Spain once had the highest ESL rate among the EU-28 countries, but the rate has fallen considerably in the last few years. Spain is one of very few European countries with a comprehensive strategy in place to reduce ESL. Multi-professional teams are both a legal obligation and a well-established practice.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Maša Vidmar
Articles by this author (24)
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ESL situation in Spain
Countries : Spain -
ESL situation in Switzerland
Switzerland does not provide an official definition of ESLers, although the rate reported by Eurostat is low. The issue of ESL is typically embedded in the context of national programmes and initiatives tackling poverty, risk groups, employability etc. This approach importantly contributes to success in preventing and tackling ESL. Multi-agency partnerships at the local/institutional level are well established.
Keywords : ESL statistics -
Interplay of factors that contribute to ESL at school level
Although ESL is impacted by the composition of a school (e.g. mean SES) and its structure (e.g. size), school practices, especially the way curriculum is delivered in practice as well as caring, supportive and respectful teachers (and other school staff) who believe in students’ ability to succeed, seem particularly important for ensuring (potential) ESLers remain in school.
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Interplay of factors that contribute to ESL at the system level
Aspects of the education system that concern the risk of ESL include the socio-economic segregation of schools, early tracking and grade retention. In that regard, protective aspects are high quality and accessible ECEC and VET. Well-managed transitions between educational levels that reflect a student’s changing needs in order to ensure the provision of a developmentally appropriate and engaging context are called for.
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THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF GROUP PROCESSES, part I: Factors that shape, leverage or align team processes
When introducing local ESL multi-professional teams, consideration should be given to designing the team in accordance with the institutional context, shared vision, the development of the team and task competencies of team members, adequate team composition, the required training of team members and the development of leadership expertise.
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Relational expertise as a prerequisite for effective multi-professional collaboration on ESL
Relational expertise is the ability to recognise and respond to other professionals’ standpoints, while at the same time utilising the knowledge that underpins one’s own practice. This deepens professionals’ understanding of a certain problem and enriches practice, making it an ideal way to help improve the ways multi-professional teams tackling ESL operate.
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ESL situation in France
ESL rate in France was below 10 % in 2013 which is Europe 2020 target. In November 2014 comprehensive national strategy to tackle early school-leaving was approved, bringing together many different ESL policies and measures.
Mots clés : référent décrochage statistiques du décrochage scolaire groupe intermétier de prévention du décrochage scolaire Mesures politiquesPays : France -
ESL situation in Luxembourg
ESL rate in Luxembourg was among the lowest in Europe in 2013. Education and career guidance is very well developed – either specifically designed to tackle ELET or not. Multi-professional teams are well established.
Pays : Luxembourg -
ESL situation in Spain
Spain has the highest ELET rate in EU-28 countries, but has decreased considerably in the last years. Spain is one of very few European countries with comprehensive strategy to reduce ELET. Multi-professional teams are both legal obligation and well-established practice.
Pays : Espagne -
Interplay of factors that contribute to ESL at school level
Many factors at school level have been identified to relate to ESL. Classroom climate, content of curriculum, instructional practices, and assessments as well as school climate and school socio-economic status (SES) seem to be the most important. Moreover, school needs to reflect students’ increasing maturity (e.g. personal) in order to motivate them.