Pilot Project «NAV Tutors in Upper Secondary School» Intersectoral Cooperation to Reduce Dropout from Upper Secondary School the Problem of Drop- out Is Complex

Directorate of Labour- and Welfare / NAV Ullensaker / Jessheim Upper Secondary School / NAV Nannestad

Pilot Project «NAV tutors in Upper Secondary School» Intersectoral cooperation to reduce dropout from Upper Secondary School The problem of dropout is complex

. 1 of 3 students do not complete upper secondary school

. Completed upper secondary school is essential for employment integration

. Several reasons and explanatory factors: School sector: educational environment, grades from primary school etc. Health care sector: mental and physical health problems Child welfare sector: pupils with support from child welfare is at risk of not completing upper secondary school Labour- and welfare sector: Poverty and living condition challenges

NAV, 02.10.2015 Side 2 Objectives and principals

Objectives

. Prevent dropout from upper secondary school and to integrate youth into the labour market. Principals

. Place and train

. Early Intervention

. Preventive and outreach based efforts

. Low threshold and available services

NAV, 02.10.2015 Side 3 Model of cooperation

NAV, 02.10.2015 Side 4 How we established the project in schools and NAV offices

. Criteria for selection:

Directorate of Labour- and Welfare Directorate of Education and Training

Areas with accumulation of social Large vocational Upper Secondary problems, poverty and living conditions School with a lot of drop-outs challenges

NAV office organized with youth team Schools that work well with dropouts problems

. Directorates invited to establishing meetings where both sectors were given equal information.

. Both headmasters and NAV leader must wish to participate in the pilot project and they have to design a joint application.

NAV, 02.10.2015 Side 5 The problem of dropouts is a «”Wicked policy problem”

. Many stakeholders: Cooperation between sectors and administrative levels must be established. Measures being implemented must be coordinated.

. Measures to be implemented must meet both the sectoral internal challenges and improve cooperation. There should be agreement on measures across sectors.

. Sectors may have conflicts of interest. It is crucial to develop a more equal and broader understanding of the dropout problem across sectors.

. Work which is all about prevention is difficult to calculate. Therefore headmasters and NAV leaders must learn from the experience and adjust along the way.

NAV, 02.10.2015 Side 6 Why is the Pilot Project suited to help to solve this “Wicked policy problem”?

1. It is a preventive measure in NAV, and at the same time a cross-sectoral initiatives aimed at improving cooperation.

2. This contributes to a increased mutual knowledge in the sectors, and contribute to more equal and broader understanding of the dropout problem across sectors.

3. Together school and NAV have a broader expertise and more services and measures they can use in their efforts to assist pupils to complete upper secondary school.

4. The Project is firmly anchored in both sectors all the way from ministry to the headmasters and NAV-leader. This ensures a solid foundation both while developing and maintaining the cooperation.

NAV, 02.10.2015 Side 7 NAV tutors in Jessheim Upper Secondary School NAV in Ullensaker, Eidsvoll, Nes og Nannestad

NAV, 02.10.2015 Side 8 Gry Kristin Hosøy, Leader NAV Ullensaker

Project: «NAV tutors in Upper Secondary School» Ullensaker «NAV tutors in Upper Secondary School» . Target group: – Pupils in upper secondary school at risk of early school leaving

. Goals: – Prevent drop-out from upper secondary school and integrate youth into the labour market – Acquire knowledge about the need for, and the use of services and measures from NAV. – Acquire knowledge about living conditions and social problems amongst pupils in upper secondary school.

. Cross-sectorial collaboration. Co-operation – The headmaster and leader of NAV are both responsible. NAV is the formal employer, but the project has great amount of freedom because they see the pupils in scool every day. The purpose is that the pupil not should visit the NAV office, but get the necessary services through contact with NAV tutor in school.

NAV, 02.10.2015 Side 10 Examples of Measures and services from NAV

. Information, advice and guidance (Social Act)

. Information about opportunities and demands in work an education

. Economic support for housing and subsistence (Social Act)

. Work practice

. Follow up in the transition from school to work

NAV, 02.10.2015 Side 11 «NAV tutors in Upper Secondary School» . Essential: – NAV tutor must work both places – both in school and in the NAV office. In the NAV office they are a part of the youth team. – Early knewledge about living conditions and social problems amongst pupils. The school and NAV have different information, and working close together with all available information we can solve the pupils challanges at an early stage.

. Before the project startet it was very little contact between the upper secondary school and leader of NAV. The cooperation is now important for both sides, and we are now looking ahead also for other ways to work together.

. Results: Two cases from our co-operation.

NAV, 02.10.2015 Side 12 1200 pupils 8 Education programmes 4 projects on alternative organizing of educational pathways!

NAV, 02.10.2015 Side 13 Main aims

. Prevention of school drop - out . Closer follow – up of pupils who are at risk of early school-leaving . Re-integration of school – leavers in school . Better planning for school – leavers, integration in labour market –Through better collaboration between all sectors inside and «outside» school

NAV, 02.10.2015 Side 14 NAV tutors in school Organization

. 4 tutors, one from each municipality of Nes, Ullensaker, Eidsvoll and Nannestad

. Each tutor is in a 50% position in school . Financed by a yearly project funding . The NAV tutors collaborate with Team for pupils service and take part in teachers’ teams and meetings with pupils. NAV tutors also have drop-in office and they function as a link to the activities at their NAV office.

NAV, 02.10.2015 Side 15 What have we achieved so far?

Decreasing numbers of school – leavers:

2012/2013 – 4.8%

2013/2014 – 3.7%

2014/2015 - 3,1%

NAV, 02.10.2015 Side 16 What have we achieved so far?

. School and NAV have achieved increased knowledge about eachother

. The gap between challenges and possibilities is closer

. Collaboration leads to a more holistic approach

. Reality checks work

. More youth stay or keep in touch with school

. More youth from NAV have returned to school

NAV, 02.10.2015 Side 17 Success factors: Cooperation

NAV, 02.10.2015 Side 18 Critical success factors

. NAV tutors take part in Team for pupils service

. Regular meetings

. The experience of mutual usefulness

. Clarified roles, understanding of roles

. Close cooperation means no loss of time

. Various pathways of education

NAV, 02.10.2015 Side 19 School at the construction site Cooperation between Akershus fylkeskommune v/Jessheim vgs og Veidekke

NAV, 02.10.2015 Side 20 NAV tutors in Upper Secondary School

Two main tasks:

• Prevent students leaving school

• Bring drop - outs back to school from the NAV-office What kind of challenges are the youth struggling with?

• Lack of motivation

• Drug related

• Health related

• Economy

NAV, 02.10.2015 Side 22 How can a NAV tutor help?

• Proper advice and reality checks o Cross-sectorial co-operation

• NAV’s tool box: o Information, advice and guidance related to §17 Law of Social Services o Assistance to gain subsistence for basic needs o Work practice

• We have «our own NAV class»

NAV, 02.10.2015 Side 23 Experiences so far:

. Transition of competence between NAV and school

. 5 Craft certificates from “our class”

. To be at the right place at the right time

NAV, 02.10.2015 Side 24 NAV, 02.10.2015 Side 25