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ESL priority on the policy agenda

Measures to tackle early school leaving in Flanders Koen Stassen Flemish Education Council ( Vlor ). ESL priority on the policy agenda. EU 2020: target < 10% EU recommendation on policies to reduce ESL PACT 2020: target < 4,3% Policy advice from :

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ESL priority on the policy agenda

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  1. Measures to tackle early school leaving in FlandersKoen StassenFlemishEducationCouncil (Vlor)

  2. ESL priorityon the policy agenda • EU 2020: target < 10% • EU recommendationonpolicies to reduce ESL • PACT 2020: target < 4,3% • Policyadvicefrom: • Vlor (Educationalstakeholders) • SERV (socio-economic partners) • Plans foreducational reform: • Secondaryeducation • Dual system • Adulteducation • Guidance • TraineeshipsforEarly School Leavers

  3. 10,5% 6,8%

  4. 13,6% 11,1% 8,6%

  5. Contributing factors to ESL • ESL = cumulativeprocess • Contributing factors: • Well-being • Socio-economic background • Ethnic background • Gender • Graderetention • Pull-factorsonlabourmarket • School absence • Exclusion

  6. Impact of ESL ontransition to work

  7. Action plan on ESL • Different ministers and ministriesinvolved • Integratedaction and coherent approachonflemish level needed  action plan on ESL • Taskforcewithrepresentatives of: • Ministries of education and labour • Social partners • Educational providers • Advisorybodies (Vlor & SERV) • Public training providers

  8. Threemainprinciples • Europeanframework • Identification/ monitoring / policycoordination • Prevention • Intervention • Compensation • Quickwinscombinedwithactionson the long run • Sustainability of the actions = crucial • Every pupil has to reach a full qualification • AmbitiousESL-target < 4,3% is notsufficient

  9. 1. Identification & monitoring • Scientific research • Monitoring at flemish level • More detailed data onregional level • Provide schools with data on ESL • Collectdetailed data on the transitionbetweeneducation and labourmarket

  10. 2. Prevention (1) • Provide school with data on ESL • For internalqualityassurance • School management is able to interpret data • And take concrete action • School inspectoratewill focus on ESL • Inform schools on ESL • Flexiblelearningpaths in secondaryeducation: • Inform schools about the legalpossibilities • Communicategoodpractices • Support to implementflexiblelearningpaths

  11. 2. Prevention (2) • Improvement of the dual system • Evaluation of the 2009-reform • Improvement of the work-component • Obligation to integrateworkbasedlearning in vocational tracks • Cooperationwith PES (VDAB) forvocational training • Sensibilisation of employers to nothirestudents without a full qualification • Implementation of a qualificationsframework (attractive curricula, LLL, RPL)

  12. 3. Intervention • Communicategoodpracticesontutoring / peer coaching • Projectsontransitioneducation-labourmarketforspecificgroups 4. Compensation • Promotion of adulteducation • Cooperationbetweeneducational and public training providers • Promotion of RPL

  13. Coordination • Provide a scenario forregionalcooperationbetween schools, guidancecentres, public employment service and other relevant partners to tackle ESL • Monitoring of the action plan

  14. Personalreflections (1) • The action plan is developed • Vlor put ESL on the agenda since 2009 butmissesclearpolicychoicesonf.e.: • Guidance • Structural support for Time-out projects • Involvement of all relevant partners • Ownership • No carrot nor stick • Largeautonomyforeducational providers • Indirect actions to improvemotivation

  15. Personalreflections (2) • Professional qualificationvseducation? • Reform plans: • Structuralapproach • Sofarnosufficientanswers • Perspective of childrenwith immigrant background – Siriusroundtable • General vstargetedapproach? • Quickwinsvs long term investment? • Elections in 2014. Direction of reform plans?

  16. Contact koen.stassen@vlor.be

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