TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING

ESL situation in Luxembourg

jeudi 12 novembre 2015, par Maša Vidmar


Pays : Luxembourg 

The aim of this article is to describe the state of affairs as well as recent trends regarding ESL in Luxembourg. Special focus is on the multi-professional collaboration related to ESL. The purpose is to elucidate the context in which experiments within TITA project will take place, thus guiding interpretation and generalizations of the findings.

According to the most recent Eurostat data Luxemburg ESL rate in 2013 is 6,1 % (it was 7,7 % in 2009). In 2011, Luxemburg set the national target for ESL <10 % (Europe 2020 target is 10 %) and it will likely modify it in 2015. The percentage of early leavers is higher for foreign-born versus native-born (10,6 % versus 7,1 %) and for male versus female (8,4 % versus 3,7 %).

In Luxembourg the policies to tackle ESL aim at improving orientation activities and programs for re-integrating education and training to provide a second chance to dropouts from school, but also to contribute to reducing unemployment among the young. Special emphasis is put on promoting academic success as a means for preventing young people from leaving school and to increase young peoples’ qualifications levels. Moreover, in Luxembourg the shortage of qualified teachers is being tackled as well reform of secondary schools is in place, both relate closely to the ESL issue.

As described in Eurydice study (2015) there is no comprehensive strategy to tackle ELET, main measures involve : (1) inclusion of the topic ELET in teacher education, (2) development of policies and projects aimed at identifying groups at risk and providing individual support (early detection procedures at primary education and adjustment measures, ‘Mosaic Classes’ for student with behavioral difficulties, pilot project ‘School Drop-in’ with measures for students at risk, pilot project ‘Itzigerstee’ for highly problematic students, the program ‘Stop&Go’ for self-development) and (3) development of second change schools (E2C) that provide both general and vocational training and other support. Luxembourg also has in place education and career guidance ; it is part of the curriculum in primary education and secondary schools are obliged to provide it. School staff dealing with guidance are teachers with and without specific training, education and career counsellors, psychologists, social workers and pedagogues. Most secondary schools have Service for Educational Psychology and Guidance (SPOS). There are also other bodies, institutions involved in guidance. In 2012 several public services and organisms have merged into Counseling Centre (Masion de l’orientation).

Different policy sectors are involved in ELET ; an inter-ministerial steering group is in charge of coordinating cooperation on ELET. Multi-agency teams at the local/institutional level are well established. Teams involve school heads, teachers, psychologists, social workers, youth workers, therapists and education/career counselors. Every school in secondary education has a service for educational psychology and guidance which cooperates with teachers, parents, school’s medical service, and with competent services and professional chambers (Eurydice, 2015).

Forthcoming

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