Page 96 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 96
ear ly school leaving: contempor ary european perspectives
education or training early without qualifications (EC/EACEA/Eurydice/
Cedefop, 2014). Some regional administrators have effectively addressed
their specific root causes of ESL through local projects and policies, yet
there are not many evidence-based analyses available, which hinders na-
tional policies’ attempts to address the complexity of the problem (ET
Monitor Spain, 2016b). Spain has teacher training reforms that directly seek
to reduce ESL (Nevala at al., 2011). As a measure to prevent ESL, they give
teachers some training in education and career guidance (EC/EACEA/
Eurydice/Cedefop, 2014) and their National Action Plan states that teach-
er training should aim to raise awareness of the ESL problem (Nevala et al.,
2011). The Plan also promotes the practice of competent authorities validat-
ing non-formal learning (Nevala et al., 2011).
In Spain, the involvement of different professionals in tackling ESL
is well established. The 2006 Organic Law on Education established
that the responsibility for cutting ESL is held by all professionals work-
ing in schools, and the Programme to Reduce Early School Leaving from
Education and Training established specific measures requiring the collab-
oration of several professionals. There are also well-established multi-agen-
cy partnerships within some regional coordinating bodies. Professionals
involved at schools and in the community in 2013/14 included school heads,
teachers, education and career counsellors, psychologists, social workers
and youth workers. Guidance counsellors (orientadores, who must hold a
bachelor’s degree in pedagogy, psychology or psycho-pedagogy and must
also have undertaken an initial education course, or a master’s degree), be-
long to the secondary education body and specialising in educational guid-
ance, are in charge of the guidance given in schools. They provide support,
counselling and guidance to students, collaborate with schools and teach-
ers in organising activities, tutoring (for details, see Nouwen, Van Praag,
Van Caudenberg, Clycq, & Timmerman, 2016) and education and career
guidance sessions (EC/EACEA/Eurydice/Cedefop, 2014). This education
and career guidance structure is a permanent structure of the school and
plays a central role in improving academic performances, and preventing
and reducing ESL, favouring the students’ opportunities for social and la-
bour integration, and transition to adult life. The involvement of all the dif-
ferent professionals within the school and in this structure is both legally
compulsory and well-established. Moreover, the abovementioned profes-
sionals, together with other professionals (e.g., municipal social workers,
members of municipal psycho-pedagogical cabinets, labour counsellors in
96
education or training early without qualifications (EC/EACEA/Eurydice/
Cedefop, 2014). Some regional administrators have effectively addressed
their specific root causes of ESL through local projects and policies, yet
there are not many evidence-based analyses available, which hinders na-
tional policies’ attempts to address the complexity of the problem (ET
Monitor Spain, 2016b). Spain has teacher training reforms that directly seek
to reduce ESL (Nevala at al., 2011). As a measure to prevent ESL, they give
teachers some training in education and career guidance (EC/EACEA/
Eurydice/Cedefop, 2014) and their National Action Plan states that teach-
er training should aim to raise awareness of the ESL problem (Nevala et al.,
2011). The Plan also promotes the practice of competent authorities validat-
ing non-formal learning (Nevala et al., 2011).
In Spain, the involvement of different professionals in tackling ESL
is well established. The 2006 Organic Law on Education established
that the responsibility for cutting ESL is held by all professionals work-
ing in schools, and the Programme to Reduce Early School Leaving from
Education and Training established specific measures requiring the collab-
oration of several professionals. There are also well-established multi-agen-
cy partnerships within some regional coordinating bodies. Professionals
involved at schools and in the community in 2013/14 included school heads,
teachers, education and career counsellors, psychologists, social workers
and youth workers. Guidance counsellors (orientadores, who must hold a
bachelor’s degree in pedagogy, psychology or psycho-pedagogy and must
also have undertaken an initial education course, or a master’s degree), be-
long to the secondary education body and specialising in educational guid-
ance, are in charge of the guidance given in schools. They provide support,
counselling and guidance to students, collaborate with schools and teach-
ers in organising activities, tutoring (for details, see Nouwen, Van Praag,
Van Caudenberg, Clycq, & Timmerman, 2016) and education and career
guidance sessions (EC/EACEA/Eurydice/Cedefop, 2014). This education
and career guidance structure is a permanent structure of the school and
plays a central role in improving academic performances, and preventing
and reducing ESL, favouring the students’ opportunities for social and la-
bour integration, and transition to adult life. The involvement of all the dif-
ferent professionals within the school and in this structure is both legally
compulsory and well-established. Moreover, the abovementioned profes-
sionals, together with other professionals (e.g., municipal social workers,
members of municipal psycho-pedagogical cabinets, labour counsellors in
96
