Abstract:

Early school leaving is a crucial issue in Europe, notably in Estonia, where many struggle to transition from basic education (Cedefop, 2016; Kallip & Heidmets, 2017). The interconnected causes of early school leaving make the task of providing adequate support for these youths formidable (Munns & McFadden, 2000). As the sociocultural environment often accepts dropout among at-risk students, schools play a central role in supporting second chances through alternative programs worldwide (e.g., Fix et al., 2019; Gonzalez‑Faraco et al., 2019; Schmid, 2020). These second chance measures “aim at (re)opening access and developing individuals’ orientation towards regular and recognized options” (Walther, 2006, p. 127), offering personalization, small learning groups, flexible educational pathways (Portela-Pruaño et al., 2022).

In 2019, Estonia implemented a similar curriculum in VET – the Choice of Profession Training (CoPT)– aiming for the youths´ readiness to continue their studies or enter the labour market (Standard of Vocational Education, 2013). On the national level, Estonia has designed two options for the CoPT program: a six-month program with 30 credit points, and a one-year program with 60 credit points. However, there is no fixed national curriculum for CoPT. The standard highlights that at least 70% of the studies should be electives, including practical training in different fields chosen by the students. The remaining 30% should be dedicated to core studies focusing on developing key skills and improving general knowledge. Otherwise, vocational schools have the great flexibility to design their school-level curricula.

Previous research on the second-chance programs has focused on teachers’ experiences and perceptions (e.g. Gonzalez Faraco et al., 2019; Meo & Tarabini, 2019), and on the experiences and insights of young people participating in the programs (e.g. Laundal & Solberg, 2022; Portela-Pruaño et al., 2022). Meanwhile, the curricula aspect has been less in emphasis. A constructive curriculum making emphasizes educational objectives, local circumstances, and student needs (Priestly et al., 2023). In alternative educational programs for at-risk students, curricular flexibility is crucial alongside practical support and a safe learning environment (McGregor & Mills, 2012). Curricula objectives must enable the students to connect positively with the school and give them a sense of belonging and involvement in planning the learning process (Fix et al., 2019). However, balancing the development of social, self-regulatory, and academic skills in the curriculum to prevent social exclusion and ensure a realistic understanding of chosen specialities may be challenging (Roos et al., 2021). As previous studies have focused on the implemented curriculum in the experiences of teachers and students, this study focuses on the school-level curriculum as intended (ideal, written) in the framework of van den Akker (2013), and aims to identify the different types of CoPT school curricula regarding objectives, content and options for flexibility.

In order to meet the aim, a document analysis of 16 CoPT school curricula is carried out. Preliminary results indicate that some curricula aim to raise knowledge in general subjects, but some prepare entrants for a specific specialization. Different emphases and flexibility of curricula may depend on school size and region.

Keywords:

Early school leaving, second chance educational programs, vocational education, curriculum making.