Pilot Project «NAV tutors in Upper SecondarySchool»

Intersectoral cooperation to reduce dropout from Upper Secondary School

Directorate of Labour- and Welfare / NAV Ullensaker / Jessheim Upper

Secondary School / NAV Nannestad

NAV, 02.10.2015 Side 2

The problem of drop- out is complex

1 of 3 students do not complete upper secondary school

Completed upper secondary school is essential for

employment integration

Several reasons and explanatory factors:

School sector: educational environment, grades from

primary school etc.

Health care sector: mental and physical health problems

Child welfare sector: pupils with support from child welfare

is at risk of not completing upper secondary school

Labour- and welfare sector: Poverty and living condition

challenges

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Objectives and principals

Objectives

Prevent dropout from upper secondary school and to

integrate youth into the labour market.

Principals

Place and train

Early Intervention

Preventive and outreach based efforts

Low threshold and available services

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Model of cooperation

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How we established the project in schools and NAV offices

Criteria for selection:

Directorates invited to establishing meetings where both sectors were

given equal information.

Both headmasters and NAV leader must wish to participate in the pilot

project and they have to design a joint application.

Directorate of Labour- and Welfare Directorate of Education and

Training

Areas with accumulation of social

problems, poverty and living conditions

challenges

Large vocational Upper Secondary

School with a lot of drop-outs

NAV office organized with youth team Schools that work well with dropouts

problems

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The problem of dropouts is a«”Wicked policy problem”

Many stakeholders: Cooperation between sectors and administrative

levels must be established. Measures being implemented must be

coordinated.

Measures to be implemented must meet both the sectoral internal

challenges and improve cooperation. There should be agreement on

measures across sectors.

Sectors may have conflicts of interest. It is crucial to develop a more

equal and broader understanding of the dropout problem across

sectors.

Work which is all about prevention is difficult to calculate. Therefore

headmasters and NAV leaders must learn from the experience and

adjust along the way.

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Why is the Pilot Project suited to help to solve this “Wicked policy problem”?

1. It is a preventive measure in NAV, and at the same time a

cross-sectoral initiatives aimed at improving cooperation.

2. This contributes to a increased mutual knowledge in the

sectors, and contribute to more equal and broader

understanding of the dropout problem across sectors.

3. Together school and NAV have a broader expertise and

more services and measures they can use in their efforts

to assist pupils to complete upper secondary school.

4. The Project is firmly anchored in both sectors all the way

from ministry to the headmasters and NAV-leader. This

ensures a solid foundation both while developing and

maintaining the cooperation.

NAV, 02.10.2015 Side 8

NAV tutors in Jessheim Upper SecondarySchool

NAV in Ullensaker, Eidsvoll, Nes og Nannestad

Project: «NAV tutors in Upper Secondary School» Ullensaker

Gry Kristin Hosøy, Leader NAV Ullensaker

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«NAV tutors in Upper Secondary School»

Target group: – Pupils in upper secondary school at risk of early school leaving

Goals:– Prevent drop-out from upper secondary school and integrate youth

into the labour market

– Acquire knowledge about the need for, and the use of services and

measures from NAV.

– Acquire knowledge about living conditions and social problems

amongst pupils in upper secondary school.

Cross-sectorial collaboration. Co-operation– The headmaster and leader of NAV are both responsible. NAV is the

formal employer, but the project has great amount of freedom

because they see the pupils in scool every day. The purpose is that

the pupil not should visit the NAV office, but get the necessary

services through contact with NAV tutor in school.

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Examples ofMeasures and services from NAV

Information, advice and guidance (Social Act)

Information about opportunities and demands in work an

education

Economic support for housing and subsistence (Social

Act)

Work practice

Follow up in the transition from school to work

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«NAV tutors in Upper Secondary School»

Essential: – NAV tutor must work both places – both in school and in the NAV

office. In the NAV office they are a part of the youth team.

– Early knewledge about living conditions and social problems

amongst pupils. The school and NAV have different information, and

working close together with all available information we can solve

the pupils challanges at an early stage.

Before the project startet it was very little contact between

the upper secondary school and leader of NAV. The co-

operation is now important for both sides, and we are now

looking ahead also for other ways to work together.

Results: Two cases from our co-operation.

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1200 pupils

8 Education programmes

4 projects on alternative

organizing of educational

pathways!

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Main aims

Prevention of school drop - out

Closer follow – up of pupils who are at risk ofearly school-leaving

Re-integration of school – leavers in school

Better planning for school – leavers, integration in labour market–Through better collaboration between all sectors inside and «outside» school

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4 tutors, one from each municipality of Nes, Ullensaker, Eidsvoll and Nannestad

Each tutor is in a 50% position in school

Financed by a yearly project funding

The NAV tutors collaborate with Team for pupils service and take part in teachers’ teams and meetings with pupils. NAV tutors also have drop-in office and they function as a link to theactivities at their NAV office.

NAV tutors in schoolOrganization

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What have we achieved so far?

Decreasing numbers of school – leavers:

2012/2013 – 4.8%

2013/2014 – 3.7%

2014/2015 - 3,1%

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What have we achieved so far?

School and NAV have achieved increased knowledge

about eachother

The gap between challenges and possibilities is closer

Collaboration leads to a more holistic approach

Reality checks work

More youth stay or keep in touch with school

More youth from NAV have returned to school

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Success factors: Cooperation

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Critical success factors

NAV tutors take part in Team for pupils service

Regular meetings

The experience of mutual usefulness

Clarified roles, understanding of roles

Close cooperation means no loss of time

Various pathways of education

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School at the construction siteCooperation between Akershus fylkeskommune v/Jessheim vgs og

Veidekke

NAV tutors in Upper Secondary School

Two main tasks:

• Prevent students leaving school

• Bring drop - outs back to school from the NAV-office

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What kind of challenges are the youth struggling with?

• Lack of motivation

• Drug related

• Health related

• Economy

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How can a NAV tutor help?

• Proper advice and reality checkso Cross-sectorial co-operation

• NAV’s tool box:o Information, advice and guidance related to §17 Law of Social

Services

o Assistance to gain subsistence for basic needs

o Work practice

• We have «our own NAV class»

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Experiences so far:

Transition of competence between NAV and school

5 Craft certificates from “our class”

To be at the right place at the right time

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