Whether from our professional experiences, strong social justice orientations, or the stories we hear from children in care, care leavers, and foster carers, most of us just know that education has the potential to make a significant contribution towards improving the life-chances of children and young people in OOHC. From countries as diverse as Canada, Denmark, England, Finland, Hungary, Ireland, Israel, Scotland, Spain, Sweden, United States, Wales, and Australia, we now have a relatively strong body of research literature on the education of children and young people in OOHC, to support such beliefs. Across these studies, we now also have a better understanding of: the educational challenges that children and young people across these countries face; the competing underlying explanations; and some of the more promising individual policy and practice initiatives that appear to be making a difference to the lives of some. However, what we seem to know much less about is how to go about effecting successful system-wide change. Based upon the experiences of four jurisdictions overseas that appear to be having some success in relation to the education of children and young people in OOHC as case examples, the paper: identifies areas of possible success; examines respective contexts, approaches, and explanations for how such success is being realised; and explores possible lessons for other jurisdictions. While 'one size does not fit all', a range of strategic, policy, leadership, professional, and structural issues, are discussed. The four case examples are England, Scotland, Sweden, and Ontario Province in Canada.
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ACWA Conference Sydney 2018: Effecting Successful Systems-wide Change - Towards a Quality Education for All Children and Young People in OOHC
1. EFFECTING SUCCESSFUL SYSTEM-WIDE CHANGE:
TOWARDS A QUALITY EDUCATION FOR ALL CHILDREN
AND YOUNG PEOPLE IN OUT-OF-HOME CARE
ACWA 2018
DR IAIN MATHESON
RESEARCH CENTRE FOR BETTER OUTCOMES FROM FOSTERING AND RESIDENTI AL CARE
NEW ZEALAND
2. Introduction: Education and OOHC
Canada, & Denmark
England, & Finland
Hungary, & Ireland
Israel, & New Zealand
Scotland, & Spain
Sweden, & United States,
Wales,… & Australia
3. Objectives for today
1. Share with you some education of children
in care developments from:
◦ England
◦ Scotland
◦ Sweden
◦ Canada
2. Offer a perspective on why I think that
these countries are making progress
3. Draw out some of the key themes
4. England
Close working on the ground between child welfare & education
Research from Emeritus Professor Sonia Jackson, & Clare Cameron
Voice of the care experienced, & Who Cares? Trust
Range of initiatives (e.g. (Personal Education Plans, Virtual School
Head, Designated Teacher, & Pupil Premium)
National minimum standards for foster care
Education training for social workers & foster carers
Focus on inter-agency collaboration
OFSTED reporting
National Network for the Education of Care Leavers
Staying Put provision, & transitioning from care v compressed
transitions
Some improvements
5. Scotland
Schools & OOHC managed by same organisation
Research from Dr Graham Connolly
Centre for Excellence for Looked After Children in Scotland
Voice of Care Experienced, & Who Cares Scotland?
Education & Culture Committee of the Scottish Parliament
Inquiry into the educational attainment of looked after
children.
Focus on inter-agency collaboration
Annual reporting by government on educational attainment
Continuing Care from 18 to 21
Some improvements
6. Sweden
Schools & child welfare managed by municipalities
Research from Professor Ingrid Hojer
Comprehensive administrative datasets facilitate outcome
(monitoring &) research
Few targeted education of children in care initiatives, but
strong universal provision
Masters qualified social workers & teachers
Strong social pedegogy orientation
Better education outcomes than most countries
7. Ontario, Canada
Children’s Aid Societies (approved NGOs), & 73 school
boards
Research from Emeritus Professor Bob Flynn
Looking After Children materials
Foster care paired reading programmes
Registered Education Savings Plan
Stay Home for School Program (18 to 21)
Mentorship & orientation programs
Range of financial education packages
Some improvements
8. Theme 1: Expect more of (and for)
Our children in OOHC
Our families with children in OHC
Our foster carers
Our social workers & resi workers
Our schools
Our leaders
Ourselves
9. Theme 2: Learning placements
Do we recruit foster carers who value education,
how do we support them in this, & where
necessary do we provide supplementary support?
How well do residential facilities promote
learning?
In planning for a sufficient mix of care
placements, where does education fit into that?
Does remaining at an existing school get
sufficiently prioritised in placement decisions?
Do we enrol our children in schools that are good
enough for them?
10. Theme 3: (Caring) schools
Children have supportive relationships with teachers,
with focus on both pastoral & academic support
Children feel valued for their contributions, & believe
that the school cares about their wellbeing
When care placements do necessitate a change of
school, there is a ‘need for speed’ & schools may
need to help children adapt
As a group, children in care have additional education
needs, & may require compensatory education to
catch up
School works hard on attendance issues
Pre-school education
11. Theme 4: Transitioning from care, and
staying in education
Schooling
TAFE
Apprenticeships
Training courses
University
Employment
Extended care from 18 to 21/25
12. Theme 5: Collection and use of quality
information
1. “If you don't count it, it doesn't count”
2. Reliable statistical information is essential.
3. Better use of data by practitioners
4. Someone with clear responsibility for
‘monitoring’ academic progress
5. Ongoing availability of jurisdiction-wide
statistics to report progress
6. Research & evaluation
13. Theme 6: Take a strategic organisational
approach
Interagency collaboration that serves children
Design
Doing things differently
Building on strengths
Addressing barriers
Challenging assumptions
Consultation
Monitoring, reporting, & evaluation
14. Theme 7: Just providing quality care can
go a very long way…
Children feeling cared for & cared about
Connections & committed relationships
Nurturing environment
Stability & purposefulness
Cultural & other forms of identity
Belonging, & engagement
Promoting resilience
Hope
15. Concluding thoughts
1. We need to think beyond what an organisation does and how it does it;
why does your organisation exist?
2. Why was your organisation established, has its purpose changed, who
does it serve, what are its values, and how do you demonstrate those
values in your daily work?
3. If we are serious about improving outcomes, how can we change our
organisations so that we spend most of our time on what is important,
and less on what is urgent?
Whether from our professional experiences, strong social justice orientations, or the stories we hear from children in care, care leavers, and foster carers, most of us just know that education IN ALL OF ITS FORMS has the potential to make a significant contribution towards improving the life-chances of children and young people in OOHC.