“Each term they complete is a victory for each and every one”: A development project to establish an upper secondary diploma after completing a short, workplace-based educational programme
Context In Iceland there are long standing concerns about high dropout rates from upper secondary schools. According to new information from Statistics Iceland, only 44% of students who started secondary schools in 2003 graduated within the normal four years of study, while the average rate within O...
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Menntavísindasvið Háskóla Íslands
2015
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fticelandunivojs:oai:ojs.hi.is:article/1950 2023-05-15T13:08:27+02:00 “Each term they complete is a victory for each and every one”: A development project to establish an upper secondary diploma after completing a short, workplace-based educational programme „Hver önn sem þau hafa klárað hér í skólanum er sigur fyrir hvert og eitt“: Reynsla nemenda í Verkmenntaskólanum á Akureyri af þróunarverkefni um framhaldsskólapróf af stuttri starfsnámsbraut Sveinsson, Hjalti Jón Sigþórsson, Rúnar 2015-09-14 application/pdf https://ojs.hi.is/netla/article/view/1950 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/netla/article/view/1950/963 https://ojs.hi.is/netla/article/view/1950 ##submission.copyrightStatement## Netla - english edition; 2014: Netla - Ársrit Netla; 2014: Netla - Ársrit 1670-0244 dropout from upper secondary schools workplace based learning Upper Secondary Diploma individualised learning inclusive education brotthvarf úr framhaldsskólum starfsnám framhaldsskólapróf nám við hæfi nám án aðgreiningar info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2015 fticelandunivojs 2022-09-21T13:40:16Z Context In Iceland there are long standing concerns about high dropout rates from upper secondary schools. According to new information from Statistics Iceland, only 44% of students who started secondary schools in 2003 graduated within the normal four years of study, while the average rate within OECD was 68%. Two years on the OECD average had risen to 81% but was 58% in Iceland, the lowest of 11 countries with comparable statistics (Hagstofa Íslands, 2012a, 2102b). Lög um framhaldsskóla (The Upper Secondary Act, nr. 92/2008) entitles students access to schooling until the age of 18. Upper secondary schools are also authorised to establish short, workplace-based programmes and grant students an upper secondary diploma when they have completed 52 credits of the 140 credits required for the matriculation exam. In many European countries, such as Germany, Switzerland, Austria, Norway and Sweden, there is a rich tradition for vocational education with a strong connection with workplaces, and many of those countries are pursuing such educational programmes as a means of preventing dropout (European Commission, Education and Training, 2012a, 2012b; European Parliament, 2009; Hoffman, 2011; Kunnskapsdepartementet, 2009.) The study Akureyri Comprehensive College (VMA) has for a number of years offered a programme of study within its Department of General Studies (DGS) for students without the required prerequisites. Even though this programme has been successful for some students, it does not seem to have met the needs of the students that are most at risk of dropping out of school. In an attempt to improve provisions for students who are thought to be unlikely to graduate without special measures to meet their needs, the school has responded to new opportunities opened in the Upper Secondary Act of 2008 to grant students an upper secondary diploma after having completed 52 credits and engaged in a workplace-based programme of study aimed at these students. The aim of the current study was to investigate the progress ... Article in Journal/Newspaper Akureyri Akureyri Akureyri Iceland University of Iceland: Peer Reviewed Journals Akureyri Norway |
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Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
dropout from upper secondary schools workplace based learning Upper Secondary Diploma individualised learning inclusive education brotthvarf úr framhaldsskólum starfsnám framhaldsskólapróf nám við hæfi nám án aðgreiningar |
spellingShingle |
dropout from upper secondary schools workplace based learning Upper Secondary Diploma individualised learning inclusive education brotthvarf úr framhaldsskólum starfsnám framhaldsskólapróf nám við hæfi nám án aðgreiningar Sveinsson, Hjalti Jón Sigþórsson, Rúnar “Each term they complete is a victory for each and every one”: A development project to establish an upper secondary diploma after completing a short, workplace-based educational programme |
topic_facet |
dropout from upper secondary schools workplace based learning Upper Secondary Diploma individualised learning inclusive education brotthvarf úr framhaldsskólum starfsnám framhaldsskólapróf nám við hæfi nám án aðgreiningar |
description |
Context In Iceland there are long standing concerns about high dropout rates from upper secondary schools. According to new information from Statistics Iceland, only 44% of students who started secondary schools in 2003 graduated within the normal four years of study, while the average rate within OECD was 68%. Two years on the OECD average had risen to 81% but was 58% in Iceland, the lowest of 11 countries with comparable statistics (Hagstofa Íslands, 2012a, 2102b). Lög um framhaldsskóla (The Upper Secondary Act, nr. 92/2008) entitles students access to schooling until the age of 18. Upper secondary schools are also authorised to establish short, workplace-based programmes and grant students an upper secondary diploma when they have completed 52 credits of the 140 credits required for the matriculation exam. In many European countries, such as Germany, Switzerland, Austria, Norway and Sweden, there is a rich tradition for vocational education with a strong connection with workplaces, and many of those countries are pursuing such educational programmes as a means of preventing dropout (European Commission, Education and Training, 2012a, 2012b; European Parliament, 2009; Hoffman, 2011; Kunnskapsdepartementet, 2009.) The study Akureyri Comprehensive College (VMA) has for a number of years offered a programme of study within its Department of General Studies (DGS) for students without the required prerequisites. Even though this programme has been successful for some students, it does not seem to have met the needs of the students that are most at risk of dropping out of school. In an attempt to improve provisions for students who are thought to be unlikely to graduate without special measures to meet their needs, the school has responded to new opportunities opened in the Upper Secondary Act of 2008 to grant students an upper secondary diploma after having completed 52 credits and engaged in a workplace-based programme of study aimed at these students. The aim of the current study was to investigate the progress ... |
format |
Article in Journal/Newspaper |
author |
Sveinsson, Hjalti Jón Sigþórsson, Rúnar |
author_facet |
Sveinsson, Hjalti Jón Sigþórsson, Rúnar |
author_sort |
Sveinsson, Hjalti Jón |
title |
“Each term they complete is a victory for each and every one”: A development project to establish an upper secondary diploma after completing a short, workplace-based educational programme |
title_short |
“Each term they complete is a victory for each and every one”: A development project to establish an upper secondary diploma after completing a short, workplace-based educational programme |
title_full |
“Each term they complete is a victory for each and every one”: A development project to establish an upper secondary diploma after completing a short, workplace-based educational programme |
title_fullStr |
“Each term they complete is a victory for each and every one”: A development project to establish an upper secondary diploma after completing a short, workplace-based educational programme |
title_full_unstemmed |
“Each term they complete is a victory for each and every one”: A development project to establish an upper secondary diploma after completing a short, workplace-based educational programme |
title_sort |
“each term they complete is a victory for each and every one”: a development project to establish an upper secondary diploma after completing a short, workplace-based educational programme |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2015 |
url |
https://ojs.hi.is/netla/article/view/1950 |
geographic |
Akureyri Norway |
geographic_facet |
Akureyri Norway |
genre |
Akureyri Akureyri Akureyri Iceland |
genre_facet |
Akureyri Akureyri Akureyri Iceland |
op_source |
Netla - english edition; 2014: Netla - Ársrit Netla; 2014: Netla - Ársrit 1670-0244 |
op_relation |
https://ojs.hi.is/netla/article/view/1950/963 https://ojs.hi.is/netla/article/view/1950 |
op_rights |
##submission.copyrightStatement## |
_version_ |
1766091551783518208 |