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Thematic issues going forward to policy recommendations

Thematic issues going forward to policy recommendations. Inge M. Bryderup, Ass. Professor, Denmark Marlene Q. Trentel, Research Assistant, Denmark Department of Education, Danish School of Education, Aarhus University. Foundation for policy recommendations.

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Thematic issues going forward to policy recommendations

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  1. Thematic issues going forward to policy recommendations Inge M. Bryderup, Ass. Professor, Denmark Marlene Q. Trentel, Research Assistant, Denmark Department of Education, Danish School of Education, Aarhus University

  2. Foundation for policy recommendations • Early stage to conclude on recommendations • Recommendations are based on thematic issues identified across countries based on surveys of local authorities and child protection agencies • Analysis of qualitative data and young people’s perspective still to come

  3. Findings • Length of leaving care/transition support differs • In some countries YP get financial support (UK, H) • In some countries/LA’s (Sweden, DK, SP) there are no policies in the municipalities regarding young people in care

  4. Findings - continued • Different forms of targeted support and accommodation e.g. after care homes in Hungary, supported lodgings in UK, leaving care teams in SP - But • In DK, SE and SP young people over 18 are regarded as being on equal terms with their peers (no special treatment)

  5. Findings continued • The collection of documents regarding young people and fx their performance in school varies across countries and across national regions/LA’s • Only England publish statistical informatin on the educational attainment of children in care • Split ministerial responsibility: lack of focus on educational needs of children and young people in care (DK, SE, HU, SP)

  6. Provisional policy recommendation • No division between schooling and care • ”Keeping” children and young people in care in the same department • More attention to young people in care (policies, compulsory schools and educational institutions) • Early intervention • Continuous support and leaving care support

  7. Provisional policy recommendations – continued • Leaving care teams – focus on the transition to adult life and education • Financial support – (course/exam fees, text books, accommodation, leisure costs) • Collection of documents regarding young people and their education

  8. Finally... • EU policy relating to education and social inclusion should make explicit reference to children and young people in care and leaving care

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