Page 75 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 75
the esl situation in luxembourg
Commission/EACEA/Eurydice/Eurostat, 2014) and recent measures aim
to improve the quality of these services, particularly to reduce socio-eco-
nomic disadvantages (European Commission, 2016b). One of the biggest is-
sues in Luxembourg is the strong relationship between SES and education-
al performance, where SES is, in turn, correlated with migrant background
(European Commission, 2016a).
Luxembourg’s education system brings a strong emphasis on educa-
tion and career guidance, (psychological) counselling and information
activities available to the students. Guidance is part of the curriculum in
primary education; in secondary schools it is not embedded in the curricu-
lum, but schools are obliged to provide it (European Commission/EACEA/
Eurydice/Cedefop, 2014). School staff dealing with guidance comprise
teachers with and without specific training, education and career counsel-
lors, psychologists, social workers and pedagogues (ibid.). The main servic-
es and bodies offering such support are:
‐ the secondary schools (lycées) themselves;
‐ an individual school’s Services for Educational Psychology and
Guidance (SPOS – Service de psychologie et d’orientation scolaires)
– most schools have one;
‐ the Centre for Educational Psychology and Guidance, a depart-
ment at the Ministry of Education, Youth and Childhood (CPOS
– Centre de psychologie et d’orientation scolaires); and
‐ the Centre for Documentation and Information on Higher
Education (CEDIES – Centre de Documentation et d’Information
sur l’Enseignement Supérieur) (Eurydice, n.d.).
In 2012, several public services and entities merged to form a counsel-
ling centre or ‘house of guidance’ (Maison de l’orientation), bringing to-
gether all relevant counselling services for young people and adults like
guidance services, educational and psychological support; these services
depend on different ministries and are not administratively integrated, but
their co-location has significantly increased their cooperation (European
Commission, 2013b). Partners of the ‘house of guidance’ regularly cooper-
ate with schools and provide in-class presentations on the different services
and possibilities available to pupils and young people (ibid.).
75
Commission/EACEA/Eurydice/Eurostat, 2014) and recent measures aim
to improve the quality of these services, particularly to reduce socio-eco-
nomic disadvantages (European Commission, 2016b). One of the biggest is-
sues in Luxembourg is the strong relationship between SES and education-
al performance, where SES is, in turn, correlated with migrant background
(European Commission, 2016a).
Luxembourg’s education system brings a strong emphasis on educa-
tion and career guidance, (psychological) counselling and information
activities available to the students. Guidance is part of the curriculum in
primary education; in secondary schools it is not embedded in the curricu-
lum, but schools are obliged to provide it (European Commission/EACEA/
Eurydice/Cedefop, 2014). School staff dealing with guidance comprise
teachers with and without specific training, education and career counsel-
lors, psychologists, social workers and pedagogues (ibid.). The main servic-
es and bodies offering such support are:
‐ the secondary schools (lycées) themselves;
‐ an individual school’s Services for Educational Psychology and
Guidance (SPOS – Service de psychologie et d’orientation scolaires)
– most schools have one;
‐ the Centre for Educational Psychology and Guidance, a depart-
ment at the Ministry of Education, Youth and Childhood (CPOS
– Centre de psychologie et d’orientation scolaires); and
‐ the Centre for Documentation and Information on Higher
Education (CEDIES – Centre de Documentation et d’Information
sur l’Enseignement Supérieur) (Eurydice, n.d.).
In 2012, several public services and entities merged to form a counsel-
ling centre or ‘house of guidance’ (Maison de l’orientation), bringing to-
gether all relevant counselling services for young people and adults like
guidance services, educational and psychological support; these services
depend on different ministries and are not administratively integrated, but
their co-location has significantly increased their cooperation (European
Commission, 2013b). Partners of the ‘house of guidance’ regularly cooper-
ate with schools and provide in-class presentations on the different services
and possibilities available to pupils and young people (ibid.).
75
