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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 >

Displaying results 73 - 76 out of 76


  • Publications

    Validation and early school leavers

    Validation of non-formal and informal learning practices can enable individuals to have their skills recognised, or can simply be a way of helping them to formulate a learning / career pathway for the future.

    Read the Cedefop report here.

  • 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

  • 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.

  • 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.