- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
Early school leaving has been associated with unemployment, social and financial inequalities later on in life, and for this reason projects and their implemented methodologies are being designed to address this challenge. Slovenia has one of the lowest rates of early school leaving in Europe, which is the result of systemic arrangements, cultural influences, as well as constant concern for the introduction of modern approaches to prevent early school leaving.
Description
A 2014-17 Erasmus+ project, Cross-sectoral cooperation-focused solutions for preventing early school leaving (CroCooS), addressed the prevention of early leaving of education and training (ELET). Since 2017, the Institute of the Republic of Slovenia for VET (CPI), a partner in the project, disseminated the project results through the in-service training of VET teachers. CPI also, in cooperation with the National Education Institute, proposed in its 2019 publication, 'Methodology for monitoring and preventing ELET', that ELET data are collected via the student registry in addition to the Labour force survey. It also suggested the development of prevention activities and strategies at national, school and teacher level to support students at risk of dropping out.
In the 2018/19 school year, CPI and the National Education Institute started a 2-year CroCoos project. Alongside early school leaving prevention activities in schools, project participants are additionally supported in order to raise the quality of teaching using the formative assessment approach. For teachers of three VET schools, a set of five lectures was organised where formative assessment as a form of methodical and didactic approach was linked to school climate, career orientation and prevention of early school leaving.
Career guidance for young people is one of the key activities that significantly contributes to reducing early school leaving. This is why Slovenia joined the Youth in transition Erasmus+ project, which is developing a tool to promote the vocational maturity of young people in the transition to VET.
The in-service training of VET teachers about the early warning system (following the CroCooS project) took place. 15 teachers attended the training in the school year 2018/2019 and 13 in school year 2019/20. Training for school counsellors about vocational maturity was implemented.
Due to COVID-19, the project was concluded without the final event in 2020. The first step of introducing the formative assessment as a tool to strengthening students as a prevention of ELET was successful.
The existing resources and databases for monitoring system level quality indicator on completion rate were analysed in the national quality report on VET. It suggested implementing the methodology for monitoring and preventing ELET, published in 2019.
CPI activities relating to the issues of all vulnerable groups (e.g. students at risk of dropping out, special education needs students, students from low income families) are addressed within the CPI expert team together and/or in parallel. A first annual 1-day conference was organised to introduce a combined approach, where teachers and other experts supporting students from different type of vulnerability met and exchanged information and experiences.
The in-service training for VET schools on how to implement the early warning system (following the CroCooS project) was not put in place during 2020/21 due to COVID-19. In 2021, the training was modernised to ease the participation of the teachers, counsellors and headmasters, and enable the whole school approach. Original 24-hour training for at least three participants from individual schools was changed to two training sessions. The first is an 8-hour introductory training for participants to get to know the early warning system, and the second is an option to implement tailored training for individual school.
The in-service training for VET schools on how to implement the early warning system (following the CroCooS project) was once more not put in place during 2021/22 due to lack of interest from VET schools.
The second annual conference on the topic of supporting migrant students and Roma students was very well attended, mostly by VET school counsellors.
The CPI expert team working on the topic of vulnerable groups of students, focused their effort in defining the so-called inclusive VET school. A 2-year evaluation was conducted, in which headteachers, teachers and school counsellors participated, and it focused on SEN, foreign and low socioeconomic status (SES) students. It concentrated also on dealing with the assessment of the situation at schools in the first and in the second year, investigating views and opinions on the inclusive VET school and equity in VET. The results of the two-year activity are expected to be published in 2024.
Bodies responsible
- Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
- National Education Institute (ZRSŠ)
Target groups
Learners
- Learners at risk of early leaving or/and early leavers
Education professionals
- Teachers
- School leaders
Entities providing VET
- VET providers (all kinds)
Thematic categories
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.