Social inclusion education policy in South Australia: What can we learn?

2017 ◽  
Vol 61 (1) ◽  
pp. 54-74 ◽  
Author(s):  
Andrew Bills ◽  
Nigel Howard
Keyword(s):  
High Risk ◽  
Young People ◽  
Policy Analysis ◽  
Social Inclusion ◽  
Young Person ◽  
Flexible Learning ◽  
Early School Leaving ◽  
Early School ◽  
School Learning ◽  
Learning Options

In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.

scholarly journals Una mirada al abandono escolar prematuro en Portugal: Realidades, contextos y prácticas

2020 ◽  
Vol 38 (2 Jul-Oct) ◽  
pp. 109-130
Author(s):  
Helena Araújo ◽  
Eunice Macedo ◽  
António Magalhães ◽  
Cristina Rocha
Keyword(s):  
Social Inclusion ◽  
Knowledge Society ◽  
School Principal ◽  
Economic Policies ◽  
Early School Leaving ◽  
Educational Trajectories ◽  
Early School ◽  
Teachers And Students ◽  
El Sistema ◽  
Student Advocates

Teniendo in cuenta que el abandono prematuro de la escuela/ abandono prematuro de la educación y de la formación es un problema sumamente político, este articulo hace una mirada al abandono escolar prematuro en Portugal, enfocando sus realidades, contextos y prácticas, en una interacción entre el nivel nacional y europeo e sus orientaciones para la educación. Se hace una breve analice a los contornos del problema y a su evolución y se presenta a el sistema educativo para después se reflexionar acerca de la actual orientación educativa, dando evidencia a las perspectivas de inclusión. Finalmente se enfocan medidas intramuros para enfrentar el abandono escolar en una escuela secundaria superior en un área de intervención educativa prioritaria. Estas medidas son preventivas, y incluyen la preparación para los exámenes y el defensor del estudiante, a que se da prominencia en este artículo, haciendo el enfoque en las voces distintas del Diretor de la escuela, del profesorado y de las y los estudiantes. Se argumenta que la lucha contra ESL se encuentra en la tensión entre las políticas destinadas a hacer frente a las necesidades de la economía y de la sociedad del conocimiento y la tentativa de promover la inclusión social a través de la consecución de los itinerarios educativos, dando herramientas a las personas jóvenes para llevar adelante sus posibles opciones. Bearing in mind that early school leaving (ESL) / early leaving from education and training (ELET) is a political problem, this article looks at early school leaving in Portugal, focusing on its realities, contexts and practices and tapping into the interaction between the national and the European levels and their guidelines for education. The context of the problem and its evolution is briefly analyzed. Following the description of the education system, we also provide some reflections on current educational lines, providing evidence on how inclusion is implemented within such lines. Finally, intramural measures are proposed with a view to addressing early school leaving in an upper secondary school located in an educational area of priority intervention. The objective of the article is to analyze early school leaving by making the voices of different stakeholders heard—the school principal, teachers and students—following the implementation of a set of educational measures. These measures are preventive and include preparation for exams and the function of student advocates, two aspects which have a prominent role in this article. We argue that the struggle against ESL lies in the tension between economic policies and the knowledge society and the promotion of social inclusion which requires the definition of educational trajectories aimed at providing young people with the necessary tools for them to make adequate decisions for their future.

scholarly journals Relational analysis of the phenomenon of early school leaving: A habitus typology

2019 ◽  
Vol 19 (5) ◽  
pp. 398-411
Author(s):  
Erna Nairz-Wirth ◽  
Marie Gitschthaler
Keyword(s):  
Young People ◽  
Social Practice ◽  
Early School Leaving ◽  
Social Positioning ◽  
Early School ◽  
The Social ◽  
The Status ◽  
Research Gap ◽  
Extensive Body ◽  
Displacement Processes

Although there is an extensive body of literature on the causes and consequences of early school leaving (ESL), little is known of how early school leavers cope with their situation after having left the education system. This paper’s main objective is to fill this research gap. At first we look at developments in the social positioning of early school leavers in Austria that show that their situation has deteriorated not only because of changes in the labour market (e.g. due to globalization) but also because of displacement processes that are influenced by habitus formation and capital endowment. Drawing on Bourdieu’s concepts of habitus and capital, we explored the situation of young people who had left school early. We used a multi-perspective approach and conducted 123 narrative interviews which we analysed by grouping cases that demonstrated similar social practice and perception patterns generated by a set of socially learned dispositions. Thus we were able to reconstruct a habitus typology consisting of seven different types: the ‘ambitious’, the ‘status-oriented’, the ‘non-conformist’, the ‘disoriented’, the ‘resigned’, the ‘escapist’ and the ‘caring’. How young people experience stigmatization is the common thread that runs through all seven habitus types.

Modelling the Impact of Raising the Age of Participation to 18

2022 ◽  
Author(s):  
Matt Dickson
Keyword(s):  
Public Policy ◽  
Northern Ireland ◽  
Young People ◽  
School Age ◽  
Early School Leaving ◽  
Early School ◽  
The Impact

In England, the compulsory age of participation in education or training was raised to 17 in 2013 and then 18 in 2015. In Wales, Scotland, and Northern Ireland, the school leaving age is 16. The idea of raising the age of participation in education or training is gaining traction in the Scottish context, as well as in Wales. The Wales Centre for Public Policy (WCPP) conducted research for the Welsh Government to explore the implications of pursuing this policy in Wales. The research considered how raising the participation age (RPA) might interact with ongoing reforms to school age and post-16 provision in Wales, and explored alternative policies which concentrate on reducing early school leaving as opposed to policies that legally require young people to remain in learning for longer periods of time.

scholarly journals Education and the Determinants of Early School Leaving in Campania

2020 ◽  
Vol 4 (1) ◽  
pp. p40
Author(s):  
Dott. Annalisa Grammegna ◽  
Dott. Domenica Ina Giarrizzo
Keyword(s):  
Young People ◽  
School Performance ◽  
Dynamic Process ◽  
Early School Leaving ◽  
Poor School Performance ◽  
Life Long Learning ◽  
Early School ◽  
The Subject ◽  
The Relationship ◽  
Over Time

Skills gaps between people and socio-economic groups persist over time and affect the future of generations.Social change sees the relationship between education as a dynamic process, linked to “life long learning” and equity (Lisbon Commision, 2020) and the concept of human capital.The analysis of such a correlation will be the subject of the study to highlight the reasons for early school leaving and the repercussions on the labour market in some disadvantaged territorial units of reference in Campania (Italy).This regional context is characterized by a higher incidence of poverty, poor school performance and a less favourable condition of young people in the labour market.The examination will focus on the northern suburbs of Naples.

Policy Analysis on Education in Emergencies (EiE) and Flexible Learning Options (FLOs) for Senior High School (SHS) in the Philippines

2021 ◽  
Vol 2021 ◽  
Author(s):  
Naomi Fontanos ◽  
Junette Fatima Gonzales ◽  
Kathrina Lorraine Lucasan ◽  
Dina Ocampo
Keyword(s):  
High School ◽  
Policy Analysis ◽  
Basic Education ◽  
The Philippines ◽  
Senior High School ◽  
Flexible Learning ◽  
Face To Face ◽  
School Year ◽  
Novel Coronavirus ◽  
Learning Options

The novel coronavirus disease (COVID-19) pandemic has affected the basic education sector in the Philippines. In the public school system, the pandemic has not only disrupted schooling by shifting the beginning of the school year (SY) 2020-20201 at a later time, it has also necessitated a shift to alternative learning delivery strategies including the use of more flexible face-to-face, distance and blended learning. This paper focuses on the effects of the COVID-19 outbreak on the K to 12 senior high school (SHS) program and the need to offer flexible learning options (FLOs) to upper secondary learners. It examines the policies the Department of Education (DepEd) has initiated in continuing learning during the pandemic and providing education through FLOs using the INEE’s domain standards on EiE. From this policy analysis, the paper identified some gaps that need to be addressed through the following recommendations 1) intensify FLO guidelines to meet the different needs and contexts of learners especially the marginalized; 2) develop an EiE policy; 3) improve teachinglearning by strengthening communication channels, formative assessment, and multimedia learning materials; 4) provide offline and online options for SHS tracks; 5) explore the use of videos, mobile training centers and flexible times of study.

scholarly journals HUMANISATION OF EDUCATION FIELD IN EU COUNTRIES

2021 ◽  
pp. 44-48
Author(s):  
Ilona Mariuts
Keyword(s):  
Decision Making ◽  
Young People ◽  
Educational Institution ◽  
Drop Out ◽  
Educational Institutions ◽  
Early School Leaving ◽  
Eu Countries ◽  
Early School ◽  
The Subject ◽  
Ukrainian Society

The article reviewe current issues in education in particular and in society in general, which are closely related and interdependent. It identifies the specific challenges that the European educational community has been trying to address over the last few years. These include the problem of bullying in educational institutions, early school leaving (drop out), possible social problems leading to bullying and early school leaving, and not a large percentage of young people completing school. Mechanisms and experience of solving these issues and challenges by different EU countries are revealed. The article provides specific examples of the manifestation of the trend of humanization in the educational sphere. Awareness of the subject by the teacher, the ability to recognize and master the techniques of intervention, but also a better conscious approach to the prevention of bullying should have a modern humanist teacher. The problem of early school leaving is still not raised by the Ukrainian society, relevant statistics are not available and this issue is not raised in acute scientific or state circles at the level of society and the state. The author sees the processes of humanization of education in such specific recommendations and experiences of EU countries as respect for students, participation of students and parents in decision-making of the educational institution, respect for the student's personality and his needs and interests in the learning process. All employees of the educational institution – teachers and staff, providing a comfortable and friendly environment of the educational institution.

scholarly journals A Contemporary Study with Early School Leavers: Pathways and Social Processes of Leaving High School

2011 ◽  
Vol 3 (1) ◽  
pp. 1-39 ◽  
Author(s):  
Kate Tilleczek ◽  
Bruce Ferguson ◽  
Dara Roth Edney ◽  
Anneke Rummens ◽  
Katherine Boydell ◽  
...  
Keyword(s):  
Young People ◽  
Low Socioeconomic Status ◽  
Social Process ◽  
School Personnel ◽  
Social Processes ◽  
Early School Leaving ◽  
School Structures ◽  
Early School ◽  
Contemporary Study ◽  
Adult Roles

This article provides an account and discussion of research processes used in a contemporary study of early school leaving in Ontario, Canada. The Ontario Early School Leavers Study was conducted in conversation with 193 young people who left school prior to graduating, their educators and parents.  The study was informed by a review of international literatures which point to the need for innovative social approaches and youth-attuned methodologies in the study of early school leaving.  We present our research processes as informed by this literature and then present new analyses that illustrate critical social processes in early school leaving. The findings present unique data to show three pathways to early leaving and a constellation of risk and protective situations encountered by these young people along the way.  Risk situations included the daily social workings of poverty, low socioeconomic status, the need to take on early adult roles, “place”, academic and social disengagement, negative relations with families and/or school personnel, and inflexible or unsupportive school structures. Protective situations were encountered in supportive families; from parents and teachers; in schools that were caring, flexible, and proactive; and in processes of self determination. The perspectives of the young people are discussed in relation to the international literature and the perspectives of 71 parents and educators who participated in the study.  Impacts on practices in secondary schools suggest that early school leaving be recognized and treated as a heterogeneous, complex social process occurring at and across the nexus of families, schools, youth cultures and communities.

scholarly journals Support for teachers to reduce early school leaving

2021 ◽  
Author(s):  
Kristīne Liepiņa ◽  
◽  
Lūcija Rutka ◽  
Keyword(s):  
Young People ◽  
Great Influence ◽  
Educational Decisions ◽  
Activity Data ◽  
Early School Leaving ◽  
Children And Young People ◽  
State Education ◽  
Early School ◽  
Cooperation System

The early school leaving is an important topic in many countries. High early school leaving rates have many costs to individuals and society as a whole (Andrei et al., 2011). State Education Quality Service in Latvia implements European Social Fund Project No. 8.3.4.0/16/I/001 “Support for reducing early school leaving” to reduce the number of children and young people leaving school. The project promotes the creation of a sustainable cooperation system between the municipality, school, educators and parents to identify children and young people at risk of early school leaving and provide them with personalized support. Teacher has great influence on students’ educational decisions (Dunn et al., 2004). The way teachers see themselves as professionals and how they compose their identities in schools is important factor in preventing early school leaving. In order for the teachers to feel confident in their contribution and possible positive solution to the problem, they must have knowledge of the problem and effective solutions. According to the Project teachers are given the opportunity to professionally develop and strengthen their skills for working with young people. The aim of the study is to study the role of a teacher in reducing early school leaving and to reveal the necessary forms of support for the performance of pedagogical activity. Data for this study came from a survey and focus group discussion. 815 teachers participated in the study. Analysis of the data reveals that there are several dimensions in the role of the teacher in reducing early school leaving: creating a favorable and safe learning environment, promoting cooperation with parents and colleagues, improving one’s pedagogical competence, helping students to identify and solve learning and interpersonal problems, and revealing their mental and physical potential. The research results show main areas of professional development of teachers: sharing experience with colleagues and learning from each other, learning student’s individuality at a greater extent, diversification of teaching methods, promoting personal development.

Sign in / Sign up

Export Citation Format

Share Document