For learning and competence For learning and competence

IAEVG conferenceMontpellier 26.9.2013

How to prevent Drop-outs in Vocational Education in Finland

Results of Quantitative Monitoring

And the practical projectsJuhani Pirttiniemi/Matti Mäkelä/Tarja Koskinen

Montpellier 24.-27.9. 2013

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In Finland the effectiveness of vocational education is included in the Quarantee of Employment for Young People in the Governement Programme (2011-2015).

The purpose of the programme is to reduce dropouts and support students so they are able to complete their studies on schedule. The programme is also designed to develop national monitoring.

The monitoring includes almost all the education providers (90% of students).

The results are based on the data gathered by the National Board of Education in the summer and autumn of 2012

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A term ”drop-out student” refers to students who have discontinued their vocational upper secondary education and training, either by their own announcement or by decision of an educational institution

The monitoring includes all vocational upper secondary qualification students enrolled in the educational institutions regardless of the year they started their studies

The data is collected from student administration systems and the criteria is the date of resignation which is between 20.9.2011 – 20.6.2012. Prior resignations were not included in the monitoring.

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Drop-out percentages of education providers

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Interruptions of studies in the ten largest vocational upper secondary qualifications

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Interruptions according to the birth year of students

Almost half of all drop-outs are over the age of twenty which deviates from the average age distribution of students.

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Study duration before interruptionThe interruptions are most frequent during the first half year of studies

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Interruption of special needs students

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The percentage of special needs students of all drop-out students

The percentage of special needs students of all students is 13,1 % and of drop-out students 19,6 %

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Why it is wise to decrease the number of drop-outs?

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Case Study: Turku region in South-West Finland

About money and ethics

and…

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…how you do it?

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…face the facts

”Our task is to teach those children we have. Not those we used to have, not those we’d like to have nor those who are only in our dreams. That means we have to offer learning enviroment which is as wide range as humanhood is”.

Chris Pense, Head of Education Department , Toronto

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…other key issues

• Support and guidance• Flexible learning paths in different levels of

education• Cooperation• Transfer of information• Clear responsibilities• Focus on transition phases• Team work• Customer first -thinking (incl. empowerment

and inclusion)• Focus on the most vulnerable groups• Challenges are there to be solved -attitude

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Why bother?

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First of all…

Education is one of the most effective means to prevent exclusion of the young people. In Finland it has been estimated that every youngster dropping permanently out of the education and working life will cost society at least one million euros before reaching the retirement age. On one-year basis, every drop-out costs society at least 28 000 euros.

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…and that means this

An increased share of young people has received a study place in secondary education. Training guarantee rate in Turku raised from 93,9% in 2004 to 98,1% in 2012.

Savings per year for the Finnish society at least:55 (increase in number of youngsters receiving a study place)x 28 000 € (yearly cost for a youngster dropping out from education or working life)x 0,35 (minimum outside of labour marker % among youngsters with only basic education diploma)= 539 000 euros.

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…and this

By increasing support, guidance and co-operation together with new pedagogical solutions, Turku Vocational Institute was able to raise its’ graduation percentage from 63,0 (2004) to 75,0 (2010).

Savings per year for the Finnish society at least: 156 (increase in number of students graduating in three years)x 28 000 € (yearly cost for a youngster dropping out from education or working life)x 0,15 (difference in labour market involvement % between youngsters with or without secondary education diploma) = 655 200 euros.

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From society to organisational level: Turku Vocational

Institute

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These results show that organizations offering educationaland/or guidance services can actually save money by spending more. Positive economical consequences of measures described can be counted by the following formula:

(A – B) x C – D = E

A = Number of drop-outs in a chosen year (here: 2009) counted by the drop-out % of 2003B = Actual number of drop-outs in a chosen year (2009)C = Average funding per student from the state to theeducational organizationD = Wage and other extra costs for support and guidance(year 2009 compared to 2003 with a 2009 wage level)E = Savings

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Savings 2009:(177 – 139) x 8 880,98 € – 150 651 € = 186 826,24 €

Using our prime year’s (2008) – so far – figures amount ofmoney saved would be even higher:(172 – 102) x 8 880,98 € – 150 651 € = 471 017,60 €

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Moreover, Turku Vocational Institute has due to its’ low drop-out percentage and high number of graduated students received so called efficiency funding from the state (surveys made by the National Board of Education show that Turku Vocational Institute has been in that sense most successful among the big, over 1 000 students, vocational schools and training centers) as follows:  2008: 1 488 750 €

2009: 1 091 858 €

In conclusion: by giving enough resources for guidance, support, teaching and development of new tools, methods and good practices Turku Vocational Institute profited over two million euros in 2008 and almost 1,25 million in 2009.

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”The training guarantee provides equal opportunities for all individuals to realise their desired career path. It is an individual's basic right in a democratic society.”

Pasi Kankare, Director of Vocational Education, National Board of Education

”True success cannot be measured in money. It's about life and unique opportunities.”

Rauno Saari, Governor of the Province of Western Finland

You can’t measure everything in money:

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Case Study:

How to use social media in pedagogical waysto prevent dropping out

•5000 students•500 teachers•coordinating

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Basic ideas and goals

Students graduate when they1. are motivated >

– expanding learning environment – deversifying learning- and teachingmethods

2. attend school > – right kind of support and guidance to studies when needed – online and face to face interaction

Teach students netiquetti for working life

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Benefits

• Tutorteacher and students connecting online

• On-the-job training guidance• Co-operation:

• teachers and students learn simultaneously

• among professionals • School assignments >

accessibilityof learning material

• Visiblize students learningprocess and outcomes

• Individual ways and baths of learning

• Social media, new kind of book – notebook – pencil and bulletin board

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Students – how to graduate; tests and guidance

Parents – encouragement to support graduating

Schools – ways of support graduating

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