Resources

Based on DigComp 2.0 methodology, the STEP 3 online course consists of key components of digital competence within five areas - including: 1) information and data literacy, 2) communication and collaboration, 3) digital content creation, 4) safety, and 5) problem solving. It offers a wide range of resources that are accessible to everyone and can be used to develop digital skills. The platform is a valuable resource for both teachers and learners, offering a variety of useful e-tools and applications in the format of video instruction.

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.

Supporting educational and social inclusion of young early leavers and those at risk of early leaving through mechanisms of orientation and tutorial action.

This site collects together all the key outputs and insights from the Stay Tuned project, an URBACT Implementation Network of

CroCooS – Prevent dropout! project identified elements of a comprehensive institutional early warning system (EWS) and tested its applicability in national contexts. The final product of the project is the CroCooS Knowledge Centre, which is a complex system linking closely the Resource Pool (theoretical background in easy-to-understand language), the Guidelines (how to build an institutional EWS) and the EWS-Toolkit (several tools can be used in the school to prevent dropout).

Programme for young people implemented by the cooperative "Jovent" offering comprehensive pathways of guidance, training, social inclusion and labour market insertion.

Guidance process in secondary education to accompany the student in his/her process of personal development and study continuation.

abH is a mainstream national initiative, as part of the SGB III (Social Law). In its current form, it was introduced in 2012, but slightly different forms have existed since the 1970.

The German Vocational Orientation Programme, ‘BOP’, aims to give students an insight into a wide range of professions. It also aims to inform students about their potential to develop an idea as to which professions might suit them better than others.

The LNC focuses on the acquisition of a formal qualification. The purpose is to help participants achieve a vocational qualification at the International Standard Classification of Education (ISCED) level 3 (vocational baccalaureate) over a period of 2 years. 

The programme uses a multimodal approach resulting in a wider scope when looking at early school leaving, which can range from ‘basic’ (for those already receiving some form of support) to ‘plus’ (for those receiving no support at all).