DANISH GOOD PRACTICES FOR COMBATTING EARLY SCHOOL LEAVING: A CASE STUDY FROM COPENHAGEN

Authors

  • Szilvia Schmitsek Dr., The University of Warwick, United Kingdom

DOI:

https://doi.org/10.46827/ejes.v0i0.2286

Keywords:

early school leaving, flexible policy environment and education system, social inclusion, comprehensive measures, alternative arenas, individual study pathways

Abstract

This study focuses on comprehensive measures related to Early School Leaving (ESL) and on effective institutions in the Danish Education System, more particularly, on the everyday practices of the Youth Guidance Centre of Copenhagen (hereafter YGCC) and the Copenhagen Youth School System (hereafter CYSS) by giving voices to participants who work and study there. The research also points out the main role of CYSS in promoting school attendance through the lense of dropouts/at-risk students. For the qualitative inquiry, empirical data were collected from observations conducted in CYSS; a total of 18 interviews with former students; and a total of 20 interviews with a range of stakeholders including policy makers, school management, teachers and guidance counsellors. The qualitative research described herein had the potential to be more sensitive to the micro-processes of students’ experiences in education in order to get a deeper insight into the characteristics of the Danish institutional network that adapts flexibly to the needs of students and of a local community.

 

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References

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Published

2019-02-22

Issue

Vol 5, No 11 (2019)

Section

Articles

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