdannelse for unge med særlige behov • Norge: Lærekandidatordningen, praksisbrev • Omfattende reformer • Danmark: 2000 • Island: Under gjennomføring • Sverige: Planlegges • Norge: Reform 94 og Kunnskapsløftet (2006) Jón Torfi Jónasson - NFS April 2010

  22. Four perspectives or levels of discourses • Society and the school • How society moulds the school, e.g. by credentialism • The school in society • How the school is affected by the students being parts of society • The school and the student • How the school is affected by its dependence on students • The student in the school • How the student can flourish, develop, and be encouraged by the school Jón Torfi Jónasson - NFS April 2010

  23. Brings up a number of issues • Whom is the school for? • Industry, the economy, the new skills, the 21st century skills • Society, its coherence, or harmony, equity, dynamic, democracy • The individual, his or her advancement, well being, • A considerable effort should be spent probing this • Also it should be discussed which problems the school can solve or help to solve; but if not the school, who then? Jón Torfi Jónasson - NFS April 2010

  24. Kan bortvalget elimineres? ”arbeidet mot frafall må være ”Hele skolens oppgave”. (…) Arbeidet må være preget av system, ansvarsfordeling og plan, som bidrar til at det blir ”Hele skolens oppgave”, og får en kontinuitet som er nødvendig for å opprettholde en kontinuerlig beredskap”. (Buland og Havn 2007) • En effektiv indsats mod frafald bør rettes mod de bagvedliggende sociale problemer, som medfører at unge efter afslutningen af grundskolen ikke kan gennemføre en ungdomsuddannelse . (Helms Jørgensen 2010) • Ultimately, the ability to ”solve” the dropout problem (...) may depend more on the country’ ability to address widespread inequalities in the larger social and economic system. (Rumberger 2010) Jón Torfi Jónasson - NFS April 2010

  25. Kan bortvalget elimineres? • “developmentalist strategies focus on the most vulnerable young people and on those who drop out, or are at risk of dropping out, because of specific developmental and social problems. Young people who drop out, and especially those who become NEET, are disproportionately likely to have low self-esteem and self-efficacy, low social, personal and cognitive skills, family problems, and/or a history of offending, alcohol and drug use or teenage pregnancy. Not all these problems are strictly described as ‘developmental’, but they all invite responses which focus primarily on the individual and his or her problems, rather than on the education system and its cultures and opportunity structures” (Raffe, 2010). Jón Torfi Jónasson - NFS April 2010

  26. Kan bortvalget elimineres? The importance of VET • On the other hand, evidence from some countries, indicate that VET does not necessarily have to function as a way to increased completion and reduced dropout. • The Scottish chapter states that providing vocational programs is not sufficient to guarantee high participation, and further, with reference to Steedman and Stoney (2004) that evidence from other countries suggest that vocational programs may not be the most appropriate way to engage the most disaffected young people. This is supported by the Norwegian case, where the lowest completion rates are found within VET. Jón Torfi Jónasson - NFS April 2010

  27. Some issues brought up by the drop-out research The universality of both the problems and patterns The question about the role of the school system and also individual schools or even individual staff The serious issue of what is the downside of a drop-out Intervention at the level of the teacher or councillor the school, school system, the social system JónTorfiJónasson - NFS April 2010

  28. Thank you Kærar þakkir Jón Torfi Jónasson - NFS April 2010

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  36. Norway: The growth of female attendance at tertiary level 1971-2001(Universiteter og högskoler) Jón Torfi Jónasson - NFS April 2010

  37. Norway: The growth of female attendance at tertiary level 1971-2001(Universiteter og högskoler) Jón Torfi Jónasson - NFS April 2010

  38. Norway: The growth of female attendance at tertiary level 1971-2001(Universiteter og högskoler) Jón Torfi Jónasson - NFS April 2010

  39. Sweden: Growth coefficients for examination profiles 1978-2004 for different female and male age groups: First examination 160 poang or more (four years or more) Jón Torfi Jónasson - NFS April 2010

  40. Higher education: enrolment in the US 1900-2004 Jón Torfi Jónasson - NFS April 2010

  41. Higher education: enrolment in the US 1900-2004 Jón Torfi Jónasson - NFS April 2010

  42. Higher education: enrolment in the US 1900-2004 Jón Torfi Jónasson - NFS April 2010

  43. Higher education: enrolment in the US 1900-2004 Jón Torfi Jónasson - NFS April 2010

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  46. Society and the university • Some of the implications of the credentialist or consumerist ethos • This is not the sole concern of students, nor even an overriding one, but an important one, and • Students will come to HE education in fairly massive numbers, but the competition (and probably increasingly a serious one) will be among, but probably mainly within the universities, • Many students will adopt a consumer approach to the way they judge or value their programmes and decide to stay or leave. Jón Torfi Jónasson - NFS April 2010

  47. Society and the university • The gender issue, following Camilla Schreiner, • I have come to analyse educational development differently for males and females, because of the systematic and robust differences. • I have found in some instances increased polarisation, rather than reduced, e.g. in the choice of subjects. • However given the ubiquitous and robust statistical differences, one should constantly be reminded, that boys differ and so do girls. Jón Torfi Jónasson - NFS April 2010

  48. The university in society Jón Torfi Jónasson - NFS April 2010

  49. The university in society • How the university is affected by the students being parts of society, by their age, many of whom are full adult participants in society, and even though they take their studies seriously, they have a host of demanding pressures, commitments, situation constraints, priorities, ambitions, these must be accepted by the institutions, but it is not clear to what extent this must be done nor what the implications are: this is an urgent topic for discussion. Jón Torfi Jónasson - NFS April 2010

  50. The university in society The age of students in Nordic HE, % distribution (2007, 2008) Jón Torfi Jónasson - NFS April 2010

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