Preve Prevention ntion of of Dro Dropout pout in Vo in Vocatio - - PowerPoint PPT Presentation
The Detection The Detection of D of Dropout Risk at an Early ropout Risk at an Early Stage: Stage: An Innovat An Innovative Approach to ive Approach to the the Preve Prevention ntion of of Dro Dropout pout in Vo in Vocatio cational
Andreas Frey and Jean-Jacques Ruppert
The Detection The Detection of D
ropout Risk at an Early Stage: Stage: An Innovat An Innovative Approach to ive Approach to the the Preve Prevention ntion of
Dropout pout in Vo in Vocatio cational Training nal Training
Qualification Qualification
Vocation Vocational Training al Training Profe Professi ssiona
ls for for the Ide the Identification ntification and and Coun Counselling selling
Trainees with Trainees with a High a High Dropou Dropout Risk t Risk
The The EU EU defines defines dropouts dropouts as as young young peop people le between between 18 18 and and 24 24 who who have have only
secondar secondary level evel 1 education education and and are are not not in in education education or
training
Defin Definition ition of dr
ut
pr prema ematu ture re te termina rmination tion of
cont ntra ract ct
before the the educ educationa ational/ l/tra training ining object
ive has has been been reac reached hed
termination mination of
contract ract by by tra trainee inee
trainer trainer
Definition Definition of dro
pout
euros eurostat tat 11.04.2013 11.04.2013
Dro Dropou pout rates in t rates in Euro Europe pe
Early lea Early leaver vers from educa s from education tion and training aged 18 and training aged 18-24 (%) 24 (%)
euros eurostat tat 11.04.2013 11.04.2013
Dro Dropou pout rates in t rates in Euro Europe pe
Early lea Early leaver vers from educa s from education tion and training aged 18 and training aged 18-24 (%) 24 (%)
Conse Conseque quence nces s of dro
pout
personal failure failure
ulterior ior integr integration ation into into the the labour labour marke market more more complicated complicated
economic
damage to to the the tra training ining compa company ny
less likely likely to to train train apprent apprentices ices (SM (SME) E)
Dropou Dropout t reasons reasons
bad choice of training ining profe profession ssion
bad choice of training ining compa company ny
quality of compa
ny tra training ining not go not good
lack of professionalism of trainers (SME) s (SME)
bad working/training raining cond conditions itions
Dropou Dropout t reasons reasons
behavioura vioural l issues issues
lacking maturity urity
missing key comp key competen etences ces
absence of contact person
to discuss problems
bad results at sch at school
insufficient ent guidance guidance within within the system the system
Training Training con contrac tracts ts termina terminated prematu ted prematurely rely
Costs and benef Costs and benefits its
Appr Apprentice enticeships ships with a high dropou with a high dropout t rate rate
cate tering ring
cooking king
beau auty ty
hairdr irdress essing ing
Drop Dropout types
proc process takes ess takes betwe between en 2 2 weeks weeks and and 8 8 month months
pre prematu mature re ter termination mination
ntrat at
Drop Dropout initiated
by
pre prematu mature re ter termination mination
ntrat at
tra trainees inees: 60 60% tra trainers iners: 30 30% mutual mutual consent consent: 10 10%
When does drop When does dropout occu
r ?
identification ion of
dropout
risk and co and counselling unselling must ta must take place ke place very very early early
preventive entive measur measures es must must happ happen en in t in the 1st he 1st year year
4
before before training training start starts
1st 1st year year 2nd 2nd year year 3rd 3rd year year 4% 4% 60% 60% 25% 25% 10% 10%
The dual training sy The dual training system stem
Trainees’ previous education
Succe Success ss rate rates in final in final exa examinations minations
combines combines the acquisit the acquisition ion of
know-how how in a in a training training company company with with the acquisit the acquisition ion of
theoretical ical knowledge knowledge in a in a vocationa vocational l teaching and t teaching and training institution raining institution
Dual Dual vocational vocational training training system system
cost for training companies
investment ment
dialogue between social partners and the een social partners and the governme government nt
difficult to expor export
Dual Dual vocational vocational training training system system
a tool for the detection of tr detection of transferable ansferable competences competences in voc in vocation ational tra al training ining
a counselling tool
for the prevention of dropout ention of dropout
self self-evaluation evaluation and and external external evaluations evaluations on
social ial & meth method
ical co compe mpeten tence ces (71 71 items) items)
person rsonal al co compe mpeten tence ces (31 31 items) items)
17 dimen dimensions sions
dropo pout ut risks risks and and li like kely ly rea reason sons
survey ey
real-time time computat computation ion of
results and and feedback feedback
empirical ical basis basis for for individ individual ual coun counselling selling
very good good criteria criteria of
validity
method methodologica
comp competenc etences es so social cial comp competenc etences es perso personal nal comp competenc etences es
auto tono nomy my
commun mmunicat ication ion skill skills
co-op
erat ation ion
leader ership ship
conflict nflict re resolut solution skill ion skills
appr prop
riate be beha haviour viours
social re ial respo sponsibili nsibility ty
motivation ivation
curiosity riosity
sense se of
duty ty
seren enity, ity, ca calm lm
empat athy hy
analytica alytical l skill skills
reflexivity flexivity
flexibility ty
goal-or
iented ed be beha haviour viours
working te ing tech chniqu niques es
Conc Conclusions lusions
talks with tra trainees with inees with a a high dro high dropout pout risk risk confirm confirm that that a a deficit deficit in c in conflict
resolution lution compe competenc tences es and and a a deficit in deficit in communication communication skills skills with with trainers trainers const constitute itute a major a major prob problem lem
Con Conclusion clusions
bad marks and and loss loss of intere
st in t in the pro he profession fession are are the mos the most t frequ frequent causes for c ent causes for conflict
in the he tra training compa ining company ny
systematic assess tic assessment of co ment of compete mpetences nces
initiate prop proper re er reflection on flection on suitability, suitability, aptit aptitudes udes and self and self-evaluat evaluation ion
bef before
the the beg beginning inning of
training:
more more guidance guidance counselling: counselling:
more and d bett better ta er target rgeted ed informat information ion
practice tice-based based inter internships nships
socio-educational educational accompaniment accompaniment
befo before re the the beg beginning inning of
training:
more more guidance guidance counselling: counselling:
befo before, re, during during and and afte after the the beg beginning inning of
training:
training of all the professionals involved i the professionals involved in VET n VET
collaboration between ation between all all the pr the professionn
els
support and and counselling for all counselling for all the professionnals the professionnals
target high drop get high dropout profession
multi-dimensional dimensional issue issue
different peop t people le - differen different t inter interpret pretations ations
crucial to ial to raise awar raise awareness eness of
dropout problem
lack of adeq adequate tools to detec uate tools to detect t drop dropout risks
and to cou to counsel nsel tra trainees at inees at risk risk
important to train VET ain VET professionals and professionals and to to enco encourage urage them t them to netwo
rk re d dropo ropout ut
Con Conclusion clusions
transfera nsferable ble compe competenc tences, es, drop dropout risks
and dropout dropout reasons can reasons can be detecte be detected
teachers hers, , tra trainers an iners and coun d counsellors l sellors love
working with with the SMK+ the SMK+ tool tool
trainees apprec inees appreciate being able to discu iate being able to discuss ss competences and do con selling with a “neutral” third party third party
Con Conclusion clusions
sample sample
from from the Swis the Swiss s partner partner
874 traine 4 trainees, 78 es, 78.6% male .6% male, 21.4% fe , 21.4% female male
aged ed from from 15 15 to 30 to 30
1st year: 45.5%; 2nd yea r: 45.5%; 2nd year: 30.4%; 3rd year: 15.1% r: 30.4%; 3rd year: 15.1%
covering vering most pro most profession fessions
a few results: a few results:
NO dropout risk: 72.8% 72.8%
HIGH dropout risk: 3.7% 3.7%
LATENT drop dropout risk:
23.5%
most f most frequent dropout requent dropout reasons reasons:
loss of inter
est in profession: in profession: 21.9% 21.9%
bad marks: 15.6% 15.6%
problems with the ex the exter ternal nal tr trainer: 15.6% ainer: 15.6%
lack of motivat motivation: ion: 9.4% 9.4%
success unlikely: 6.3% 6.3%
personal l problems: problems: 6.3% 6.3%
reorientation towards ano entation towards another profession: ther profession: 6.3% 6.3%
problems with the trainer at the trainer at school: school: 3.1% 3.1%
trainees with trainees with a HIGH HIGH dropout risk dropout risk versu versus trainees with trainees with NO NO dropout risk dropout risk
lower compe competenc tences es on
15/17 compet /17 competence ences s
significant differen differences on ces on 8 compe competenc tences es
trainees with trainees with a LATE LATENT NT dropout dropout risk risk vers versus us trainees with trainees with NO NO dropout risk dropout risk
lower compe competenc tences es on
15/17 compet /17 competence ences s
significant differen differences on ces on 3 compe competenc tences es
apprentis av apprentis avec risque latent de ec risque latent de décrochage décrochage vers versus us apprentis sa apprentis sans risque de ns risque de décrochage décrochage
compétenc tences es inférieur inférieures es sur sur 15 15/17 compét /17 compétence ences, s,
différences ces significatives significatives sur sur 3 3 compé compétenc tences es
Thank Thank you you for for your attenti your attention
for for information, information, please please conta contact: ct:
andreas andreas.frey@hdba.de .frey@hdba.de jean jean-jacques.ru jacques.ruppert@edu ppert@education.lu cation.lu