Vest-Agder fylkeskommuneen drivkraft for utvikling

folkestyre – kompetanse - samarbeid

Internasjonalt skolesamarbeid –eksempler og erfaringer

Internasjonale prosjekter ved Lister videregående skole –

Hvorfor holder vi på med dette?

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

Lister videregående skole

Og ikke minst vår egen:

Internasjonal strategi for Agder – med overskudd til å

skape

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.

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

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…

Lister videregående skole

Lister videregående skole

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)

Lister videregående skole

• ”Sustainable development” (Comenius 1999-2002) – Polen, Finland, 2 x Slovakia

Forankret i realfag/samfunnsfag – Bærekraftig utvikling

Lister videregående skole

• ”IT-portfolio – soft skills”(Comenius 2008-2010) – Romania, Tyskland, Østerrike, Luxembourg, Tsjekkia

Forankret i DH/fellesfag

Lister videregående skole

• ”Werte in meinem Leben” -( Comenius 2010-2012) – Tyskland, Tyrkia, Romania, Tsjekkia, Luxemburg, Østerrike

Forankret i DH – lærere og elever

Lister videregående skole

Lister videregående skole

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

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.

Lister videregående skole

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

Lister videregående skole

• Social Media (Comenius 2013-2015) – Tyskland, Østerrike, Luxemburg

Prosjektmøte i Lister i neste uke

Ny programperiode fra i år (Erasmus+):

MobilitetsprosjekterSamarbeidsprosjekter

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

   

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

 

Country Title A B C D E F G H I J Key wordsFinland 1 Outreach/searching

youth worker       X X X     X   Mentoring, tutoring

Finland 2 Student welfare team 

X   X X X X     X  Mentoring, networking, parents, experts

Finland 3 Orientation studies X       X   X   X   Supporting the learning environment, improving quality

Finland 4 Personal Study Plan   X     X           For adults

 Finland 5 Find your own

vocation         X X X X X X Increasing status of vocational education, improved guidance

Bulgaria 1 Mechanism of early detection of students at risk and reinforcement measure

    X X   X X   X  

Early detection: Tests, supervision, counseling, etc

Bulgaria 2 A school for self-affirmation and training

X         X X      Extra curricular activities

Bulgaria 3 Inclusive education X X   X             Integration, desegregation 

Hungary 1 Final exam preparation and exam work show

  X     X          Motivation, integration the various steps of preparation

Hungary 2 Scholarship for vocational school students

              X   XCareer orientation, motivation

Hungary 3 Inviting former students to the school

          X        Career orientation

Spain 1 Computer application for communication families-school

    X X            

Communication, involvement of parents

Spain 2 An outing as a tool for motivation     X         X     Motivation, encouragement to

improveSpain 3 School sportive

association X           X       Integration, using sports

Spain 4 Educational commitment charter X     X            

Increasing family involvement

Spain 5 Interdisciplinary learning in a project work

  X                Methodology, cross curricular activities

Spain 6 Social integration expert 

X   X X X   X      Integration

Norway 1 Early absence intervention 

X   X              Early detection and following up absence

Norway 2 Focusing on the practical aspect of VET education

  X               XLess emphasis on theory in VET, cooperation with companies

Norway 3 Restart – focus on the transition between upper and lower secondary

  X   X         X  

Focus on basic subjects

Norway 4 Approaching and monitoring the individual student

  X     X          “Evaluation for learning”, feed up, feed back, feed forward

    8 7 6 8 8 6 6 3 6 3  

   

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

 

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

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

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»

Dette er iallfall sant:

«De elevene vi har, er gode

nok!»

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.