Page 120 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 120
1) show that a lot of time and effort must go into developing the knowl-
edge and understanding of other partners (institutional culture, language,
practices etc.), agreeing on process, structure, governance and desired out-
comes as well as into building trust to overcome barriers to cooperation.
It seems there is a consensus across settings on what the barriers to
successful teamwork are, and many authors propose recommendations to
improve this (e.g. Cheminais, 2009; Downes, 2011; European Commission,
2013). Inter-professional working is largely considered worthwhile, al-
though studies reveal that much awaits to be addressed so as to enable ef-
fective outcomes. The concern and effort regarding inter-professional coop-
eration should not only focus on those who are actively involved and their
educators, but also those who lead the professions, manage services and de-
termine policy. As Edwards and Downes (2013) put it, it is not enough just
to designate a desk for these different services in schools. Moreover, there is
a need to minimise the fragmentation that sees various services ‘passing on
bits of the child’ and family (Edwards & Downes 2013).
To conclude, the recommendations for ESL multi-professional teams
that are presented here draw together lessons from diverse settings and are
also very closely aligned with the findings of other authors or our own find-
ings arising from the large body of theoretical and empirical literature on
small groups and teams. To ensure successful implementation, simply put-
ting people together in a team is not enough – at least some of these rec-
ommendations should be considered; they may seem demanding and chal-
lenging, but only in this way will ESL teams be able exploit their potential
to prevent ESL.
References
Allenbach, M. (2014). Faire alliance: un méter? Défis et paradoxes des interve-
nants à l’école [Making the alliance: A profession? Challenges and para-
doxes of school actors]. Paper presented at 2nd Colloque International Du
Lasale Sur Le Decrochage Scolaire, May 14–16, Luxembourg. Retrieved
from https://www.hepl.ch/files/live/sites/systemsite/files/uer-ps/documents/
lasale%20actes%20du%20colloque%202%20luxembourg%202014.pdf
Angelucci, V., Chapuis, J., de Chambrier, A.-F., Liechti, L., & Tièche Christinat,
C. (2014). Représentations des enseignants vis-à-vis des facteurs de risque du
décrochage scolaire [Teachers’ views on risk factors for early school leaving].
Paper presented at Congrès international de l’Actualité de la Recherche en
120
edge and understanding of other partners (institutional culture, language,
practices etc.), agreeing on process, structure, governance and desired out-
comes as well as into building trust to overcome barriers to cooperation.
It seems there is a consensus across settings on what the barriers to
successful teamwork are, and many authors propose recommendations to
improve this (e.g. Cheminais, 2009; Downes, 2011; European Commission,
2013). Inter-professional working is largely considered worthwhile, al-
though studies reveal that much awaits to be addressed so as to enable ef-
fective outcomes. The concern and effort regarding inter-professional coop-
eration should not only focus on those who are actively involved and their
educators, but also those who lead the professions, manage services and de-
termine policy. As Edwards and Downes (2013) put it, it is not enough just
to designate a desk for these different services in schools. Moreover, there is
a need to minimise the fragmentation that sees various services ‘passing on
bits of the child’ and family (Edwards & Downes 2013).
To conclude, the recommendations for ESL multi-professional teams
that are presented here draw together lessons from diverse settings and are
also very closely aligned with the findings of other authors or our own find-
ings arising from the large body of theoretical and empirical literature on
small groups and teams. To ensure successful implementation, simply put-
ting people together in a team is not enough – at least some of these rec-
ommendations should be considered; they may seem demanding and chal-
lenging, but only in this way will ESL teams be able exploit their potential
to prevent ESL.
References
Allenbach, M. (2014). Faire alliance: un méter? Défis et paradoxes des interve-
nants à l’école [Making the alliance: A profession? Challenges and para-
doxes of school actors]. Paper presented at 2nd Colloque International Du
Lasale Sur Le Decrochage Scolaire, May 14–16, Luxembourg. Retrieved
from https://www.hepl.ch/files/live/sites/systemsite/files/uer-ps/documents/
lasale%20actes%20du%20colloque%202%20luxembourg%202014.pdf
Angelucci, V., Chapuis, J., de Chambrier, A.-F., Liechti, L., & Tièche Christinat,
C. (2014). Représentations des enseignants vis-à-vis des facteurs de risque du
décrochage scolaire [Teachers’ views on risk factors for early school leaving].
Paper presented at Congrès international de l’Actualité de la Recherche en
120
