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EQAVET Peer Learning Activity –
Actions to reduce early leaving in VET
Helsinki, 30 September 2015
Marian Kroeze-Aveskamp (ROC van Twente)
Marieke Baijens (CINOP)
Overall view of the educational system
source: Eurydice
• Since 2005 early school leaving is a main priority of governments in the Netherlands. In 2002 the yearly amount of new early school leavers (i.e. leaving school without basic qualification) was 71.000 and in 2015 26.000. The target for 2016 is 25.000.
• Preventing early school leaving is important for society.
• Early school leavers appear in statistics on crime suspects almost four time as often as young with a basic qualification.
• The unemployment rate is almost twice as high among early school leavers.
Early School Leaving in the Netherlands
• Agenda setting / political commitment.
• Set up and initiate agreements / ‘covenants’ with schools and local authorities in 39 regions for the period 2008-2011 initially and later 2012-2016.
• Setting the figures / make reliable indicators.
• Initiate local cooperation between municipality, school and other parties (Golden Triangle).
• Local parties had to make a plan how to reduce drop out.
• No cure, no pay.
• Comprehensive approach: no silver bullet, schools together with municipalities choose own methods / policies.
Getting started: Setting up an action plan
Golden Triangle: the regional approach;
What are the responsabilities of the parties
involved?
Schools
Ministry of Education, Culture andScience
Municipalities
Better registration, better analysis:
• Introduction of ‘Education Number’ (since 2005) throughBasic Records Database for Education (BRON).
• Individual data about all students including early school leavers: age, male/female, address, ethnic origin, educationtype, school history, disability etc.
• Possible to keep track of students throughout whole school-career.
• Detailed information helps schools, regions and the ministry to target resources aimed at reducing ESL
Setting the figures, make reliable indicators
VET institution
Secondary school
BRON
Other stakeholders, such as
•Juvenile CareCentre of Work & IncomePublic Prosecutions ServiceTruancy officer
Ministry of Education; Education Inspectorate;Ministry of Economic Affairs
Other schools
Municipality of residence: Early school leavers Registration and Coordination Centre (RMC); School Attendance officials
The Dutch Data Collection System on Education
(BRON) in practice. Streams of horizontal
information sharing between all relevant
stakeholders:
Example of information product /
indicators
• ‘Digital absence counter’ (since 2009): application to report
unauthorized absence.
• Obliged by law to report cases of truancy since ’09.
• Quick communication to attendance officer.
Working arrangements between school and municipality for
efficient use of the counter.
• Pre-emptive action to prevent student from dropping out.
• Schools, municipalities and regions are only allowed to
receive data about their own students and get ‘taylor-made’
reports.
Early warning system: Report truancy
More information:
www.aanvalopschooluitval.nl/english
Marieke Baijens ([email protected])
Marian Kroeze ([email protected] )
•ROC van Twente
Regional vocational training center
The Netherlands //Twente
Amsterdam
Rotterdam
The HagueAlmelo
Hengelo
Enschede
• 600.000 inhabitants(approximately)
• 3 major cities
• Increased unemployment
• Decreasing industrial activities
• Increasing tourism and leisure
• Increasing service industriesand non-profit services
• From rural to urban society
Region Twente
ROC van Twente
• Over 1 800 faculty and staffcirca 23 000 VET-students
circa 12 500 participants Adult Education
• 0n 11 locations in three major cities in Twente andon several smaller sites in Twente
