Exploring Strategies to Strengthen Re-Engagement Through Second Chance Education for Early School Leavers

2022 ◽  
pp. 54-73
Author(s):  
Nikolaos Bitsakos
Keyword(s):  
Teaching And Learning ◽  
Educational Institution ◽  
Detention Centers ◽  
Early School Leaver ◽  
Second Chance Education ◽  
Early School ◽  
Upper Secondary ◽  
Educational Path ◽  
Second Chance ◽  
Detention Facilities

This survey is a qualitative analysis of written interviews of teachers (n= 367) working in Second Chance Schools, an educational institution consisting of structures operating inside and outside detention facilities in Greece. In particular, it examines teachers' proposals for reforms that will increase the socio-economic integration prospects of second-chance learners, who make up a population of former early school leaver and prisoners. This research provides a focused assessment of the inclusive teaching and learning offered by school second education. The results highlight the need for reforms in the structure and operation of second-chance structures that operate inside and outside detention centers, enhancing the training-labor market connection and creating a competitive working profile, and also the need of establishing equivalent to second-chance structures at all levels of education from primary to upper secondary to ensure a seamless educational path to entry into higher and vocational education institutions.

scholarly journals Impact of Plurilingualism on Learning Quality in Evening (Shift) Schools

2015 ◽  
Vol 4 ◽  
pp. 90
Author(s):  
Ineta Luka ◽  
Tamara Pigozne ◽  
Svetlana Surikova
Keyword(s):  
Informal Learning ◽  
Informal Learning Environments ◽  
Second Stage ◽  
Second Chance Education ◽  
Early School ◽  
Geographical Regions ◽  
Formal And Informal Learning ◽  
The Impact ◽  
Second Chance ◽  
Evening Shift

<p><em>This paper presents the main findings of the second stage of the Asia-Europe Meeting (ASEM) Lifelong Learning study (2011-2014) on identification of good practices that facilitate adult learning (aged 18-24) engagement in second chance education in evening (shift) schools. It analyses students’ perceptions of plurilingual learning processes and the impact of people’s plurilingualism on their learning. The methodology of early school leavers’ learning in working life research was used applying combined phenomenological semi-structured and narrative interviews. 116 people (72 early school leavers and 44 second chance education teachers) representing all geographical regions of Latvia were addressed. The study identifies the differences between learning of bilingual and plurilingual people in formal and informal learning environments and describes the impact of plurilingualism on the learning quality. </em></p><p> </p>

Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga

2009 ◽  
Vol 15 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Nick Zepke
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Policy Framework ◽  
Delphi Panel ◽  
Ministry Of Education ◽  
Second Chance Education ◽  
Education Strategy ◽  
Research Questions ◽  
Strategic Options ◽  
Second Chance

AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.

scholarly journals Immigration Background and Differences in School-to- work Trajectories of Early School Leavers

2021 ◽  
Author(s):  
Olav Nygård
Keyword(s):  
Tertiary Education ◽  
Population Level ◽  
School To Work ◽  
Career Trajectory ◽  
Immigrant Background ◽  
Second Chance Education ◽  
Early School ◽  
Migration Factors ◽  
Employment Education ◽  
Second Chance

This article focuses on the school-to-work trajectories of early school leavers in Sweden. I use sequence analysis of population-level registry data covering the first 10 years after compulsory school for 6404 early school leavers to identify four clusters of school-to-work trajectories: an exclusion trajectory characterized by not being in employment, education, or training; an education trajectory characterized by second-chance education and an increasing share of tertiary education; a precarity trajectory; and a career trajectory. Having an immigrant background or being a woman was associated with a lower likelihood of being in the career trajectory than having a non-immigrant background or being a man. Differences in the likelihood of being in the education trajectory between persons with immigrant and non-immigrant background could however be fully explained by parents’ education, if education level was measured relative to their country of origin. This highlights the importance of pre-migration factors for post-migration outcomes

scholarly journals The right to a second chance: lessons learned from the experience of early school leavers who returned to education

2020 ◽  
pp. 139-153
Author(s):  
Filipe Martins ◽  
Alexandra Carneiro ◽  
Luísa Campos ◽  
Luísa Mota Ribeiro ◽  
Mariana Negrão ◽  
...  
Keyword(s):  
Young People ◽  
Social Engagement ◽  
Participant Observation ◽  
Lessons Learned ◽  
School Factors ◽  
Early School Leaving ◽  
Second Chance Education ◽  
Early School ◽  
The Right ◽  
Second Chance

Based on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engagement from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by addressing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel welcomed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education.

Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga

2009 ◽  
Vol 15 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Nick Zepke
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Policy Framework ◽  
Delphi Panel ◽  
Ministry Of Education ◽  
Second Chance Education ◽  
Education Strategy ◽  
Research Questions ◽  
Strategic Options ◽  
Second Chance

AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.

THE TROUBLED JOURNEYS OF SCHOOL DROP-OUTS: WASTAGE, REDEMPTION AND POLICY CONSIDERATIONS

2016 ◽  
Vol 12 (1) ◽  
pp. 1-14
Author(s):  
Andile Dube ◽  
Mokubung Nkomo
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Labour Market ◽  
Training And Development ◽  
Focus Group Interviews ◽  
Second Chance Education ◽  
Qualitative Research Methodology ◽  
Group Interviews ◽  
Drop Outs ◽  
Second Chance

The study traces the pathways of young people who dropped out of school between grades 1 to 11 as they seek re-entrance to the education, training and development (ETD) system, or entrance into the labour market. Particular attention is given to the factors that determine the choices that drop-outs make in either re-entering the ETD system or entering the labour market. An analysis of the experiences of the interviewed sample of drop-outs is presented. The study employs a qualitative research methodology, using interviews to elicit the experiences of drop-outs and school managers. Through snowballing, 14 youths and three principals were selected from a township south of Durban. Individual and focus group interviews were conducted. The findings provide insights into the drop-outs’ perceptions regarding the value of investing in education. They are discussed further in relation to the respective theories used in the study. The concluding section suggests the need for investments in second chance education by government and the private sector, and proposes an integrated model to assist young people who re-enter psychologically and emotionally.

konsep administrasi pendidikan

2019 ◽  
Author(s):  
Wiwin Vauzia
Keyword(s):  
Learning Process ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Education Administration ◽  
Important Goal ◽  
Purpose Of Education ◽  
Basic Concepts

This article was written to explain the concept of educational administration in particular the understanding, importance and purpose of educational administration. The purpose of the article is made to inform about the notion of educational administration, the importance of educational administration and the purpose of educational administration. It is important that we know the education administration in order to be able to implement the knowledge gained as educators later. The technique used in making this article is by collecting data related to material sourced from books, article journals, and other sources related to the science of basic concepts of educational administration and analyzing the material with the literature method which aims to help find truth from the material discussed. Administration is an educational institution which is a main source of management in regulating the teaching and learning process in an orderly manner so that the most important goal is achieved at the educational institution, where the purpose of education administration itself is to provide systematic work in managing education so that educational operational tasks can be carried out effective and efficiency towards the goals or objectives that have been set.

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