What are the obstacles to improving young people’s participation in

education? The views of managers

Spain

Ferran Casas / Carme Montserrat

Seminar in Brussels - 25 November 2009

Barriers relate to

1. Schools

2. Child welfare agencies

3. Delays in learning and the ability of services to compensate for this

4. Families, the social environment and the value of education

5. The relation between and responsibilities of ministries

1. Schools are: • Not recognising the needs of individuals such as

gaps in schooling early enough (SW, UK)• Seeing young people in care as ‘the same as’ their

peers, but this may not be possible given their backgrounds (DK, SW)

• Not prepared to deal with children in care (HU)

The rigidity of the educational system services easily excludes children living with difficulties especially emotional damage (SP)

2. Child welfare agencies are:

• Focusing on social and emotional problems, not academic achievement, leading to low expectations in education (HU, SW)• Allowing too much disruption in children’s lives, such as moving placements too often (DK, SP)• Not giving enough support with finance necessary for continuing education (DK)

Illustrations from Catalonia

• They had no stability in their lives (continuous changes of family, residential home, relatives,... ) and this lack of permanence makes it impossible to make a long-term future plan

• When they leave care and want to continue studying, there is little or no professional support; they have to be accompanied, and they should not be alone

• People leaving care have to …survive; they enter adulthood earlier than others, so they cannot devote time equally to studying. (...) they need financial support to develop their studies

3. Delays in learning and the difficulties of compensating for this

• Poor attainment, including literacy and numeracy problems (UK, HU)

• Psychosocial development (HU)• Poor self image, from early bad experiences of school,

(SW)• Poorly functioning birth families, low stimulation, neglecting

children, make it hard to function well in education system (DK, HU)

• Placements do not compensate for inadequate schooling (SW)

• They are children with a lack of basic learning and it makes difficult to attain normally at school (SP)

4. Families, the social environment and the value of education

• Low level of education among parents• Few or no role models in education• Lack of value attached to education• Dysfunctional family networks

All above discourages young people and • Severe socio-economic disadvantage leaves no option

for study (SP)The lack of family support and the lack of positive references within their environment (...) they feel alone, without family, or with a family with problems, and studying is very hard to achieve (SP)

5. The relation between and responsibilities of ministries

• A tug of war between school and social services, between schools and between local authorities (SW)

• Education is not given priority in every day social work practice (DK)

• Structural issues: education and care are the responsibility of two different bodies, under two different laws and two different ministries. It seems difficult to maintain a focus on young peoples’ schooling if there is not a holistic approach in place (DK)

Some reflections/conclusions

• Remarkable similarity across countries.• Barriers to education are multi-dimensional –

health, family, finance – as well as educational.• Need to improve equality of opportunities in the

educational system for in-care and after-care young people.

• Practical implications at different systemic levels: Individual, family, school, child protection system, policy levels.

Implications for social excluded young people (1)

1. Individual level: more individualised support during schooling.

2. Family level: strategies more focused on early detection and more support to the (extended) family.

3. School level: plans for capacity building of the educational system to improve educational support to children in care.

Implications for social excluded young people (2)

4. Social protection system/welfare agencies: more focused support e.g., avoiding school changes; increasing support after leaving care.

5. Policy level: more coordination between ministries and departments. Integrative adopted plans.

Next steps• Analyse and compare these views on

obstacles with the views of young people and the adults nominated by them.

• The views of other social agents may also be of interest, for example, teachers.

In Spain, the lack of coordination between departments was not mentioned in the managers answers, but some teachers did.