PRACTICES OF FLEXIBLE BASIC EDUCATION IN FINLAND: preventing early school leaving of adolescents

Author(s):

Anneli Sarja(presenting / submitting)Sirpa Janhonen(presenting)

Conference:

ECER 2014

Network:

05. Children and Youth at Risk and Urban Education

Format:

Paper

Session Information

05 SES 09, Combating School Droput

Paper Session

Time:

2014-09-04

11:00-12:30

Room:

B017 Anfiteatro

Chair:

Dolf van Veen

Contribution

The problem of adolescent early school leaving is global and strategies to tackle it vary nationally. In England services have been developed to support multiprofessional teamwork for preventive services, for instance BEST teams work in partnership with schools supporting the vulnerable young pupils and their families (Hallam & Rogers 2008, Edwards et al. 2009). Preventing early school leaving of adolescents by improving the current educational systems has been one of the main educational reforms in many European countries (e.g. Downes 2013; Spielhofer 2013). Furthermore, school engagement seems to be a central concept in most theories of school dropout (Blondal & Adalbjarnardottir 2012: Lamote et al. 2013). According to the Finnish School Health Behavior 2006 study, a large proportion of lower secondary school pupils reported negative attitudes towards school, especially concerning their school engagement, school strain and teacher-pupil relations (Haapasalo, Välimaa & Kangas 2010). In order to support demotivated pupils, the Finnish Ministry of Education launched a national Strategy of School Well-Being (2006-2011), concerning the lower secondary level pupils, as well as their parents, teachers, and schools. The strategy is called flexible basic education program (in Finland JOPO). JOPO involves the development of action-based learning methods, and on-the-job forms of learning, inter-professional cooperation both indoor and outdoor school (cp. Downes 2010; Edwards et al. 2010) and new ways to support adolescents and their families (Manninen & Luukannel 2008). The JOPO activities are organised into small groups led through work partner activities by a teacher and another professional, a coach (cp. Lewin & Colley 2011; Vulliamy & Webb 2003) and often the principles of productive learning were applied in the activities. This survey aims to describe the organization and results, and also the models of cooperation of JOPO in Finnish lower secondary schools. The framework of this study has been adapted from an approach of a quality framework developed by van Veen (2004, 2007, 2008). The research questions are: 1. How were the JOPO-pupils chosen for the program? 2. How was the JOPO organized in Finnish schools? 3. What were the qualifications of the JOPO teachers? 4. How did the action-based learning methods support the leaning process of the pupils? and 5. What models of inter-professional co-operation emerged around JOPO in the schools?

Method

This study was based on questionnaires from all the Finnish schools taking part in JOPO activities during 2006-2010. The questionnaire included 33 questions (both closed and open questions). The respondents consisted of principals, teachers, coaches and mentors (N=290) who took part in the JOPO programme in 2006-2010. The data collection started in autumn 2010 - spring 2011. Moreover, various kinds of qualitative data (interviews, video recordings of lessons, recordings of inter-professional meetings and camps, photos, study materials) were collected from five voluntary schools from different parts of Finland. The data concerning the closed questions was analysed using statistical methods (PASW Statistics 18: closed questions) and the data concerning the open questions based on content analysis (open questions). At first the data was pre-analysed and moved into themes using the concepts of discourse analysis in order to locate the central objects of development. The next phase was to find out what kind of models of co-operation was found within the themes as defined during the first phase of the analysis in small group teaching, inter-professional team meetings, through the interviews and in other in-school and out-school learning environments (Engeström 2004). Finally, various models and tools of activities were structured within the framework of sociocultural learning theories and earlier research.

Expected Outcomes

The pupils for JOPO were selected based on the initiative made by a primary school or a subject teacher, student welfare council, and the rector but the final decision was made together with the teacher, pupil, and the pupil’s parents. JOPO teachers usually had special education or subject teacher training and their work partners were usually youth workers or instructors, community pedagogues, or special needs assistants. The adopted learning methods were small group learning, learning at one’s own pace, and individual guidance. The pupils were particularly motivated by action-based learning methods. Moreover, a variety of interprofessional cooperation groups had been established in order to support the teacher and the pupil. The productivity of the cooperation was clearly connected to the form of the implemented cooperation. JOPO activities were successful, based on the fact that all the pupils in JOPO groups graduated and most of them were accepted for further education as well. The study provided new knowledge on the usage of a strategy of flexible basic education, which supports personal learning and is attached to schoolwork, while preventing a secondary pupil becoming marginalised at an early stage of youth.

References

Blondal, K.S. & Adalbjarnardottir, S. 2012. Student disengagement in relation to expected and unexpected educational pathways. Scandinavian Journal of Educational Research 56 (1), 85-100. Downes, P. 2010. Multi/interdisciplinary teams for early school leaving prevention: developing a European strategy informed by international evidence and research. Research Paper for Network of Experts on Social Aspects of Education and Training (NESET). Dublin: St. Patrick’s College. Downes, P. 2013. Developing a framework and agenda for students’ voices in the school system across Europe: from diametric to concentric relational spaces for early school leaving prevention. European Journal of Education: Research, Development and Policies 48 (3), 346-362. Edwards, A., Daniels, H, Gallagher, T., Leadbetter, J. & Warmington, P. 2009. Improving inter-professional collaborations. London: Routledge. Edwards, A., Lund, I. & Stamou, E. 2010. Inter-professional work and expertise: new roles at the boundaries of schools. British Educational Research Journal 36 (1), 27-45. Engeström, Y. 2004. Ekspansiivinen oppiminen ja yhteiskehittely työssä. [Expansive learning and communication at work.] Tampere: Vastapaino. Haapasalo, I., Välimaa, R. & Kannas, L. 2010. How comprehensive school students perceive their psychosocial school environment. Scandinavian Journal of Educational Research 54 (2), 133-150. Hallam, S. & Rogers, L. 2008. Improving behavior and attendance at school. Milton Keynes: Open University Press. Lamote, C., Speybroeck, S., Van Den Noortgate, W. & Van Damme, J. 2013. Different pathways towards dropout: the role of engagement in early school leaving. Oxford Review of Education 39 (6), 739-760. Lewin, C. & Colley, H. 2011. Professional capacity for 14-19 career guidance in England: some baseline data. British Journal of Guidance & Counselling 39 (1), 1-24. Manninen, J. & Luukannel, S. 2008. Joustava perusopetus. [Flexible basic education.] JOPO-toiminnan vaikuttavuuden arviointi. [Impact analysis.] Helsinki: Opetusministeriön julkaisuja 36. Spielhofer, T. 2013. Reducing early school leaving of young people in Europe. The integrated RESLEA Model. ECER Istanbul. van Veen, D. 2008. Tackling non-attendance in schools: a practical approach. School attendance and participation: what works and why? National Educational Welfare Board. Conference report, 12-13. Vulliamy, G. & Webb, R. 2003. Reducing school exclusions: An evaluation of a multi-site development project. Oxford Review of Education 29 (1), 33-50.

Author Information

Anneli Sarja (presenting / submitting)

University of Jyväskylä

Finnish Institute for Educational Research

University of Jyväskylä

Sirpa Janhonen (presenting)

University of Oulu, Finland

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