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What are the issues?. The drop-out issueSome personal remarksDo I need to know? On the interaction between educational research and the pragmatics of everyday schoolingHow does research affect the practice of education?My present position: Researcher-Administrator. J?n Torfi J?nasson - NFS Ap
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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.is http://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
Jón Torfi Jónasson - NFS April 2010
5. Project: Nordic project on droput Markussen, Eifred (2010), Frafall i utdanning for 16-20-ĺringer i Norden. Nordisk Ministerrĺd: Křbenhavn.
Udgivet i April 2010
Jón Torfi Jónasson - NFS April 2010
6. Project: Nordic project on droput Frafald i de danske ungdomsuddannelser Christian Helms Jřrgensen, Roskilde Universitet. 17
2. Frafall og videregĺende opplćring i Finland: en gjennomgang av nyere studier og tiltak for ĺ holde flere i utdanning Risto Rinne & Tero Järvinen, Universitetet i Turku. 61
3. Frafall i skolen og tiltak mot frafall pĺ Island: Ulike perspektiver Kristjana Stella Blöndal og Jón Torfi Jónasson, Háskóli Íslands 89
4. Frafall i videregĺende opplćring i Norge: Forskning, omfang, hva kan gjřres og hva virker? Eifred Markussen, Norsk institutt for studier av innovasjon, forskning og utdanning 121
5. Avhopp frĺn svensk gymnasieskola Lars Petterson, Lunds Universitet. 149
Jón Torfi Jónasson - NFS April 2010
7. Project: Nordic project on droput 6. Frafall i utdanning for 16–20-ĺringer 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 Videregĺende opplćrings 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 videregĺende opplćring?....................................................................................................205
6.6 Politikk og tiltak for ĺ redusere frafall og bedre gjennomfřring og kompetanseoppnĺelse...................................................................................210
6.7 Er det mulig ĺ eliminere frafallet?................................................................216
6.8 Tiltak pĺ tre nivĺer.......................................................................................219
6.9 Forskningsbehov..........................................................................................223
Jón Torfi Jónasson - 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
Jón Torfi Jónasson - NFS April 2010
9. The Norwegian slides ara adapted from Eifred Markussen
Norsk institutt for studier av innovasjon, forskning og utdanning
NIFU-STEP
Křbenhavn 24.mars 2010
10. Frafall – hva mener vi med det? Island: Andelen av en fřdselskohort som ved 24 ĺrs alder ikke er i utdanning eller ikke har bestĺtt videregĺende opplćring.
Norge: De som fem ĺr etter at de gikk ut av grunnskolen (eller begynte i videregĺende) har gĺtt mindre enn tre ĺr i videregĺende og som pĺ dette tidspunktet ikke er i videregĺende.
Danmark: a) Alle som avbryter en utdanning som de er startet pĺ, ogsĺ om de begynner pĺ en annen utdanning. b) De som ikke har fullfřrt og bestĺtt en videregĺende opplćring mĺlt 25 ĺr etter at de har forlatt grunnskolen (profilmodellen).
Sverige: De som ikke har oppnĺdd ”slutbetyg”, dvs. at de har forlatt videregĺende opplćring (gymnasieskolan) fřr de var ferdige
Finland: Definerer ikke frafall. Fokus pĺ 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 nřdvendigvis, sĺ lenge man vet hva man snakker om
Uten samordning: Vil fortsette ĺ sammenligne ulike střrrelser
Anbefaling: Skille de som slutter fra de som gjennomfřrer uten bestĺtt
Anbefaling:
Nordisk forskningsprosjekt omkring frafall i videregĺende opplćring.
Felles datainnsamling i alle fem land
Analyser av offentlige registerdata, surveydata og kvalitative data
Longitudinelt perspektiv.
Ledes av et forskningsmiljř i et av landene
Gjennomfřres i et samarbeid mellom forskningsmiljřer i alle de fem nordiske landene.
Jón Torfi Jónasson - NFS April 2010
12. Jón Torfi Jónasson - NFS April 2010 Clarification of terms: the flow of students through the system
13. Hva med de som har gjennomfřrt uten ĺ bestĺ?
Er det frafall?
Island: ja
Danmark: ja
Norge: nei
Sverige: nei
Jón Torfi Jónasson - NFS April 2010
14. Fullfřring og frafall Jón Torfi Jónasson - NFS April 2010
15. Jón Torfi Jónasson - NFS April 2010 School completion as a function of age (2003) Go briefly through the Icelandic data, obtained from the on-going Labour survey
The Icelandic data has several noteworthy characteristics:
The gender difference
The age curve, showing the lowest limit reached at the age of about 30 for females and then – and only then going down to 20%; but only in the 40ies for males, then admittedly also reaching 20%, but only around 30% for males in their 30ies.
Go briefly through the Icelandic data, obtained from the on-going Labour survey
The Icelandic data has several noteworthy characteristics:
The gender difference
The age curve, showing the lowest limit reached at the age of about 30 for females and then – and only then going down to 20%; but only in the 40ies for males, then admittedly also reaching 20%, but only around 30% for males in their 30ies.
16. Jón Torfi Jónasson - NFS April 2010 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.
17. Den samfunnsmessige konteksten
I takt med řkende kompetansekrav:
Et tap for samfunnet: Mister verdifull kompetanse
Et tap for individet: Stiller svakere pĺ arbeidsmarkedet
Eks. Frřseth (2008): Slutterne kommer klart verst ut
Konsekvens: Alle břr oppnĺ sĺ hřy kompetanse som mulig gjennom videregĺende opplćring
Nĺr 60-80 prosent lykkes: videregĺende opplćring gjřr ikke jobben
Utfordringen: Bringe flere frem til fullfřrt og bestĺtt videregĺende opplćring
Jón Torfi Jónasson - NFS April 2010
18. Den samfunnsmessige konteksten Skal det vćre et mĺl at alle skal bestĺ videregĺende opplćring?
Skal noen kunne gĺ gjennom videregĺende opplćring uten ĺ sikte mot full mĺloppnĺelse?
Hva skal utdanningssystemet og samfunnet tilby disse i stedet?
Er det forsvarlig ĺ utdanne folk til et lavere nivĺ enn full kompetanse fra videregĺende opplćring?
Jón Torfi Jónasson - NFS April 2010
19. Tiltak for redusert frafall og bedre gjennomfřring
20. Tiltak for redusert frafall og bedre fullfřring i Norden Rĺdgivning og karriereveiledning
Finland: Prioritert virkemiddel
Danmark: Ungdommens Uddannelsesvejledning
Island: Lovpĺlagt tilgang til rĺdgivning
Norge: Partnerskap for karriereveiledning, to nye fag
Internasjonal trend
Řkt innslag av praksis i yrkesutdanningen
Mindre teori – mer praksis
Finland: mer praksibasert arbeid inn i lćreplanene: 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 fullfřring i Norden Spesiell oppmerksomhet rundt unge i faresonen som krever ekstra tett oppfřlging
Finland: 10.klasse, spes.und., ungdomsverksteder
Island: generelt program, arbeidstreningsprogrammer
Sverige: Det individuelle programmet
Danmark: Ny mesterlćre, produksjonsskoler, ungdomsutdannelse for unge med sćrlige behov
Norge: Lćrekandidatordningen, praksisbrev
Omfattende reformer
Danmark: 2000
Island: Under gjennomfřring
Sverige: Planlegges
Norge: Reform 94 og Kunnskapslřftet (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 mĺ vćre ”Hele skolens oppgave”. (…) Arbeidet mĺ vćre preget av system, ansvarsfordeling og plan, som bidrar til at det blir ”Hele skolens oppgave”, og fĺr en kontinuitet som er nřdvendig for ĺ opprettholde en kontinuerlig beredskap”. (Buland og Havn 2007)
En effektiv indsats mod frafald břr rettes mod de bagvedliggende sociale problemer, som medfřrer at unge efter afslutningen af grundskolen ikke kan gennemfřre en ungdomsuddannelse . (Helms Jřrgensen 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 Jón Torfi Jónasson - NFS April 2010
28.
Thank you
Kćrar ţakkir
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. Jón Torfi Jónasson - NFS April 2010 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)
40. Jón Torfi Jónasson - NFS April 2010 Higher education: enrolment in the US 1900-2004
41. Jón Torfi Jónasson - NFS April 2010 Higher education: enrolment in the US 1900-2004
42. Jón Torfi Jónasson - NFS April 2010 Higher education: enrolment in the US 1900-2004
43. Jón Torfi Jónasson - NFS April 2010 Higher education: enrolment in the US 1900-2004
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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
51. The university in society The age of students in the Icelandic university system
Jón Torfi Jónasson - NFS April 2010
52. The university and the student Jón Torfi Jónasson - NFS April 2010
53. The university and the student How the university is dependent on students,
The culture of universities, Humboldt 1809 / Whitehead 1929
H The goals of science and scholarship are worked towards most effectively through the synthesis of the teacher’s and the students’ dispositions. The teacher’s mind is more mature but it is also somewhat one-sided in its development and more dispassionate; the student’s mind is less able and less committed but it is nonetheless open and responsive to every possibility. The two together are a fruitful combination.
W The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative considerations of learning. Jón Torfi Jónasson - NFS April 2010
54. The university and the student In order to fulfil the Humboldt / Whitehead ideal, there must be a temperate number of students, but there are certainly two issues that complicate the situation, i.e. cost and policy.
Government policy is twofold, one side is to reduce its financial contribution per student, but the other is to demand wider access, and that a steadily higher proportion of students, not only attend HE institutions, but also complete their courses.
These policies are implemented by a very direct and transparent tie between the financial contribution and the FTE; thus the institutions become very dependent on high student throughput, with an obvious threat to quality. This is to me an urgent topic for discussion.
Jón Torfi Jónasson - NFS April 2010
55. The student in the university
Jón Torfi Jónasson - NFS April 2010
56. The student in the university The point has been implied in the above that it would be problematic to deal with issues within the institution, without taking into account, the three perspectives, already discussed.
We must understand in what way the university is seen as a vehicle of advancement, security and status, but of course also and important venue for education, by the student.
We must also understand in what way our students, even though keenly interested in their studies, are also active participants in other arenas of society.
Jón Torfi Jónasson - NFS April 2010
57. The student in the university Furthermore we must note that we should not treat them as customers, being served, but as our active partners, they are as Humboldt noted, no longer at school, but adult participants in the quest for learning. Something the institutional ethos of mass education tends to ignore, being in danger of turning HE into a robust routine.
At the same time we might openly discuss to what extent we treat or serve our students for our somewhat selfish aims of financial well-being.
From both these perspectives, those who leave without obtaining their degrees are a particular concern.
Jón Torfi Jónasson - NFS April 2010
58. Jón Torfi Jónasson - NFS April 2010
59. The student in the universityA survey A study of those who drop or stop-out from the University of Iceland (May 2008, in Icelandic).
Survey of a sample of 350 students originally registered in under- or post-graduate programmes at the University of Iceland, selected from a larger group of dropouts.
Jón Torfi Jónasson - NFS April 2010
60. The student in the university
Jón Torfi Jónasson - NFS April 2010
61. The student in the university
Jón Torfi Jónasson - NFS April 2010
62. The student in the university
Jón Torfi Jónasson - NFS April 2010
63.
Jón Torfi Jónasson - NFS April 2010 The student in the university, but the institutions differ
64.
Jón Torfi Jónasson - NFS April 2010
65. Four perspectives Four levels of the discourse suggested
Society and the university
The university in society
The university and the student
The student in the university Jón Torfi Jónasson - NFS April 2010
66. An institutional response to attending and leaving students
I have tried to argue above that understanding how choosing to go to university, and then attending, persisting or leaving the institution is very complex and we must be mindful to adopt a number of perspectives in order to understand the students and their behaviour, inter alia their attributions when asked about the university.
They live in many worlds, apart from their own.
Jón Torfi Jónasson - NFS April 2010
67. An institutional response to attending and leaving students
I have lately come to the conclusion that we should couch our dilemmas concerning students, in cultural terms. What should be the operational culture of a university? Thus, rather than asking what specific responses might be appropriate when dealing with attending, or leaving students, we might ask ourselves what institutional culture we want to create.
A culture that treats the students as co-workers and equals, rather than school students or customers.
We should certainly be professional directors of the operation, leaders and mentors, shouldering our full responsibility – with them. Jón Torfi Jónasson - NFS April 2010