Page 229 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 229
t can we learn from second-chance education programmes for adults ...
Encouraging Early career Health, social
self- guidance and and
expression work emotional
through arts experience support
and sports
Recognition IMPLICATIONS Student-
of personal, FOR centred
non-formal approach to
achievements MAINSTREAM learning
EDUCATION
Empowering Small class
students, sizes
focusing on Development
their of a positive
relationship
strenghts A safe, with peers
exible and and teachers
stimulating
environment
Figure 12. Implications for mainstream education in order to prevent ESL in early stages
Conclusions
According to our review of second-chance education practices, we may
conclude that there are two primary forms of second-chance education
programme implementation: Their principles can be implemented within
mainstream education and thus serve at-risk students or can be implement-
ed as part of a flexible, non-linear education system and address students
who have already left mainstream education. Although there is much space
for further systematic research, especially in the area of implementing sec-
ond-chance education practices in mainstream education, so far the exist-
ing research results (e.g. Bills et al., 2015; Black et al., 2012; Efstathiou, 2009;
229
Encouraging Early career Health, social
self- guidance and and
expression work emotional
through arts experience support
and sports
Recognition IMPLICATIONS Student-
of personal, FOR centred
non-formal approach to
achievements MAINSTREAM learning
EDUCATION
Empowering Small class
students, sizes
focusing on Development
their of a positive
relationship
strenghts A safe, with peers
exible and and teachers
stimulating
environment
Figure 12. Implications for mainstream education in order to prevent ESL in early stages
Conclusions
According to our review of second-chance education practices, we may
conclude that there are two primary forms of second-chance education
programme implementation: Their principles can be implemented within
mainstream education and thus serve at-risk students or can be implement-
ed as part of a flexible, non-linear education system and address students
who have already left mainstream education. Although there is much space
for further systematic research, especially in the area of implementing sec-
ond-chance education practices in mainstream education, so far the exist-
ing research results (e.g. Bills et al., 2015; Black et al., 2012; Efstathiou, 2009;
229
