Vest-Agder fylkeskommune en drivkraft for utvikling folkestyre – kompetanse - samarbeid Internasjonalt skolesamarbeid – eksempler og erfaringer.

Presentasjon om: "Vest-Agder fylkeskommune en drivkraft for utvikling folkestyre – kompetanse - samarbeid Internasjonalt skolesamarbeid – eksempler og erfaringer."— Utskrift av presentasjonen:

1 Vest-Agder fylkeskommune en drivkraft for utvikling folkestyre – kompetanse - samarbeid Internasjonalt skolesamarbeid – eksempler og erfaringer

2 Internasjonale prosjekter ved Lister videregående skole – Hvorfor holder vi på med dette?

3 Lister videregående skole Utgangspunkt/”hjemmel”: • Opplæringsloven: • § 1.1: ”…opne dører mot verda…..” • ”… utvide kjennskapen til….. vår felles internasjonale kulturtradisjon….” • Generell del av læreplanen: • Det allmenndannede menneske – internasjonalisering og tradisjonskunnskap • St. meld. nr 30 (2003-2004): Kultur for læring • St. meld. Nr 14 (2008-2009): Internasjonalisering av utdanning • Læreplanene

4 Lister videregående skole Og ikke minst vår egen: Internasjonal strategi for Agder – med overskudd til å skape

5 Lister videregående skole Tilrettelegge for deltakelse i internasjonale prosjekter og samarbeidsnettverk innenfor utdanning og forskning. Bruke internasjonalt skole- og utdanningssamarbeid til å fremme solidaritet, toleranse, demokratiforståelse og menneskerettigheter. Støtte internasjonalisering av utdanningen i regionen.

6 Lister videregående skole Lister vgs – føringer for internasjonaliseringsarbeidet: • Internasjonale prosjekter skal ”støtte opp om”, forankres i og være en del av de ordinære satsingsområdene, fagområdene og hovedaktivitetene • Deltakere fra flere studiesteder etter sammenslåingen • Forankring! (I lærergruppen og blant lederne) • Elevdeltakelse/-involvering

7 Lister videregående skole Sørlandet – gateway to Europe? Men laber aktivitet i skolen når det gjelder internasjonalisering … …..omtrent på bunnen på SIUs fylkesoversikter….. ….til tross for tydelige føringer i vår egen strategiplan for dette…

8 Lister videregående skole

9 Med internasjonale prosjekter menes her først og fremst de som fullfinansieres av eksterne kilder, dvs SIU/EU (Comenius, Leonardo da Vinci, nå Erasmus+) og Nordisk Ministerråd (Nordplus jr)

10 Lister videregående skole • ”Sustainable development” (Comenius 1999-2002) – Polen, Finland, 2 x Slovakia Forankret i realfag/samfunnsfag – Bærekraftig utvikling

11 Lister videregående skole • ”IT-portfolio – soft skills” (Comenius 2008-2010) – Romania, Tyskland, Østerrike, Luxembourg, Tsjekkia Forankret i DH/fellesfag

12 Lister videregående skole • ”Werte in meinem Leben” - ( Comenius 2010-2012) – Tyskland, Tyrkia, Romania, Tsjekkia, Luxemburg, Østerrike Forankret i DH – lærere og elever

13 Lister videregående skole

14 • Coating Europe network – Leonardo da Vinci (2011-2013)

15 Lister videregående skole • Frafallsprosjektet (Comenius 2011-2013) – ”Preventing Dropping Out: Steps to Success Towards the European Benchmarks” – Spania (Katalonia), Finland, Ungarn, Bulgaria. Ledere fra 4 av de 5 studiestedene deltar. Avsluttende besøk i Norge i april i år.

16 Lister videregående skole • ZEUS – Europatanken i opplæringen – Zukunftwerkstatt Europa (Comenius 2012-2014) – Tyskland, Østerrike, Luxemburg, Tsjekkia

17 Lister videregående skole • Social Media (Comenius 2013-2015) – Tyskland, Østerrike, Luxemburg Prosjektmøte i Lister i neste uke

18 Ny programperiode fra i år (Erasmus+): MobilitetsprosjekterSamarbeidsprosjekter

19 A Comenius-project 2011-2013 Presentation of examples of good practices to prevent early school leaving as seen and experienced by school leaders from Bulgaria, Spain, Finland, Hungary and Norway

20  Fra prosjektet: •Initiativet kom fra Lister vgs •Mer felles enn vi trodde •Kulturelle bakgrunn, historie, skolestruktur, økonomi og finanskrise – ulike situasjoner •Viktig del: Elev- og foresatteundersøkelser i alle land •Forslag til tiltak som viker – decalogue of good practices

21

22 A)Improving the learning environment, social environment, school climate, reducing bullying (8)  Included in this group of actions are all efforts to improve the learning environment and the so called “school climate”. A student should feel safe and respected at school, and there should be no bullying or mobbing. The physical as well as the psychological learning environment should have a high standard.

23 B) Adapted and personalized learning, methodology, increased student participation (7)  This group is about adapting the teaching and learning to the abilities and capacities of the individual student, and about variation and using a wide range of tools. Students learn differently, and often student participation might improve the learning process. We might also mention the role of evaluation of student work as a method of improving the learning outcome.

24 C) Early warning systems, routines for school intervention (6) •Sometimes a student’s growing rate of absence is not dealt with early enough to prevent him or her from dropping out. The school should have a system ensuring that this is taken care of properly, and that the various resource people at the school are involved. Moreover, there should be a set of routines that everyone knows and follows, and these routines should ensure that each and every one of the students receives necessary attention and support, and that meetings are held according to the routines.

25 D) Involvement of parents (8)  Involving parents and introducing them to the policies, goals and challenges the school is facing, is in most cases to the advantage of the student. In upper secondary school this can sometimes be difficult, as parents tend to “withdraw” from this kind of involvement as their son or daughter gets older, but the possibility should always be there, as well as the school’s expectations of parents’ interest in their son’s or daughter’s education.

26 E) Mentoring, tutoring, counseling, guidance (internal) (8)  In this group all kinds of counseling, mentoring, etc are included, from the organized meetings with the class teacher and the informal briefings with the language teacher, to the use of professional counselors and career guidance experts. Both the personal problems of the student as well as career information might be the subjects at such formal or informal meetings with these resource people.

27 F) Involvement from external sources; ie former students, labour market institutions, employers, municipalities (6) •This group includes the use of all kinds of external specialists, as well as representatives from companies, labour market agencies and other people who might add important information of “real life”. Also the use of former students is possible as a source of information.

28 G) Organized activities outside school hours (6) •In some countries organized out-of-class or out-of-school activities are used as a method of increasing the interest of doing better at school for some students. All kinds are activities initiated by school are included here.

29 H) Rewarding devoted students (3) •In this group all kinds of honouring or rewarding students for doing well and improving at school are included. In some cases going on a school trip or excursion might be the reward, or it might be the question of being given acknowledgement officially from the school head. Even money prizes might at times be used.

30 I) Focus on transition phases (6)  Transition phases, for example when leaving lower secondary school and entering upper secondary school, are often difficult for some students. This is a danger zone for many of them, and therefore it is necessary to pay enough attention to the problems arising during this period. This is even more serious when the two kinds of schools are run and operated by different school owners.

31 J) Increasing the status of vocational education (3)  Research has shown that the number of early leavers is higher in vocational education and training than among students receiving general education. Raising the status of vocational education, for example by focusing more on the practical part of the curricula, or by introducing them to real working life to a larger extent that is done now, might be a good idea.

32 Learning environment, school climate Personalized learning, methodology Early warning, routines Parental involvement Mentoring, counseling, guidance External involvement Activities outside school Rewarding devoted students Transition phases Increasing status of vocational education CountryTitle ABCDEFGHIJ Key words Finland 1Outreach/searching youth worker XXX X Mentoring, tutoring Finland 2Student welfare team X XXXX X Mentoring, networking, parents, experts Finland 3Orientation studies X X X X Supporting the learning environment, improving quality Finland 4Personal Study Plan X X For adults Finland 5Find your own vocation XXXXXX Increasing status of vocational education, improved guidance Bulgaria 1Mechanism of early detection of students at risk and reinforcement measure XX XX X Early detection: Tests, supervision, counseling, etc Bulgaria 2A school for self- affirmation and training X XX Extra curricular activities Bulgaria 3Inclusive education XX X Integration, desegregation Hungary 1Final exam preparation and exam work show X X Motivation, integration the various steps of preparation Hungary 2Scholarship for vocational school students X X Career orientation, motivation Hungary 3Inviting former students to the school X Career orientation

33 Spain 1Computer application for communication families-school XX Communication, involvement of parents Spain 2An outing as a tool for motivation X X Motivation, encouragement to improve Spain 3School sportive association X X Integration, using sports Spain 4Educational commitment charter X X Increasing family involvement Spain 5Interdisciplinary learning in a project work X Methodology, cross curricular activities Spain 6Social integration expert X XXX X Integration Norway 1Early absence intervention X X Early detection and following up absence Norway 2Focusing on the practical aspect of VET education X X Less emphasis on theory in VET, cooperation with companies Norway 3Restart – focus on the transition between upper and lower secondary X X X Focus on basic subjects Norway 4Approaching and monitoring the individual student X X “Evaluation for learning”, feed up, feed back, feed forward 8768866363 Learning environment, school climate Personalized learning, methodology Early warning, routines Parental involvement Mentoring, counseling, guidance External involvement Activities outside school Rewarding devoted students Transition phases Increasing status of vocational education

34  Dette tror jeg virker: •Kontaktlærer tett på – tydeliggjøring av oppgaver - oppfølging •Gode rutiner for å følge opp fravær •Ansvarliggjøring av leder i forhold til «sine» elever – følge opp •Rådgivers oppfølging •«Hensiktsmessige» møter – handling og ansvar

35  Dette tror jeg virker(2): •Kontakt med foresatte – mobilisering •Lokalsamfunnet •Overgangene er kritiske •God klasseledelse •Rammeverk for god undervisning – et læringsmiljø som omslutter eleven •«Tilbakemeldingskultur» i undervisningen

36  Dette tror jeg virker (3): •Andre yrkesgrupper inn i skolen •Praksisopplæringen i yrkesfag •Yrkesretting i fellesfag •Tidlig innsats – frafallet i vgs starter tidligere •Å tilby elevene «noe mer»

37  Dette er iallfall sant: «De elevene vi har, er gode nok!»

38 Kampen mot frafall i skolen er en kontinuerlig utfordring, og det finnes ingen mirakelkur. Det vi oppnår eller ikke oppnår er et resultat av mange forutsetninger og strukturer, av målbevisste tiltak, men også av tilfeldigheter.