Page 61 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

Guiding at-risk youth through learning to work
Lessons from across Europe

difficulties with school level processes are one of the main reasons young people
drop out of school early. Access to good quality teacher-training is made all the
more important by the fact that, in many countries, teachers are responsible for
delivering career guidance: they will have a critical impact on the level of support
and guidance young people receive from school. Moreover, teachers play a
central role in identifying young people at risk of absenteeism or experiencing
difficulties in school, as they are on the front-line of educational provision. As a
result, it is vital that teachers are given appropriate training throughout their
careers to keep up-to-date with the needs of their pupils, the labour market and
the wider society.
European countries are increasingly recognising that reforms in initial
teacher-training and increasing the participation rates of teachers in continuing
training have a direct impact on national early school leaving agendas. It is also
acknowledged that increased migration flows have significantly changed the
population diversity of many classrooms, thus teachers need to be better
equipped to work in culturally and ethnically diverse schools and support young
people with increasingly diverse guidance needs. Countries with recent
measures to improve initial teacher-training or expanded access to refresher
courses include Bulgaria, Greece, Spain, Italy, Portugal, Romania and Sweden.
The Spanish Government has announced that the new teacher training
programmes will pay greater attention to early school leaving. In Italy, efforts are
focused on refresher courses for teachers on guidance and counselling. In
Sweden, the new Government has announced large scale reform of initial
teacher training and has agreed to provide continuing education and training
opportunities for qualified teachers during working hours (while they retain 80 %
of their salary). Teacher training reforms in Bulgaria and Romania have focused
on inclusive education. It is, however, widely recognised that more needs to be
done.
Young people in schools in socially and/or economically disadvantaged
areas are particularly in need of well-trained and experienced teachers. However,
many schools with high drop-out rates are characterised by high turnover of
teachers. This can create a climate of uncertainty among pupils, which can
trigger feelings of dissatisfaction and disengagement with the school
environment. A transitional teaching body also reduces the likelihood of young
people at risk of absenteeism and early school leaving from being rapidly and
effectively identified, and the necessary guidance and support offered. To
promote continuity, new teachers in Portugal are now able to settle in one place
for three years, which enables them to develop their work.

55