Futures for social integration and learning – 2019/2020
Futures for social integration and learning – 2019/2020
Social
In Luxembourg 13.5% (2015) of all children drop out of the school system. Only 40 % of pupils successfully complete secondary schooling in the minimum envisaged number of years. Moreover, the ratio for young people (16-25 years) who are Not in Education, Employment or Training (NEET) is 15.4%. Grade repetition is widely used to tackle the diversity of attainment and behavioural difficulties in class in Luxembourg. The youth unemployment rate in Luxembourg is 14.2%.
The fact that Luxembourg has been one of the fastest growing countries due to immigration in the EU over the past two decades has expasperated these issues. Complex highly diverse multi-lingual and multi-cultural school communities present a challenge, in particular in a country in which school education in three languages (Luxembourgish, German and French) is the norm.
Peer group focus
This project proposes to develop a tool to help youth that is falling through the social and welfare state netting to reassume
motivation and own responsibilities for their learning and developmental pathways in a way that is future-oriented and
socially robust.
The Conseil Supérieur pour un Développment Durable explored requisites for better coping with accelerating technological and societal change in the Luxembourg school system in a participatory scenario process. It developed scenarios for education that can be used to reflect on what we would like to learn to become more resilient to rapid societal and technological and environmental change in the future, at the individual, organisational and systems-level. The peer group will get acquainted with the literature on scenarios and futures, and how we can work with them, as well as with transaction theory and education for improved self-organisation as core competence.
The group will also become familiar with systemic reasons for school drop-outs and NEETs in Luxembourg, and start to get to know the community as well as existing support structures, discuss their merits and limitations. The peer group will work closely with the société d’impacte sociétale ‘Youth & Work’ which has developed a model process to engage school drop- outs and NEETs in taking charge of their own futures. The peer group will first develop a needs analysis based on a interviews with the mentors working with the Youth & Work approach, analyse the empirical results and then develop a first
prototype tool kit. The main task is to develop tools for a) prevention, b) solutions for current situation and c) scenarios for the
forthcoming 3-5 years. Deliverables will include a report based on the documentary research in the first semester with an analysis on what may be desirable and most need change, enabling factors and constraints, and which possibly develops an analytic framework that
is to be used for interviews in the second semester. The second semester will offer the possibility to dive future orientated
scenarios in order to focus on prevention and future scenarios.
Peer group members:
- first name + NAME
Mentor(s):
Ariane TOEPFER
– directeur and coach, Youth & Work sàrl SIS