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
Education level and sector
Level of implementation / Scope
Stage of implementation
Displaying results 1 - 16 out of 250
  • Publications
    Iryna Tkachuk, Yurii Lutsenko

    The article analyses the scientific sources on the problem of psychosocial help to victims of traumatic events, identifies three main approaches to its implementation.

  • Publications
    Martínez Morales, I. (Coord.) (2021). Training in accredited second chance schools (E2O) in Spain: profile, pathways and success conditions for youth. Madrid: Ministry of Education and Vocational Training.

    This is a report commissioned by the Spanish Ministry of Education and Vocational Training with the aim to describe the profile of pupils that attend second chance schools after having left the education system earlier than expected or unsuccessfully.  It presents date of the cohort enrolled in the 43 accredited second chance schools associated in schoolyear 2020/2021, with data from over 2000 youth, more than ¼ of the total. 

  • Publications
    Marhuenda-Fluixá, F. & Chisvert-Tarazona, M.J. (coords.) (2022). Results of the accredited second chance school model (E2O) in Spain

    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.

  • Publications
    Psifidou I., Pevec Grm S. (2021) - Book chapter in Technical, Vocational Educ., Vol. 34, Frank Bünning et al. (Eds): Technical and Vocational Teacher Education and Training in International and Development Co-Operation (Chapter 7)

    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).

  • Publications
    European Commission, Directorate-General for Education, Youth, Sport and Culture, Donlevy, V., Staring, F., Battaglini, M. (2021)

    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.

  • Publications
    Irene Psifidou, Nikolaos Mouratoglou & Alexandra Farazouli

    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.

  • Publications
    Executive summary

    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.

  • Publications
    Final report: October 2021

    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).

  • Publications
    Intermediate level VET and early leaving from education and training in Spain: a territorial approach

    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.

  • Publications
    Αιτίες εγκατάλειψης προγραμμάτων αρχικής επαγγελματικής κατάρτισης. Μία μελέτη περίπτωσης.

    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.

  • Good practice
    Escola de Segunda Oportunidade de Gaia

    A solution which fits the needs of the students for whom school was not the right fit, and which facilitates the achievement of their goals towards educational success.

  • Good practice
    Orientafp. Treball en xarxa i innovació per al suport i l’orientació de l’alumnat en la transició a l’FP i al món laboral. (Catalan)

    The programme is focused on the design and implementation of strategies addressed to improve students’ engagement, develop social and personal competences and provide tools for academic and/or professional success.

  • Publications
    Διαρροή καταρτιζομένων από το ΔΙΕΚ Πάτρας

    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.

  • Good practice
    FUORI SCUOLA Percorsi di recupero dalla dispersione scolastica

    FUORI SCUOLA is a project that aims to tackle early leaving from education and training at the local level of provinces.

    Having a holistic approach aiming at the wellbeing of young early leavers, each organisation provides services in four areas:

    a) development of professional skills;

    b) development of personal and social skills;

    c) development of key competences;

    d) reaching out, engagement, reception, listening and guidance.

  • Good practice

    Erasmus+ project “Early School Workers” was designed and carried out to provide VET teachers and schools with guidelines and tools to support learners from becoming early school leavers and increase the employability of youngsters while fostering their active role in the society.

  • Publications
    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.

Displaying results 1 - 16 out of 250