Page 79 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 79
the esl situation in luxembourg
b. since 2005 ‘Mosaic Classes’ have been provided for students with
behavioural difficulties (e.g. failure to comply with internal regu-
lations, systematic absenteeism, aggression, violence etc.) in sec-
ondary education (temporary intensive support in small groups
targeting the reintegration and re-socialisation of students in
their initial class or in a class adapted to their development;
MENJE, n.d.; Cedefop, 2015);
c. the ‘School Drop-in’ pilot project (Plateforme Accrochage Scolaire
– PAS; Stoffel, Friedel, & Thill-Rollinger, 2014) aims to systemat-
ically evaluate the risk of ESL amongst students in secondary ed-
ucation (National reform programme, 2016) and implementing
measures for students at risk. PAS is coordinated by the CPOS. Its
goal is to create educational alliances (see Gilles, Potvin, & Tièche
Christinat, 2012) between different actors and assure the partic-
ipation of everyone – the PAS team works with the family, the
management, the educational team/teachers, the SPOS and the
socio-educational team of the high school (lycée) concerned, to-
gether with external partners (e.g. socio-medical and psychologi-
cal services, guidance professionals, employers and others; Stoffel
et al., 2014). The purpose is to remobilise the young persons in
terms of their personal and academic success, offering them ac-
tivities that correspond to their social, relational and psycho-emo-
tional needs and difficulties. The PAS team relies on internal re-
sources available within the schools as much as possible and only
use external ones when needed (ibid.). It started in 2014/15;
d. the ‘Itzigerstee’ pilot project for highly problematic students aims
to reintegrate students into mainstream education in cooperation
with their parents, the school and a psychologist after providing
individualised support;
e. workshops organised by Local Youth Action (Action locale pour
jeunes – ALJ) for ESLers on motivation, teamwork, the develop-
ment of vocational projects, internship, and apprenticeship;
f. the ‘Stop&Go’ self-development programme organised by CPOS
is intended for either students still at school but who have given up
on learning, or young ESLers; youngsters work on their person-
al orientation through various non-verbal means of expression
(body expression, photography, theatre) and are provided with an
79
b. since 2005 ‘Mosaic Classes’ have been provided for students with
behavioural difficulties (e.g. failure to comply with internal regu-
lations, systematic absenteeism, aggression, violence etc.) in sec-
ondary education (temporary intensive support in small groups
targeting the reintegration and re-socialisation of students in
their initial class or in a class adapted to their development;
MENJE, n.d.; Cedefop, 2015);
c. the ‘School Drop-in’ pilot project (Plateforme Accrochage Scolaire
– PAS; Stoffel, Friedel, & Thill-Rollinger, 2014) aims to systemat-
ically evaluate the risk of ESL amongst students in secondary ed-
ucation (National reform programme, 2016) and implementing
measures for students at risk. PAS is coordinated by the CPOS. Its
goal is to create educational alliances (see Gilles, Potvin, & Tièche
Christinat, 2012) between different actors and assure the partic-
ipation of everyone – the PAS team works with the family, the
management, the educational team/teachers, the SPOS and the
socio-educational team of the high school (lycée) concerned, to-
gether with external partners (e.g. socio-medical and psychologi-
cal services, guidance professionals, employers and others; Stoffel
et al., 2014). The purpose is to remobilise the young persons in
terms of their personal and academic success, offering them ac-
tivities that correspond to their social, relational and psycho-emo-
tional needs and difficulties. The PAS team relies on internal re-
sources available within the schools as much as possible and only
use external ones when needed (ibid.). It started in 2014/15;
d. the ‘Itzigerstee’ pilot project for highly problematic students aims
to reintegrate students into mainstream education in cooperation
with their parents, the school and a psychologist after providing
individualised support;
e. workshops organised by Local Youth Action (Action locale pour
jeunes – ALJ) for ESLers on motivation, teamwork, the develop-
ment of vocational projects, internship, and apprenticeship;
f. the ‘Stop&Go’ self-development programme organised by CPOS
is intended for either students still at school but who have given up
on learning, or young ESLers; youngsters work on their person-
al orientation through various non-verbal means of expression
(body expression, photography, theatre) and are provided with an
79
