pilot project «nav tutors in upper secondary school
TRANSCRIPT
Pilot Project «NAV tutors in Upper SecondarySchool»
Intersectoral cooperation to reduce dropout from Upper Secondary School
Directorate of Labour- and Welfare / NAV Ullensaker / Jessheim Upper
Secondary School / NAV Nannestad
NAV, 02.10.2015 Side 2
The problem of drop- out is complex
1 of 3 students do not complete upper secondary school
Completed upper secondary school is essential for
employment integration
Several reasons and explanatory factors:
School sector: educational environment, grades from
primary school etc.
Health care sector: mental and physical health problems
Child welfare sector: pupils with support from child welfare
is at risk of not completing upper secondary school
Labour- and welfare sector: Poverty and living condition
challenges
NAV, 02.10.2015 Side 3
Objectives and principals
Objectives
Prevent dropout from upper secondary school and to
integrate youth into the labour market.
Principals
Place and train
Early Intervention
Preventive and outreach based efforts
Low threshold and available services
NAV, 02.10.2015 Side 4
Model of cooperation
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How we established the project in schools and NAV offices
Criteria for selection:
Directorates invited to establishing meetings where both sectors were
given equal information.
Both headmasters and NAV leader must wish to participate in the pilot
project and they have to design a joint application.
Directorate of Labour- and Welfare Directorate of Education and
Training
Areas with accumulation of social
problems, poverty and living conditions
challenges
Large vocational Upper Secondary
School with a lot of drop-outs
NAV office organized with youth team Schools that work well with dropouts
problems
NAV, 02.10.2015 Side 6
The problem of dropouts is a«”Wicked policy problem”
Many stakeholders: Cooperation between sectors and administrative
levels must be established. Measures being implemented must be
coordinated.
Measures to be implemented must meet both the sectoral internal
challenges and improve cooperation. There should be agreement on
measures across sectors.
Sectors may have conflicts of interest. It is crucial to develop a more
equal and broader understanding of the dropout problem across
sectors.
Work which is all about prevention is difficult to calculate. Therefore
headmasters and NAV leaders must learn from the experience and
adjust along the way.
NAV, 02.10.2015 Side 7
Why is the Pilot Project suited to help to solve this “Wicked policy problem”?
1. It is a preventive measure in NAV, and at the same time a
cross-sectoral initiatives aimed at improving cooperation.
2. This contributes to a increased mutual knowledge in the
sectors, and contribute to more equal and broader
understanding of the dropout problem across sectors.
3. Together school and NAV have a broader expertise and
more services and measures they can use in their efforts
to assist pupils to complete upper secondary school.
4. The Project is firmly anchored in both sectors all the way
from ministry to the headmasters and NAV-leader. This
ensures a solid foundation both while developing and
maintaining the cooperation.
NAV, 02.10.2015 Side 8
NAV tutors in Jessheim Upper SecondarySchool
NAV in Ullensaker, Eidsvoll, Nes og Nannestad
Project: «NAV tutors in Upper Secondary School» Ullensaker
Gry Kristin Hosøy, Leader NAV Ullensaker
NAV, 02.10.2015 Side 10
«NAV tutors in Upper Secondary School»
Target group: – Pupils in upper secondary school at risk of early school leaving
Goals:– Prevent drop-out from upper secondary school and integrate youth
into the labour market
– Acquire knowledge about the need for, and the use of services and
measures from NAV.
– Acquire knowledge about living conditions and social problems
amongst pupils in upper secondary school.
Cross-sectorial collaboration. Co-operation– The headmaster and leader of NAV are both responsible. NAV is the
formal employer, but the project has great amount of freedom
because they see the pupils in scool every day. The purpose is that
the pupil not should visit the NAV office, but get the necessary
services through contact with NAV tutor in school.
NAV, 02.10.2015 Side 11
Examples ofMeasures and services from NAV
Information, advice and guidance (Social Act)
Information about opportunities and demands in work an
education
Economic support for housing and subsistence (Social
Act)
Work practice
Follow up in the transition from school to work
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«NAV tutors in Upper Secondary School»
Essential: – NAV tutor must work both places – both in school and in the NAV
office. In the NAV office they are a part of the youth team.
– Early knewledge about living conditions and social problems
amongst pupils. The school and NAV have different information, and
working close together with all available information we can solve
the pupils challanges at an early stage.
Before the project startet it was very little contact between
the upper secondary school and leader of NAV. The co-
operation is now important for both sides, and we are now
looking ahead also for other ways to work together.
Results: Two cases from our co-operation.
NAV, 02.10.2015 Side 13
1200 pupils
8 Education programmes
4 projects on alternative
organizing of educational
pathways!
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Main aims
Prevention of school drop - out
Closer follow – up of pupils who are at risk ofearly school-leaving
Re-integration of school – leavers in school
Better planning for school – leavers, integration in labour market–Through better collaboration between all sectors inside and «outside» school
NAV, 02.10.2015 Side 15
4 tutors, one from each municipality of Nes, Ullensaker, Eidsvoll and Nannestad
Each tutor is in a 50% position in school
Financed by a yearly project funding
The NAV tutors collaborate with Team for pupils service and take part in teachers’ teams and meetings with pupils. NAV tutors also have drop-in office and they function as a link to theactivities at their NAV office.
NAV tutors in schoolOrganization
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What have we achieved so far?
Decreasing numbers of school – leavers:
2012/2013 – 4.8%
2013/2014 – 3.7%
2014/2015 - 3,1%
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What have we achieved so far?
School and NAV have achieved increased knowledge
about eachother
The gap between challenges and possibilities is closer
Collaboration leads to a more holistic approach
Reality checks work
More youth stay or keep in touch with school
More youth from NAV have returned to school
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Success factors: Cooperation
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Critical success factors
NAV tutors take part in Team for pupils service
Regular meetings
The experience of mutual usefulness
Clarified roles, understanding of roles
Close cooperation means no loss of time
Various pathways of education
NAV, 02.10.2015 Side 20
School at the construction siteCooperation between Akershus fylkeskommune v/Jessheim vgs og
Veidekke
NAV tutors in Upper Secondary School
Two main tasks:
• Prevent students leaving school
• Bring drop - outs back to school from the NAV-office
NAV, 02.10.2015 Side 22
What kind of challenges are the youth struggling with?
• Lack of motivation
• Drug related
• Health related
• Economy
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How can a NAV tutor help?
• Proper advice and reality checkso Cross-sectorial co-operation
• NAV’s tool box:o Information, advice and guidance related to §17 Law of Social
Services
o Assistance to gain subsistence for basic needs
o Work practice
• We have «our own NAV class»
NAV, 02.10.2015 Side 24
Experiences so far:
Transition of competence between NAV and school
5 Craft certificates from “our class”
To be at the right place at the right time
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