Page 110 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 110
ear ly school leaving: contempor ary european perspectives
levels) – are essential for addressing ESL and the Inter-institutional coop-
eration programme (Interinstitutionelle Zusammenarbeit / Collaboration
interinstitutionnelle – IIZ/CII) is a form of such cooperation. It is a tool
used to help re-integrate people into the education system or labour mar-
ket. It aims to develop inter-institutional cooperation and define formal
and informal models of collaboration between institutions that are active
in different fields (social affairs, education, employment, health etc.). For
instance, in the canton of Valais, which is participating in the TITA project,
inter-institutional cooperation has been developed among local employ-
ment offices, social assistance offices, invalidity insurance, centres for voca-
tional guidance, regional medical services, accident insurance and centres
for drug addiction (Duell, Tergeist, Bazant, & Cimper, 2010). Switzerland
has a clear requirement in its policies to reduce early leaving, which sees
mechanisms being put in place to monitor and evaluate the effectiveness
of the cooperation between the parties involved in tackling early leaving.
The policy areas of education and employment enjoy a tradition of coopera-
tion; youth, social affairs, family and justice also cooperate within projects.
Multi-agency partnerships at the local/institutional level are well estab-
lished and include teachers, school heads, guidance specialists, psycholo-
gists, social workers, youth workers, speech and language specialists (EC/
EACEA/Eurydice/Cedefop, 2014). There are individualising structures:
small classes, available teachers, unexpected changes in activity, different
curricula, therapists and external people, who aim to restore the individu-
al (taking their needs into account) and to restore teaching (with a range of
people stepping in and various subjects). Resorting to alternative teaching
is frequent (cooperative, differentiated, individualised, active etc.). These
structures are based on educational alliances (teachers of different subjects,
guidance advisors, therapists, special needs teachers, vocational and social
tutors, educators, psychologists etc.), but do not mention partnership with
the outside world much, except for parents and training schools or compa-
nies (Tièche-Christinat et al., 2012; in Thibert, 2013). Allenbach (2014) ex-
amined educational alliances in Switzerland by interviewing professionals
already involved in such collaborative practices (specialist teachers, psy-
chologists, nurses, meditators, speech therapists and psycho-moto thera-
pists). He concluded that the concept of alliance is crucial for understand-
ing certain subtle and delicate dimensions of the collaborative work and to
identify the conditions needed for such practice to develop.
110
levels) – are essential for addressing ESL and the Inter-institutional coop-
eration programme (Interinstitutionelle Zusammenarbeit / Collaboration
interinstitutionnelle – IIZ/CII) is a form of such cooperation. It is a tool
used to help re-integrate people into the education system or labour mar-
ket. It aims to develop inter-institutional cooperation and define formal
and informal models of collaboration between institutions that are active
in different fields (social affairs, education, employment, health etc.). For
instance, in the canton of Valais, which is participating in the TITA project,
inter-institutional cooperation has been developed among local employ-
ment offices, social assistance offices, invalidity insurance, centres for voca-
tional guidance, regional medical services, accident insurance and centres
for drug addiction (Duell, Tergeist, Bazant, & Cimper, 2010). Switzerland
has a clear requirement in its policies to reduce early leaving, which sees
mechanisms being put in place to monitor and evaluate the effectiveness
of the cooperation between the parties involved in tackling early leaving.
The policy areas of education and employment enjoy a tradition of coopera-
tion; youth, social affairs, family and justice also cooperate within projects.
Multi-agency partnerships at the local/institutional level are well estab-
lished and include teachers, school heads, guidance specialists, psycholo-
gists, social workers, youth workers, speech and language specialists (EC/
EACEA/Eurydice/Cedefop, 2014). There are individualising structures:
small classes, available teachers, unexpected changes in activity, different
curricula, therapists and external people, who aim to restore the individu-
al (taking their needs into account) and to restore teaching (with a range of
people stepping in and various subjects). Resorting to alternative teaching
is frequent (cooperative, differentiated, individualised, active etc.). These
structures are based on educational alliances (teachers of different subjects,
guidance advisors, therapists, special needs teachers, vocational and social
tutors, educators, psychologists etc.), but do not mention partnership with
the outside world much, except for parents and training schools or compa-
nies (Tièche-Christinat et al., 2012; in Thibert, 2013). Allenbach (2014) ex-
amined educational alliances in Switzerland by interviewing professionals
already involved in such collaborative practices (specialist teachers, psy-
chologists, nurses, meditators, speech therapists and psycho-moto thera-
pists). He concluded that the concept of alliance is crucial for understand-
ing certain subtle and delicate dimensions of the collaborative work and to
identify the conditions needed for such practice to develop.
110
