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Priority Intervention Educational AreasProgramme
Escola Superior de Setúbal, 30th May 2016
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PREVENTING AND TACKLING
EARLY SCHOOL LEAVING
IN PORTUGAL
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ESL Rate in 2014
Figure 2: % of population aged 18 to 24 with at most lower secondary education and not in further education or training (Eurostat, April 2015)
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EVOLUTION OF ESL RATE IN EU
Figure 3: ESL Rate (18-24 years olds) between 2005 and 2014 (Eurostat, April 2015)
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EXTERNAL FACTORS
Facilitators:
Reduction demand for low skilled workers in economy -recession
coordination with social/ welfare system (RSI, etc)
Barriers:
Economic crisis (family income)
Economic crisis (cuts on public spenditure for Education)
Grade repetition rate
Early warning systems not in place
Lack of alternatives for second chance education
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MAIN MEASURES AND PROGRAMMES IN PLACE
Priority Intervention Educational Areas Programme (TEIP)
Alternative Curriculum Paths (PCA)
Integrated Programe of Education and Training (PIEF)
Vocational Courses
50%
40,1%
46,6%
43,6%
45%
38,3%
28,3%
18,9%
Artistic and Professional Courses (upper secundary level)
Education and Training Courses (CEF)
9 years of compulsory schooling12 years ofcompulsory
schooling
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Priority Intervention Education Areas Programme (TEIP)
Alternative Curriculum Paths (PCA)
Integrated Programe of Education and Training (PIEF)
Vocational Courses
12 years ofcompulsory
schooling
50%
40,1%
46,6%
43,6%
45%
38,3%
28,3%
18,9%
Artistic and Professional Courses
Education and Training Courses (CEF)
9 years of compulsory schooling
KEY STRATEGIES TO REDUCE ESL IN PT
• Mandatory school age
• Education and Training - Vocational courses
• Diversification of curriculum pathways
• Multidisciplinary teams
• Targeted intervention in deprived territories
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PRIORITY INTERVENTION EDUCATIONAL
AREAS PROGRAMME
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TEIP BACKGROUND
1996:
TEIP Promote educational inclusion
2006:
TEIP2
Tackle ESL
Promote educational success
2012:
TEIP3
Tackle ESL
Promote educational success
Quality of the learning outcomes
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Target schoolsLocated in disadvantaged areas (social and economically…)
Objectives- Promote educational inclusion and educational success - Prevent and tackle absenteeism and ESL- Improve the learning outcomes and promote the quality of the educational paths - Reduce indiscipline (inappropriate behaviour)
TARGET AND OBJECTIVES
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137 school clusters/schools
SCOPE
137
School Clusters/schoo
ls
Norte
49
Centro
11
Lisboa e Vale do Tejo
49
Alentejo
17
Algarve
11
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Improvement plansSet goals and priority actions to address problems diagnosed
Focussed on 4 main areas/domains:
IMPLEMENTATION
Support to Learning improvement
Prevention of ESL, absenteeism and indiscipline
Management and organisation
School – Families – communityRelation
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IMPROVEMENT CYCLE
Diagnostic
(data collection and needsidentification)
Strategical planning
(considering problems/needsand priority target-groups)
ImprovementActions
(Goal setting, strategies,, indicadores e metas)
Monitoring and Evaluation
(self-regulation mechanisms)
Reshape Action
(considering the lessonslearned)
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IMPROVEMENT CYCLE
Critical issues
Targets
Action Plan
Training
Plan
Resources
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Involvement
Strong top and medium
level leaderships Work
collaboratively
Focus on the first levels
Innovative approaches
Effective evaluation
APPROACH
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• Succes Rate• Medium Rate
• Disciplinar measures per student
• Completion Rate• % of students
with positive atall subjects
• ESL Rate
Domain 1
ExternalEvaluation
Achievement
Domain 2
InternalEvaluation
Achievement
Domain 3
Early School Leaving
Domain 4
Indiscipline
TARGETS
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1st SEMESTER REPORT
Collection of the 1st term relevant data
Monitoring of the results achieved until that point
Possible changes of the actions according to the needs, as earliest as possible
Intends to make the improvement cyclefamiliar to the clusters
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FINAL REPORT
Deep collection of:
Results on the several domains of the programme
Evaluation of the targets achievement, results and process involved
Evaluation of the failures and
improvement proposals
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SUPPORT TO SCHOOLS
• Between DGE and schools
Support and monitoring meetings
• Collaborative work between schools, DGE
Micro-Networks
• National, regional and local events
Seminars and other events
• 99% of schools have a critical friend
Educational Specialists
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EDUCATIONAL EXPERT
SCIENTIFIC COUNSELLOUR
FACILITATOR / MANAGER
MEMBER OF A NETWORKMOTIVATOR
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Training plansFocussed on 4 main areas/domains:
TRAINING FRAMEWORK
Management of the classroom
Collaboration and pedagogical supervision
Monitoring and Evaluation
MaisSucesso (Success Plus) Methodologies
Needs Impact
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ESL RESULTS
19,9%
13,1%11,8%
11,0%9,9%
12,1%
14,2%15,5%
13,4%
10,1%
7,4% 7,5% 7,7% 7,0%
9,1%10,4%
11,2% 10,5%
0,0%
5,0%
10,0%
15,0%
20,0%
25,0%
2006 / 07 2007 / 08 2008 / 09 2009 / 10 2010 / 11 2011 / 12 2012 / 13 2013 / 14 2014 / 15
% d
e a
lun
os
2nd grade
TEIP - Total
Nacional - Total
Source: Ministry of Education Database
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ESL RESULTS
Source: Ministry of Education Database
18,5%
13,2%
12,0%
10,4%10,0%
13,4%
14,5%14,1%
11,6%11,6%
8,4% 8,2% 8,4%8,0%
10,4%
11,3% 11,1%
9,0%
0,0%
2,0%
4,0%
6,0%
8,0%
10,0%
12,0%
14,0%
16,0%
18,0%
20,0%
2006 / 07 2007 / 08 2008 / 09 2009 / 10 2010 / 11 2011 / 12 2012 / 13 2013 / 14 2014 / 15
% d
e a
lun
os
Basic Level
TEIP - Total
Nacional - Total
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ESL RESULTS
Source: Ministry of Education Database
32,5%34,6% 34,8%
32,1% 31,2%32,3%
27,4%26,2%
22,2%23,8%21,6% 22,2% 22,4%
23,7% 23,8% 23,5% 24,0%22,5%
0,0%
5,0%
10,0%
15,0%
20,0%
25,0%
30,0%
35,0%
40,0%
2006 / 07 2007 / 08 2008 / 09 2009 / 10 2010 / 11 2011 / 12 2012 / 13 2013 / 14 2014 / 15
% d
e a
lun
os
Secondary Level Scientific and Humanistic Area
TEIP - Total
Nacional - Total
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LESSONS LEARNED
WHAT WORKS:
Prevention
Focus on the teaching issues
Good quality of the early interventions
Initial and continuous professional development
Strong and well-developed guidance systems
Vocational/Professional education provision
Cooperation between school and work companies
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LESSONS LEARNED
WHAT WORKS:
Intervention
Effective Early Warning Systems (EWS)
Individual learning support
Extra-curriculurar activities and out-of-school
activities
Multidisciplinary teams
Empowerment of families
Compensation
Second chance paths
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LESSONS LEARNED
WHAT DOES NOT WORK…
Non-planned actions
Sectorial interventions mainly focussed on school
Focus on remediation/paliative actions
Non-differenciated support to learners
Focus on the deficit of students
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LESSONS LEARNED
WHAT DOES NOT WORK…
Too much attention to well-being with lack of attention tolearning
Sociocultural animation/ intercultural mediation non focussed
“Ready to wear” CPD/ training plans
Additional human resources without specific goals
High concentration of problematic students
Lack of connection between the use of IT and the curriculum
Decisions on the Educational provision criteria
Grade repetition
Permanent homogeneous grouping
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COMMUNICATION
Webinar:http://webinar.dge.mec.pt/
Website DGE:http://www.dge.mec.pt/teip
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COMMUNICATION
Blog:http://programateip.blogspot.pt/
Facebook:www.facebook.com/EscolasTeip
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EXAMPLES OF GOOD PRACTICE“LIGHTHOUSE CLASSROOM”
Available at: www.schooleducationgateway.eu/files/esl/downloads/39_PT_Sala_Farol.mp4
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EXAMPLES OF GOOD PRACTICE“MICRO-NETWORK SHARING AMONG SCHOOLS”
Available at: http://www.schooleducationgateway.eu/files/esl/downloads/49_PT_Micro_network.mp4
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Thank you!