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Early leaving from education and training

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
Displaying results 1 - 12 out of 218


  • Good practice


    Reduce early leaving and educational disadvantage and encourage young adults to return to school and complete their studies.

  • Tools


    Youthpass is a recognition tool for non-formal & informal learning in projects funded by Erasmus+ Youth in Action and the European Solidarity Corps. It is a certificate accompanied by a process that supports reflection and documentation of learning.

  • Good practice

    Youth Guidance Centres

    Ungdommens Uddannelsesvejledning, (UU)

    Danish Youth Guidance Centres organise guidance at lower secondary schools in collaboration with school principals, in order to provide an extra guidance resource to teachers.

  • Good practice

    Youth Coaching Scheme


    In Austria, the Youth Coaching Scheme offers high quality coaching and input from other services to ensure participants are provided with support to meet their individual needs.

  • Statistics and Data

    Young people from a migrant background at greater risk of leaving education and training early

    In the EU, more than one in four young people from a migrant background leave education and training too early.

    Efforts in education are critical to preparing immigrants, and particularly their descendants, to be more successful and more active participants in society (Conclusions of the Council and the Representatives of the Governments of Member States on Integration, 4.5.2010).

    The indicator considered here is the percentage of young people aged 18 to 24 who leave education and training early. It is calculated for all young people in that age group and is further specified for two particular sub-groups: young people born abroad and young people with foreign citizenship.

  • Publications

    Work-based learning and lifelong guidance policies

    This concept note discusses the relationship between lifelong guidance and work-based learning, arguing that lifelong guidance can support individuals in transition from work-based learning to sustainable employment.

    More analytically, this Concept Note is designed to provide paolicymakers and stakeholders across Europe with an understanding of the key concepts underpinning the relationship between work-based learning and lifelong guidance. The note suggests that lifelong guidance policies reinforce policy goals for workbased learning. Quality lifelong guidance practices support positive work-based learning experiences and contribute to the fulfilment of the different skills agendas of the European Union. In this Concept Note: i. The first and second parts describe the conceptual links between guidance and workbased learning and the policy underpinnings. ii. The second part outlines work-based learning forms across the member countries. iii. The third and final parts discuss the role of lifelong guidance as a service, policy and system to foster better and stronger outcomes at the policy and system level from workbased learning. iv. The final section develops possible future cooperation opportunities between national/ regional lifelong guidance systems and systems of national work-based learning. 

    Download the report here.


  • Tools

    Work Guidelines for EPIS mentors

    The Entrepreneurs for social inclusion (EPIS) guidelines, offer support to mentors and educational staff who work with learners or groups of learners at risk, including psychologists, social workers, and other educational staff in school education. The guidelines include a ‘how to do’ list for intervening / providing individual support to learners and families.

  • Publications

    What can we learn from second-chance education programmes for adults to prevent ESL in younger generations?

    The aim of this article is to present the main practices and principles of second-chance education programmes and discuss their implications for mainstream education in order to prevent ESL.

    Read the publication here.

  • Good practice

    Voluntary Labour Corps (VLC)

    Ochotnicze Hufce Pracy (OHP)

    In Poland, the Voluntary Labour Corps initiative offers support to young people at risk of early leaving, unemployment or those who are already unemployed. Personalised support, mentoring, vocational counselling, guidance and job matching activities aim to ensure young people find their place in labour market.

  • Publications

    Vocational pedagogies and benefits for learners: practices and challenges in Europe

    Cedefop study on vocational pedagogies finds that good communication and high levels of trust between teacher or trainer and learner are important for retention.

    Download the report here

  • Statistics and Data

    VET permeability

    Ease of switching from VET to general education

    Thinking of someone aged 16-18 who has started taking vocational education at upper secondary education, how easy or difficult do you think it would be for this person to switch from vocational education to general education?

  • Statistics and Data

    VET permeability

    Transitioning to higher education

    The following statements are about what happens after vocational education at upper secondary education. To what extent do you agree or disagree with each of them? There are no right or wrong answers, we just want to know what you think. – It is easy to continue into higher education such as university after vocational education at upper secondary education.