Resources

This is a report on the work conducted by the 43 second chance schools associated (and accredited) as members of the Spanish second chance school Association. Promoted by the non-for-profit sector, they provide young people with a personalised itinerary to be flexible. The report analyses this model, based upon five principles, attempting to achieve reengagement in the formal education system as well as transition into the labour market. The report focuses on the organisation, the features of the itineraries, the curriculum, educational practice, and relations with companies.

Building on the work of Cedefop, this article presents the EU policy agenda and central activities related to VET teachers and trainers as well as linkages to the European strategies for vocational education and training (VET); approaches and models of VET teacher and trainer professional development in the member states (MS).

This compendium presents a comprehensive range of inspiring practices brought together by the ET 2020 Working Group on Common Values and Inclusive Education over the period 2016-2020. The principal objective of the compendium is to provide ideas and inspiration for policymakers and practitioners who strive to improve the inclusiveness of education and training systems across the EU. We also hope that it will contribute to developing the growing body of evidence on the importance and added value of inclusive education.

Guidance and counselling are key features in comprehensive strategies aiming to reduce early leaving from education and training (ELET). It may assist students not only in terms of decision-making, but also of managing their transitions within education and training pathways or from education to employment.

The overall aim of the study was to assess the actual and potential role of digital technologies in promoting access, quality and equity in compulsory school education across the EU27, and in complementing and enhancing traditional forms of teaching and learning.

Ecorys is pleased to submit this final report for the study: Enhancing learning through digital tools and practices: how digital technology in compulsory education can help promote inclusion (EAC/08/02/2020).

INTRODUCTION. Spain has a combination of high rates of school drop-outs in education and training (ATEF), and low graduation and participation in vocational training. This article offers a territorial analysis of participation and graduation in intermediate level vocational education (FPGM) and their links to early drop-outs.

This study addresses the phenomenon of student dropout from the Public Vocational Institute of Patras by taking into consideration the perspective of 14 students who have dropped out, and gives an overview of the reasons behind the interruption of their studies.

The English version of this paper was produced by the author on the basis of the Greek version. This survey investigates the trainee dropout from Patras Public Vocational Training Institute (PVTI) in Greece. The survey took place in summer of 2020. 53 participants who dropped out participated and the data was collected based on a questionnaire.

According to article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), signed and adopted by the European Union and all its Member States, and of its General Comment No. 4, State parties must ensure the realisation of the right of persons with disabilities to education through an inclusive education system at all levels, including pre-schools, primary, secondary and tertiary education, vocational training and lifelong learning, extracurricular and social activities, and for all students, including persons with disabilities.

Educational research is an increasingly important tool for educational governance and evidence-based decision making. This guide is an outcome of the excellent research project Itinerarios de éxito y abandono en la formación profesional del sistema educativo (IEAFP) (Success and dropout itineraries in vocational education and training of the education system) managed by Dr Francesca Salvà Mut and her team.