Different Realities in Europe Comparative overview of five countries Ingrid Höjer, Helena Johansson...
Transcript of Different Realities in Europe Comparative overview of five countries Ingrid Höjer, Helena Johansson...
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Different Realities in EuropeComparative overview of five countries
Ingrid Höjer, Helena Johansson Department of Social Work,
Margreth Hill, Department of Pedagogy,
University of Gothenburg
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Do welfare regimes matter?
• Denmark and Sweden: Social democratic
• England: Liberal
• Spain: Corporative – Strong family orientation
• Hungary: transition – between socialist and strong family
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• Basic similarity – universally available compulsory schooling lasts 9 – 12 years
• Post compulsory education lasting 1 – 3 years
• Little attention to particular needs of children from a public care background
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Difference in recognition and approach in policy documents
• Education on the political agenda in all countries
• England: more policy documents specifically focusing on children in care and education
• Denmark, Sweden and Spain: Emphasis on equal access to education for everyone
• Sweden: emphasis on cooperation with parents of children in care – family oriented services
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• Very limited research regarding children and young people in care and education – as well as young people leaving care (Denmark, Hungary, Spain and Sweden)
• England – more research – but from a social care perspective – not an educational perspective– Most research concentrated on outcomes of placements
• England is the only country (of the five) where detailed statistical information on the educational attainment of children in care is published annually.
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Types of knowledge base for working with children in care:
• Social pedagogy– Denmark, Hungary, Spain
• Social work– England, Sweden
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Children and YP in careResidential care
Foster care
Other kinds of accomodation
Percentage of children in care
Denmark 40 % 49 % 11 % 1 %
England 14 % 71 % 16 % 0.5 %
Hungary 50 % 50 % - 0.8 %
Spain (1) (Catalonia)
48 %(24 %)
52 %(43 %) (33 %) 0.6 %
Sweden 25 % 75 % - 1 %
(1) The data are more disaggregated a Catalan level than Spanish level. Foster care is mostly kinship care. Other kinds: supported flats, pre-adoption, living at home under legal supervision,)
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Aspects of ethnicity:• Different approach in the five countries – e.g.
in England “race” is always “ticked” – but never in Sweden and Spain
• In Hungary – Roma children specifically vulnerable
• Unaccompanied asylum seekers• Often high achievers in England• In Sweden – fewer YP with immigrant
background in upper sec. educ. and univ.• In Spain – most of them only work
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General support for YPLC• Denmark: No special attention – but new law focus
on importance of education• England: All LA have Leaving Care teams• Hungary: Education as eligibility for after care
provision, financial support to buy a home• Spain: No specific policies, except the post-care
services in few autonomous communities like Catalonia, Basque Country
• Sweden: No specific policies – but slowly increased awareness
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How to achieve educational goals for YPLC – different approaches
• Denmark: More individual support• England: Increased awareness of need for support;
avoid disruption of placements, economic support for education
• Hungary and Sweden: education as a criterion for staying in care after the age of 18; individual support
• Spain: increased awareness of need of support after the age of 18 because of the good outcomes of the post care services.
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• Consistency – regardless of welfare model• Variability of local practices and outcomes
• Separate administrative responsibility;• “schooling” – education departments• “care” – welfare departments
• Only England has addressed this division –
• Is this conceptual compartmentalisation a reason way education for children and young people in care has been a neglected area?