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Towards and inclusive school. Training Material on Early School Leaving Prevention

EarlySchoolLeavingWe would like to take this opportunity to present you the training material for the preparation of Early School Leaving Prevention Plan (ESL-PP) elaborated by the SEE-ME project partnership. The proposed project aims to elaborate an early warning mechanism (methodological handbook with training materials), which enables schools to detect pupils at risk at as early stage as possible, and take proper actions to prevent ESL.

In June 2011, the Education Council adopted a Recommendation on policies to reduce early school leaving (ESL). It highlights the need for evidence-based and comprehensive policies to reduce ESL. In order to be effective, policies against ESL need to address all levels of education. They should be cross-sectoral and involve stakeholders from different policy areas such as youth, social/welfare, employment and health. They should focus on prevention, intervention and compensation:

1. Prevention seeks to avoid the conditions from arising where processes leading to ESL can start.

2. Intervention addresses emerging difficulties at an early stage and seeks to prevent them from leading to ESL.

3. Compensation measures offer opportunities for education and training for those who have dropped out.

Purpose of the training material

The objective of the project SEE-ME was to address 1 and 2 objective, consequently the purpose of this training material is to assist schools to create a long-term plan to detect and prevent Early School Leaving (ESL). The plan will lead to the selection of ESL-prevention policy, strategy and activities that address the particular needs of the school.

The Prevention Plan training material offer step by step advices on how schools and the broader community can focus their efforts to keep young people connected to school.

The content of the training material is developed by partnership in the project “SEE-ME” based on best practices in Italy, Netherlands, Poland, Spain and Sweden as well as research and best practises from available literature.

The actions and approaches in this training material cover prevention and early intervention. Most are not new but are unlikely to be effective by themselves. What is required is the selection of appropriate actions for each of the following: individual young people and their families, schools – in partnership with other education providers and agencies, and in community networks. Actions that are coordinated and planned are likely to provide better support for keeping young people connected to school.

The actions are designed as processes for change to enable teams in schools and communities to reflect on, review and strengthen practices for keeping young people connected to school. Addressing the following questions is a good starting point:

a. What is the most important and urgent problem area and where do we think we can innovate successfully?

b. What do we currently know about this problem area?

c. What are we already doing?

d. Where are the strengths?

e. Where are the gaps? What do we need to do to close a gap?

f. What are our successes?

Target groups for this training material

The training material is designed to assist leadership teams in schools and communities to work with each other and with young people and their families to keep young people engaged in education and connected to school. It provide actions for:

a. Schools

b. Young people and their families

c. Community networks.

Take a look on the complete publication on the following link:

http://guidelines.esl-network.eu/en/general-issues-en/development-of-an-inclusive-school-climate

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