PlugInnovation: A knowledge cluster to prevent dropout

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A digital platform for clustering,

constructing, and disseminating

knowledge about dropout prevention

The Plug In-project

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SALAR

5 regions

50 municipalities

80 sub-projects/work shops

Two target groups -

1) students at-risk

2) NEETS

The construction of PlugInnovation

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•Systemizing knowledge from the project

•Focusing the most important themes:

A) statistics

B) methods

C) relevant research & literature

D) innovation

Contributing to knowledge base

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What works?

•Case studies - 10 work shops

•Quasi-experimential design

measuring impact of

interventions (impact

assessment)

Theoretical framework

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•What works?

•Which types of interventions are used

in the work shops?

•Theoretical frame - school

connectedness

Case studies

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•10 cases

•Method

selection criteria & process

data collection, data analysis

Preliminary findings

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• Effective measures: preventative

•Effective measures: remedial

Dropout prevention - school-based

Holistic focus (academic, cognitive, psychological, socio-emotional)

•collaboration

•multi-skilled teams

•student-coaches, case managers

•school-world of work

Strengthen connectedness (academ ic, cognitive, psychological)

• academic support (format, content, competence)

•cognitive ”tools”, mental training, CBT, MI, strengthen motivation, resiliance, career and

educational counselling, study visits, explore career options

•”relational leadership” – student teacher interactions, attitudes and

•values education, life skills, ”equal treatment plans”, non-discriminatory policy

•health promoting

Flexibi l i ty (organization, content, instruction)

•individual program of study (holistic, health, l ife skills, career paths, internships)

•academic support (based on needs, content, structure, ”pre-emptive”)

•case managers/student coaches

•alternative school

•student-centrerad instruction, online, set of courses (number order)

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Remedial: bringing young persons back to study or work

Developing effective form s for

fol low-up

•(IT)-systems for check up (preventative

and remedial)

•”right competence”: coaches, social &

emotional (EQ), multi-skilled team

•fi nding ”venues” for contact and

strategies: home visits, youth clubs,

societies, associations, train station,

facebook, text messages

•collaboration with important actors

(schools employment office, social

services)

•preventative work with schools:

transitions, check for absence, coaching

•follow-up after interventions (case-

management model): job offices,

internships, school

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Developing ”effective” interventions

•holistic focus

•strengthen connectedness – build

relationships, MI, strengthen

motivation. coaching, build resiliance,

cognitive tools (CBT), social/basic skills,

study techniques, educational and career

guidance, internships, pratical

experience, study visits

•health prom oting: physical, mental, l ife

skills

•fl exibi l ty (organization, content,

instruction.)

•individual pathways (tailor-made

program with holistic focus)

•flexible instruction, online, student-

centrerad, practical experience,

work, collaboration school-world of

work, ” r ight” intensity, kick-start

courses

BETA

VERSION

Model of best practice-example for

dissemination

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Discussion and sharing

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INTERVENTIONS

1.What various interventions to prevent dropout/ESL are undertaken in your

organization/area/country?

A) individual/student-level

B) organization-level (school, school system)

C) policy-level

2.What are the results from the interventions?

3.What lessons have been learned as a result of these interventions and how have

local contexts (such as labour market context) made a di fference?

Introduction of panel

Discussion and sharing

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IM PLEM ETATION/DISSEM INATION

1.How are results and lessons learned disseminated in your

organization/area/country? Can you give specifi c

examples?

2.What are the challenges to disseminating results and

lessons learned? How can these be overcome?

Thank you!

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