Transcript Resultater driftsutviklingssamtalen

Vest-Agder fylkeskommune
en drivkraft for utvikling
Internasjonalt skolesamarbeid –
eksempler og erfaringer
folkestyre – kompetanse - samarbeid
Internasjonale prosjekter ved
Lister videregående skole –
Hvorfor holder vi på med dette?
Utgangspunkt/”hjemmel”:
• Opplæringsloven:
• § 1.1: ”…opne dører mot verda…..”
• ”… utvide kjennskapen til….. vår felles
internasjonale kulturtradisjon….”
• Generell del av læreplanen:
• Det allmenndannede menneske –
internasjonalisering og tradisjonskunnskap
• St. meld. nr 30 (2003-2004): Kultur for læring
• St. meld. Nr 14 (2008-2009): Internasjonalisering
av utdanning
• Læreplanene
Lister videregående skole
Og ikke minst vår egen:
Internasjonal strategi for
Agder – med overskudd til å
skape
Lister videregående skole
Tilrettelegge for deltakelse i internasjonale
prosjekter og samarbeidsnettverk innenfor
utdanning og forskning.
Bruke internasjonalt skole- og
utdanningssamarbeid til å fremme solidaritet,
toleranse, demokratiforståelse og
menneskerettigheter.
Støtte internasjonalisering av utdanningen i
regionen.
Lister videregående skole
Lister vgs – føringer for
internasjonaliseringsarbeidet:
• Internasjonale prosjekter skal ”støtte opp om”,
forankres i og være en del av de ordinære
satsingsområdene, fagområdene og
hovedaktivitetene
• Deltakere fra flere studiesteder etter
sammenslåingen
• Forankring! (I lærergruppen og blant lederne)
• Elevdeltakelse/-involvering
Lister videregående skole
Sørlandet – gateway to Europe?
Men laber aktivitet i skolen når det
gjelder internasjonalisering …
…..omtrent på bunnen på SIUs
fylkesoversikter…..
….til tross for tydelige føringer i vår
egen strategiplan for dette…
Lister videregående skole
Lister videregående skole
Med internasjonale prosjekter menes her først
og fremst de som fullfinansieres av eksterne
kilder, dvs SIU/EU (Comenius, Leonardo da
Vinci, nå Erasmus+) og Nordisk Ministerråd
(Nordplus jr)
Lister videregående skole
• ”Sustainable development”
(Comenius 1999-2002) – Polen,
Finland, 2 x Slovakia
Forankret i realfag/samfunnsfag –
Bærekraftig utvikling
Lister videregående skole
• ”IT-portfolio – soft skills”
(Comenius 2008-2010) – Romania,
Tyskland, Østerrike, Luxembourg, Tsjekkia
Forankret i DH/fellesfag
Lister videregående skole
• ”Werte in meinem Leben” ( Comenius 2010-2012) – Tyskland,
Tyrkia, Romania, Tsjekkia, Luxemburg, Østerrike
Forankret i DH – lærere og elever
Lister videregående skole
Lister videregående skole
• Coating Europe
network – Leonardo da
Vinci (2011-2013)
Lister videregående skole
• Frafallsprosjektet (Comenius
2011-2013) – ”Preventing Dropping
Out: Steps to Success Towards the
European Benchmarks” – Spania
(Katalonia), Finland, Ungarn, Bulgaria. Ledere fra 4 av de
5 studiestedene deltar. Avsluttende besøk i Norge i april i
år.
Lister videregående skole
• ZEUS – Europatanken
i opplæringen –
Zukunftwerkstatt
Europa (Comenius
2012-2014) – Tyskland,
Østerrike, Luxemburg, Tsjekkia
Lister videregående skole
• Social Media
(Comenius 2013-2015)
– Tyskland, Østerrike, Luxemburg
Prosjektmøte i Lister i neste uke
Lister videregående skole
Ny programperiode fra i
år (Erasmus+):
Mobilitetsprosjekter
Samarbeidsprosjekter
A Comenius-project 2011-2013
Presentation of examples of good
practices to prevent early school
leaving as seen and experienced by
school leaders from Bulgaria, Spain,
Finland, Hungary and Norway
 Fra prosjektet:
• Initiativet kom fra Lister vgs
• Mer felles enn vi trodde
• Kulturelle bakgrunn, historie, skolestruktur,
økonomi og finanskrise – ulike situasjoner
• Viktig del: Elev- og foresatteundersøkelser i
alle land
• Forslag til tiltak som viker – decalogue of
good practices
A)Improving the learning environment,
social environment, school climate,
reducing bullying (8)
 Included in this group of actions are all
efforts to improve the learning
environment and the so called “school
climate”. A student should feel safe and
respected at school, and there should be no
bullying or mobbing. The physical as well
as the psychological learning environment
should have a high standard.
B) Adapted and personalized learning,
methodology, increased student
participation (7)
 This group is about adapting the teaching
and learning to the abilities and capacities
of the individual student, and about
variation and using a wide range of tools.
Students learn differently, and often
student participation might improve the
learning process. We might also mention
the role of evaluation of student work as a
method of improving the learning
outcome.
C) Early warning systems, routines for
school intervention (6)
• Sometimes a student’s growing rate of
absence is not dealt with early enough to
prevent him or her from dropping out. The
school should have a system ensuring that
this is taken care of properly, and that the
various resource people at the school are
involved. Moreover, there should be a set of
routines that everyone knows and follows,
and these routines should ensure that each
and every one of the students receives
necessary attention and support, and that
meetings are held according to the routines.
D) Involvement of parents (8)
 Involving parents and introducing them to
the policies, goals and challenges the school
is facing, is in most cases to the advantage
of the student. In upper secondary school
this can sometimes be difficult, as parents
tend to “withdraw” from this kind of
involvement as their son or daughter gets
older, but the possibility should always be
there, as well as the school’s expectations of
parents’ interest in their son’s or daughter’s
education.
E) Mentoring, tutoring, counseling,
guidance (internal) (8)
 In this group all kinds of counseling,
mentoring, etc are included, from the
organized meetings with the class teacher
and the informal briefings with the
language teacher, to the use of professional
counselors and career guidance experts.
Both the personal problems of the student
as well as career information might be the
subjects at such formal or informal
meetings with these resource people.
F) Involvement from external sources; ie
former students, labour market
institutions, employers, municipalities (6)
• This group includes the use of all kinds of
external specialists, as well as
representatives from companies, labour
market agencies and other people who
might add important information of “real
life”. Also the use of former students is
possible as a source of information.
G) Organized activities outside school
hours (6)
• In some countries organized out-of-class or
out-of-school activities are used as a
method of increasing the interest of doing
better at school for some students. All
kinds are activities initiated by school are
included here.
H) Rewarding devoted students (3)
• In this group all kinds of honouring or
rewarding students for doing well and
improving at school are included. In some
cases going on a school trip or excursion
might be the reward, or it might be the
question of being given acknowledgement
officially from the school head. Even
money prizes might at times be used.
I) Focus on transition phases (6)
 Transition phases, for example when
leaving lower secondary school and
entering upper secondary school, are often
difficult for some students. This is a danger
zone for many of them, and therefore it is
necessary to pay enough attention to the
problems arising during this period. This is
even more serious when the two kinds of
schools are run and operated by different
school owners.
J) Increasing the status of vocational
education (3)
 Research has shown that the number of
early leavers is higher in vocational
education and training than among
students receiving general education.
Raising the status of vocational education,
for example by focusing more on the
practical part of the curricula, or by
introducing them to real working life to a
larger extent that is done now, might be a
good idea.
Finland 2
Finland 3
Orientation studies
Finland 4
Personal Study
Plan
Find your own
vocation
Mechanism of early
detection of
students at risk and
reinforcement
measure
A school for selfaffirmation and
training
Inclusive education
Finland 5
Bulgaria 1
Bulgaria 2
Bulgaria 3
Hungary 1
Hungary 2
Hungary 3
Final exam
preparation and
exam work show
Scholarship for
vocational school
students
Inviting former
students to the
school
C
Transition phases
B
Increasing status of
vocational
education
A
Rewarding devoted
students
Outreach/searching
youth worker
Student welfare
team
Activities outside
school
Title
Finland 1
Parental
involvement
Mentoring,
counseling,
guidance
External
involvement
Learning
environment, school
climate
Personalized
learning,
methodology
Early warning,
routines
Country
G
H
I
J
D
E
F
X
X
X
X
X
X
X
X
Key words
Mentoring, tutoring
Mentoring, networking, parents, experts
X
X
X
X
X
X
Supporting the learning environment, improving
quality
For adults
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Increasing status of vocational education, improved
guidance
Early detection: Tests, supervision, counseling, etc
X
Extra curricular activities
X
X
X
X
Integration, desegregation
X
Motivation, integration the various steps of
preparation
X
Career orientation, motivation
X
X
Career orientation
X
Spain 2
Spain 3
Spain 4
Spain 5
Spain 6
Norway 1
Norway 2
Norway 3
Norway 4
Computer
application for
communication
families-school
An outing as a tool
for motivation
School sportive
association
Educational
commitment charter
X
Increasing status of
vocational education
Transition phases
Rewarding devoted
students
Activities outside
school
External involvement
Mentoring,
counseling, guidance
Parental involvement
Learning
environment, school
climate
Personalized
learning,
methodology
Early warning,
routines
Spain 1
Communication, involvement of
parents
X
X
Motivation, encouragement to
improve
Integration, using sports
X
X
X
Increasing family involvement
X
X
Interdisciplinary
learning in a project
work
Social
integration
expert
Methodology, cross curricular
activities
X
X
Early
absence
intervention
X
X
X
Integration
Focusing on the
practical aspect of
VET education
Restart – focus on
the
transition
between upper and
lower secondary
Approaching and
monitoring the
individual student
X
X
X
Early detection and following up
absence
X
X
X
X
X
8
7
X
“Evaluation for learning”, feed
up, feed back, feed forward
X
6
8
Less emphasis on theory in
VET,
cooperation
with
companies
Focus on basic subjects
8
6
6
3
6
3
 Dette tror jeg virker:
• Kontaktlærer tett på – tydeliggjøring av
oppgaver - oppfølging
• Gode rutiner for å følge opp fravær
• Ansvarliggjøring av leder i forhold til «sine»
elever – følge opp
• Rådgivers oppfølging
• «Hensiktsmessige» møter – handling og ansvar
 Dette tror jeg virker(2):
• Kontakt med foresatte – mobilisering
• Lokalsamfunnet
• Overgangene er kritiske
• God klasseledelse
• Rammeverk for god undervisning – et
læringsmiljø som omslutter eleven
• «Tilbakemeldingskultur» i undervisningen
 Dette tror jeg virker (3):
• Andre yrkesgrupper inn i skolen
• Praksisopplæringen i yrkesfag
• Yrkesretting i fellesfag
• Tidlig innsats – frafallet i vgs starter tidligere
• Å tilby elevene «noe mer»
 Dette er iallfall sant:
«De elevene vi har, er gode
nok!»
Kampen mot frafall i skolen er en
kontinuerlig utfordring, og det finnes
ingen mirakelkur. Det vi oppnår eller
ikke oppnår er et resultat av mange
forutsetninger og strukturer, av
målbevisste tiltak, men også av
tilfeldigheter.