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 >

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Displaying results 16 - 30 out of 31

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  • Good practice

    Guidance and professional initiation courses and professional initiation courses to diverse professions

    Cours d’orientation et d’initiation professionnelles - COIP) et cours d’initiation professionnelle à divers métiers - IPDM)

    In Luxembourg, Guidance and professional initiation courses (COIP) include a traineeship of one week or a longer period in a company, and practical classes provided by teachers in a workshop format. 

  • Good practice

    EPIDE (Etablissement Public d’Insertion)

    EPIDE aims to empower young ‘volunteers’ to successfully integrate in society and in the labour market by helping them to consolidate basic skills, to develop their self-esteem and to build a professional project.

    The ultimate objective is to guide them towards quality employment.

  • Good practice

    Ready for Education and Training

    Produktionsschule (formerly known as ‘AusbildungsFIT)

    In Austria, the ‘Produktionschule’ initiative offers training modules for practical training and work. Through coaching, workshops and sports, young people develop cultural and social skills needed to take part in education or enter the labour market.

  • Good practice

    Local Action for Youth (ALJ, Action locale pour jeunes)

    The Luxembourgish Local Action for Youth can make direct contact to help early leavers from education and training thanks to the national register of pupils updated monthly by the Education Ministry.

  • Good practice

    Second chance schools - France

    Écoles de la deuxième chance

    French second chance schools (E2Cs) offer training programmes which incorporate individualised learning paths tailored to the needs of each participant.

  • Good practice

    Training for Success (TfS)

    In Northern Ireland, the ‘Training for Success’ initiative offers training to help young people develop personal and social skills, employability skills, essential skills in Communications, Application of Number and Information Communication Technology whilst working towards nationally recognised qualifications.

  • Good practice

    Crafts Square

    Piazza dei Mestieri

    In Italy, ‘Crafts Square’ offers young people, unemployed young people and adults with an alternative educational offer with a good balance between practical and theoretical courses. The environment created by the ‘Craft Square’ aims to ensure learners feel understood, supported and valued.

  • Good practice

    VerA – Prevention of Training Dropout

    Retired trained professionals volunteer their time and experience to support apprentices as part of a  mentors scheme in Germany.

  • Good practice

    Retention Caravan (Retention taskforce as from 2013)

    Fastholdelseskaravanen

    The Retention Caravan aimed to support the retention of VET students from ethnic minorities - in particular boys.

  • Good practice

    Success through Skills Strategy’ - Apprenticeships Northern Ireland

    ApprenticeshipsNI is demand-led training provision with employers recruiting and retaining apprentices in line with business needs.

  • Good practice

    ASLAM Cooperativa Sociale

    The Italian cooperative ASLAM (VET provider) seeks to respond to the skills needs of the companies in the region of Alto Milanese, by closely cooperating with them.

  • Good practice

    JBA – youth labour employment agency

    Jugendberufsagentur - Hamburg

    German youth labour employment agencies (JBA) bring together career guidance and counselling services in one single place.

  • Good practice

    Certificate of practice (Praksisbrev)

    The Norwegian ‘Certificate of Practice’ is a two-year programme with emphasis on practical training. After obtaining a ‘Certificate of Practice’, the learner can continue training towards a trade or journeyman’s certificate.

  • Good practice

    Platform for monitoring and coordination of early leavers (PSAD)

    PSAD aims at early identification of “Early School Leavers” and the enhancement of coordination among local stakeholders active in the fight against early school leaving with a view to making compensatory (‘second chance’) measures more effective.

  • Good practice

    Integrated Pedagogical System – Integrált Pedagógiai Rendszer (IPR)

    The Integrated pedagogical System in Hungary is a national programme that aims to enhance inclusive education. It requires the involvement and cooperation of teachers and external stakeholders. Schools participating in the programme report positive outcomes in classroom management, student autonomy, teacher-student relationships.

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