Order of the concept of Schools for Young People Nr ISAK-2549, 2005

Į s a k y m a s dėl Jaunimo Mokyklų Koncepcijos Nr. ISAK-2549, 2005

Country:

Territorial Level:

Lithuania
National

ESL Europe Average in 2022:

9,6 %

Country ESL rate in 2022:

4,8 %

Policy Description:

The Schools for Youth People was launched for the first time in 1993, nonetheless, the Orden No. ISAK-2549 revised the concept in 2005 and extended its operativity beyond. They were thought to help students out of education to enter again in the education system. They usually operated in deprived socioeconomic environments.

Weblink:

Policy Body of Reference:

Ministry of Education

Time period:

1993-2016

Active/Inactive:

Inactive

Vulnerable Population mentioned:

Yes (deprived socioeconomic environments)

Most important Let's Care Pillar:

Safe Learning

Safe School Dimensions covered:

  • Family participation in the educational process: parents’ cooperation with educational staff to improve the regular school attendance of the child.
  • Educational support: offering compensatory classes for pupils who have been out of education for some time.
  • Emotional support: preventing social and psychological problems.
  • Specialized and support personnel: having multidisciplinary teams with the presence of psychologists, special educators, teaching assistants, etc.
  • Offer educational and professional guidance: offering career development modules.
  • Make curriculum flexible: developing individual educational plans for those who have been absent from education for a long time. Or for those who need compensatory support.
  • Individualization of learning: boosting personalised learning.
  • Links between schools and other actors: existing cooperation between schools and social assistance services.
  • Working in the school coexistence climate: ensuring safety at school

Methodogical Note:

More than 60 policies from 11 countries have been examined to detect the top ten most comprehensive (considering what ESL policies’ dimensions have been prioritized, what vulnerable groups are considered, and what systemic levels stand out). 
 
The template dimensions analysed are training for teachers; teachers’ well-being; teacher participation; family involvement in the school community; training and advice for families; family participation in the educational process; identification of risks and educational needs; early school leaving warning system; educational support; emotional support; financial support; specialized and support personnel; offer educational and professional guidance; make curriculum flexible; make the management of times and spaces flexible; individualization of learning; permeability of educational system; facilitate transitions between school stages; exploration-based learning; develop socio-emotional skills; avoid segregation; language support; expert support to inclusion; institutional sensitivity; links between school and other actors; after-school activities; working in the school coexistence climate; physical characteristics of the school; and enable student participation in school.  The vulnerable circumstances studied are gender, migrant background, ethnicity, disabilities, and non-parental care. The systemic levels considered are individual, relational, community, and political.
 
The whole Database is available in Excel files in this HUB in case someone would like to consult them. In these Excel files, detailed methodological clarifications can be found. Bear in mind that the Policy Database is linked to the Let’s Care project Deliverable D2.2. entitled “Policy paper: economics of early school dropout: impact assessment and policy recommendations”. Therefore, the whole explanation of the methodological criteria applied can be found in Deliverable D.2.2 Annex III.
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