Page 61 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 61
the esl situation in france
teachers are mobilised within the group, how broad the conception of pre-
vention is and to what extent actors outside of school are involved. The au-
thors conclude that the involvement of teachers is a key element of mul-
ti-professional collaboration because this will lead to a shared vision of
what an individual school wants and is able to do. In our opinion, it is im-
portant to note that while including teachers in ESL-prevention groups is
certainly a necessary step, this in itself does not ensure effective multi-pro-
fessional collaboration – issues like time and budgetary constraints as well
as group composition and training must be considered.
ESL officer
ESL officers (référent décrochage) were appointed in autumn 2013 at sec-
ondary schools with high levels of truancy and ESL (Bulletin officiel, 2013).
They have been generalised since August 2014 when a decree was issued
that allowed for the appointment of an ESL officer within each secondary
school (MEN, 2014b).
The work of ESL officers is situated in the centre of the ESL-prevention
measure. From the first signs of ESL onwards, they mobilise and coordinate
the prevention action conducted by the ESL-prevention group. The ESL of-
ficer takes action under the head of institution alongside other members of
the ESL-prevention group. The ESL officer is active in four work areas: pre-
vention axis (e.g. identifies the youngsters concerned from the first signs of
ESL onwards, collects all useful information), compensation axis (e.g. in-
volved in research of solutions for a return to initial education and ensures a
youngster is monitored (care, support, etc.)), communication (conveys and
ensures the circulation of information between actors – management team,
CPE) and evaluation (e.g. writing the annual report of proposed actions)
(Académie Poitiers, n.d./a). In the prevention axis, their work includes help
in setting up the ESL-prevention group; the ESL officer is also its joint-co-
ordinator (ibid.). ESL officers have various profiles – generally they are
CPEs, but not always – they can also be e.g. heads of institutions, education
assistants, guidance counsellors (Académie Poitiers, n.d./b; MEN 2014b).
The ministry aims to assure the promotion of teaching staff in the ESL of-
ficer role, formalisation of a dedicated job description for an ESL officer, an
increase in their competencies focused on ESL-prevention, enhancement
of their role as the link among the actors involved (inside and outside of
school, horizontally and vertically with local authorities).
61
teachers are mobilised within the group, how broad the conception of pre-
vention is and to what extent actors outside of school are involved. The au-
thors conclude that the involvement of teachers is a key element of mul-
ti-professional collaboration because this will lead to a shared vision of
what an individual school wants and is able to do. In our opinion, it is im-
portant to note that while including teachers in ESL-prevention groups is
certainly a necessary step, this in itself does not ensure effective multi-pro-
fessional collaboration – issues like time and budgetary constraints as well
as group composition and training must be considered.
ESL officer
ESL officers (référent décrochage) were appointed in autumn 2013 at sec-
ondary schools with high levels of truancy and ESL (Bulletin officiel, 2013).
They have been generalised since August 2014 when a decree was issued
that allowed for the appointment of an ESL officer within each secondary
school (MEN, 2014b).
The work of ESL officers is situated in the centre of the ESL-prevention
measure. From the first signs of ESL onwards, they mobilise and coordinate
the prevention action conducted by the ESL-prevention group. The ESL of-
ficer takes action under the head of institution alongside other members of
the ESL-prevention group. The ESL officer is active in four work areas: pre-
vention axis (e.g. identifies the youngsters concerned from the first signs of
ESL onwards, collects all useful information), compensation axis (e.g. in-
volved in research of solutions for a return to initial education and ensures a
youngster is monitored (care, support, etc.)), communication (conveys and
ensures the circulation of information between actors – management team,
CPE) and evaluation (e.g. writing the annual report of proposed actions)
(Académie Poitiers, n.d./a). In the prevention axis, their work includes help
in setting up the ESL-prevention group; the ESL officer is also its joint-co-
ordinator (ibid.). ESL officers have various profiles – generally they are
CPEs, but not always – they can also be e.g. heads of institutions, education
assistants, guidance counsellors (Académie Poitiers, n.d./b; MEN 2014b).
The ministry aims to assure the promotion of teaching staff in the ESL of-
ficer role, formalisation of a dedicated job description for an ESL officer, an
increase in their competencies focused on ESL-prevention, enhancement
of their role as the link among the actors involved (inside and outside of
school, horizontally and vertically with local authorities).
61
