This section proposes a selection of inspiring examples, including:

These examples were selected as part of the Cedefop study ‘Leaving education early: putting vocational education and training (VET) centre stage’. Would you like to know more about the methodology used to select the examples and the countries covered? Go to About >

EU Member States
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Displaying results 1 - 15 out of 87

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  • Publications

    Recommendations on inclusive education

    Based on the COFACE Disability S.H.I.F.T. guide for a meaningful inlusion of persons with disabilities and their families. COFACE Families Europe is a pluralistic network of civil society associations representing the interests of all families.

    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.

  • Publications

    Prevent early leaving from vocational education and training: guidelines and proposals

    Prevenir el abandono de los estudios en la formación profesional: orientaciones y propuestas

    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.

  • Publications

    Natives and immigrants enrolled in Spanish intermediate vocational education and training: a comparative study

    Antoni Cerdà-Navarro, Francesca Salvà-Mut, Rubén Comas-Forgas & Mercè Morey-López

    This article looks at the differences and similarities between Spanish-born and immigrant students enrolled in the first year of Intermediate Vocational Education (IVET) programmes in Spain.

  • Publications

    From messing about to getting wound up: Metaphor and coherence in the stories of five young people returning to CFGM

    De liarla a rayarse: metáfora y coherencia en los relatos de cinco jóvenes que retornan a un CFGM

    For many young people who enrol in intermediate VET (Ciclos Formativos de Grado Medio – CFGM, ISCED 3B), the transition from compulsory education or other alternative programmes becomes a complex process, where the possibility of reconstructing their academic identities positively is highly relevant.

  • Publications

    Structural Indicatiors for Monitoring Education and Training Systems in Europe 2020

    Overview of Major Reforms since 2015

    This report contains more than 35 updated structural indicators on education policies for the 2019/20 school/academic year in six policy areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET), higher education, graduate employability and learning mobility.

  • Publications

    Digital gap during COVID-19 for VET learners at risk in Europe

    Synthesis report based on preliminary information on seven countries provided by Cedefop’s Network of Ambassadors tackling early leaving from VET

    Cedefop’s ambassadors for tackling early leaving from education and training call for further support to address the needs of learners at risk and ensure their equal access to quality distance learning.

     
     
  • Publications

    Prevention and Reduction of Poverty and Social Exclusion through Education, Vocational Training and Lifelong Learning

    This European Anti-Poverty Network (EAPN) Key Issues and Promising Practices Paper provides a grassroots assessment of the current state of play and new developments in the education field, from the perspective of people experiencing poverty and social exclusion and from NGOs providing support, guidance and services to them.

  • Publications

    Research publications on Early leaving from VET

    Results from Summon Cedefop’s discovery tool

    This collection of publications (bibliography) on Early leaving from VET retrieves entries relevant to early leaving from VET from Cedefop’s discovery tool (Summons) that allows you to navigate through essential scientific information and open access journals from major sources selected by Cedefop, mostly emphasising in academic publications.

  • Publications

    Bibliography on Early leaving from VET

    Results from Cedefop's VET-Bib bibliographic database

    This collection of publications (bibliography) on Early leaving from VET retrieves entries relevant to early leaving from VET from Cedefop’s official bibliographical database (VET-Bib).

  • Publications

    Investing in career guidance

    Career guidance describes the services which help people of any age to manage their careers and to make the educational, training and occupational choices that are right for them.

  • Publications

    Coordinating guidance and validation

    Validation and guidance help individuals, organisations and Member States adapt to career challenges and create successful lifelong learning systems. However, little is known about how they are linked in practice and how this connection can be made more efficient.

  • Publications

    Assessing regional performance against early school leaving in Spain

    Siro Bayón-Calvo, Helena Corrales-Herrero, Kristof De Wittede

    Siro Bayón-Calvo, Helena Corrales-Herrero, Kristof De Wittede

    As early school leaving has been shown to have a substantial impact on later life outcomes, it has received considerable attention in policy debates. However, national and regional differences in early school leaving are not necessarily due to differences in policymaking but might be the consequence of underlying differences in the economic and social structure of a region. This paper develops a procedure to account for regional differences in assessing performance in regard to early school leaving. The application focusses on Spain, which has a high rate of early school leaving and significant differences between regions. The results show that most regional differences can be attributed to population composition. However, three regions perform better once population characteristics are accounted for.

  • Publications

    European cooperation in VET: one process, many stops

    Developments in vocational education and training policy 2015-17

    Work in 2015-17 signals continuity with earlier national strategies and initiatives.

  • Publications

    European inventory on validation of non-formal and informal learning

    Thematic report: validation and early school leavers
     

     

    The European Inventory on validation of non-formal and informal learning is a regularly updated overview of validation practises and arrangements across Europe. It is compiled in cooperation with the European Commission. The Inventory was endorsed by the Council Recommendation of 2012 on validation and works together with the European guidelines as a tool to support countries to develop and implement validation arrangements.

  • Publications

    Stronger VET for better lives

    Stronger VET for better lives Cedefop’s monitoring report on vocational education and training policies 2010-14

    Cedefop’s monitoring report on vocational education and training policies 2010-14  synthesises progress towards the objectives of the Bruges communiqué including these related to early leaving from VET.

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