Get a vocation: keeping on top of studies Reducing the drop-out rate in vocational upper secondary education and training
Jäppinen, A.-K. (2009). Get a vocation: keeping on top of studies Reducing the drop-out rate in vocational upper secondary education and training. European Journal of Vocational Training, 2 (47), 28-49.
Published inEuropean Journal of Vocational Training
© Cedefop. This is an electronic post-print version of an article published in European Journal of Vocational Training.
European business life is in constant need of a skilled labour force; however, in some sectors there is starting to be a shortage of people with good skills. One of the problems is the drop-out rate in vocational upper secondary education and training. The Finnish Ministry of Education commissioned a study in 2006–2007 on reducing the number of drop-outs, GET A VOCATION – KEEPING ON TOP OF STUDIES. 14 education providers whose educational institutions had a low drop-out percentage, i.e. 4–8%, were chosen for the study. They were located around Finland both in towns and rural areas characterised by diverse forms of business, representing many educational sectors, over 30 vocational schools and around 10,000 students. The aim of the study was to establish the good practices and operating models that underpinned the reduction in the drop-out rate. On the basis of the study, an educational institution that fosters commitment in the students to their studies acts systematically and persistently when coming up against challenges. It examines its operations critically, changing them if necessary by focusing on particular issues. It creates a safe and caring learning environment in which certain basic principles prevail, but it is nevertheless flexible. In these kinds of educational institutions, pedagogically distributed leadership, which has been proven in many studies to be one of the most important distinctive features of a fruitful learning environment, manifests itself in five key areas: in management support groups, the general effectiveness of work on the curriculum, the practices of strategic plans and development work, on-the-job learning and the multi-professional nature of educational guidance. ...
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