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 211 - 225 out of 229

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  • Good practice

    Foundation Innove, Pathfinder centres (in Estonian: Sihtasutus Innove, Rajaleidja keskused)

    In Estonia, Pathfinder centres provide careers information; career counselling; speech therapy; psychological guidance; socio-pedagogical guidance; and special educational guidance.

  • Good practice

    The drive to reduce drop-out rates

    Based on data from a centralised database, the Dutch Ministry of Education, Culture and Science provides monthly and yearly reports on Early School Leaving (ESL). Based on this data, new policies are developed at ministerial level to tackle ESL.

  • Good practice

    Ausbildungsbegleitende Hilfen (vocational training accompanying measures, ‘abH’)

    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.

  • 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.

  • 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

    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

    Second Chance School - Luxembourg

    L’école de la deuxième chance - E2C

    The Second Chance School in Luxembourg (E2C) aims to re-engage early leavers back into education. The education/personal well-being and development of the learner is at the heart of the E2C pedagogy.

  • Good practice

    EXPAIRS Project

    The EXPAIRS project in French-speaking Belgium aims to prevent early leaving by stimulating students, showing them that VET is interesting and by finding new strategies to motivate learners to stay in education and training.

  • Good practice

    Supra-Company Training

    Überbetriebliche Lehrausbildung (ÜBA)

    In Austria, young adults finding it hard to obtain an apprenticeship are assisted by a nationwide program called “Supra-Company Training”. The measure provides apprenticeship training to help young people enter the labour market.

  • Good practice

    Innovative Pole - Pôle Innovant Lycéen (PIL)

    The PIL aims at offering VET opportunities and general courses to early leavers between 16 and 21 years of age, combined with thorough individualised support. The PIL is a ‘one year only’ school – i.e. students do not obtain a qualification during the year. It doesn’t aim to qualify students, it aims to give early leavers the desire to learn again.

  • Quick win

    Taster opportunities

    Taster opportunities – giving young people the chance to try out different vocational areas before they choose a VET programme – help to tackle misconceptions around VET.

  • Quick win

    Quick and easy referral to support measures

    Formal protocols for the referral of young people to specialist support services saves time for the VET provider, and facilitate a quicker response to the learners’ needs.

  • Quick win

    Keeping in touch with young drop-outs

    Keep in touch: create a platform to coordinate the activities of the main stakeholders working in the field of early leaving in your area.

  • Quick win

    Listening to the student ‘voice’

    Listen to the student ‘voice’ – give learners the chance to express their views about issues relating to their learning and welfare. Different approaches can be introduced at a low cost and be highly effective.

  • Quick win

    Using data to identify at-risk learners

    A VET school in the Centre Region of Portugal has created an internal electronic monitoring system to monitor truancy.

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