Priority Intervention Educational AreasProgramme

Escola Superior de Setúbal, 30th May 2016

PREVENTING AND TACKLING

EARLY SCHOOL LEAVING

IN PORTUGAL

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)

EVOLUTION OF ESL RATE IN EU

Figure 3: ESL Rate (18-24 years olds) between 2005 and 2014 (Eurostat, April 2015)

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

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

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

PRIORITY INTERVENTION EDUCATIONAL

AREAS PROGRAMME

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

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

137 school clusters/schools

SCOPE

137

School Clusters/schoo

ls

Norte

49

Centro

11

Lisboa e Vale do Tejo

49

Alentejo

17

Algarve

11

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

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)

IMPROVEMENT CYCLE

Critical issues

Targets

Action Plan

Training

Plan

Resources

Involvement

Strong top and medium

level leaderships Work

collaboratively

Focus on the first levels

Innovative approaches

Effective evaluation

APPROACH

• 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

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

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

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

EDUCATIONAL EXPERT

SCIENTIFIC COUNSELLOUR

FACILITATOR / MANAGER

MEMBER OF A NETWORKMOTIVATOR

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

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

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

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

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

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

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

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

COMMUNICATION

Webinar:http://webinar.dge.mec.pt/

Website DGE:http://www.dge.mec.pt/teip

COMMUNICATION

Blog:http://programateip.blogspot.pt/

Facebook:www.facebook.com/EscolasTeip

EXAMPLES OF GOOD PRACTICE“LIGHTHOUSE CLASSROOM”

Available at: www.schooleducationgateway.eu/files/esl/downloads/39_PT_Sala_Farol.mp4

EXAMPLES OF GOOD PRACTICE“MICRO-NETWORK SHARING AMONG SCHOOLS”

Available at: http://www.schooleducationgateway.eu/files/esl/downloads/49_PT_Micro_network.mp4

Thank you!