Resources

This Council Recommendation aims to provide a framework which serves as a reference tool for national, regional and local policy makers and practitioners in education and training which can inspire a systemic policy response to ensure better educational outcomes for all learners. 

This review is based on an analysis of EU Commission and Council documents on early school leaving (ESL) and social inclusion, a dialogue and ongoing consultation process with the 10 municipalities engaged in the Urbact - PREVENT project and it interrogates international research relevant to this area. 

This report focuses on learning for sustainability, highlighting progress and gaps in teaching relevant competences for achieving the European Green Deal.

The basis of this research is the Erasmus+ ODISSEU project, which develops online gaming and digital tools to integrate asylum seekers and raise awareness about the refugee crisis in Europe through intercultural education and civic engagement. 

The Erasmus+ ODISSEU project develops online gaming and digital tools to integrate asylum seekers and raise awareness about the refugee crisis in Europe through intercultural education and civic engagement.

Sweden's education system has seen a shift towards more segregated support for students with intellectual disabilities since the mid-1990s, despite its reputation for inclusivity. The study reveals that inclusive approaches were more common before the 1990s but have since given way to more specialised solutions.

This research on teaching practices in Swedish schools reveals varying effects of teaching practices on students' academic success and mental well-being. The paper reviews the effects of three different teaching styles, teacher-centred, student-centred, and student-dominated.

The Framework for the Digital Competence of School Principals was developed as part of Croatia’s “e-Schools” project to define the digital competences necessary for school principals to foster digitally mature schools.

This study reveals the different perspectives of young people and educators on the key risk factors for early school leaving (ESL). While educators tend to focus on structural issues and personal challenges, young people emphasise the importance of social relationships and school environment. 

Early School Leaving (ESL) remains a significant concern in Europe, with far-reaching consequences for individuals, society, and the economy. A conceptual framework has been developed to research the risks associated with ESL, combining ecological systems theory and the concept of educational "binds" of poverty.

The European Commission has developed guidelines for school leaders, teachers, and educators to address wellbeing at school, which are based on a whole-school approach. 

The European Commission has developed concrete, hands-on guidelines for education policymakers to address wellbeing and mental health at school, emphasising the importance of a whole-system, whole-school approach (WSA) to wellbeing and mental health. 

The UNESCO’s AI competency framework for students has a vision that goes beyond basic AI literacy. Its goal is to empower students to become not only skilled and responsible users of AI, but also active contributors to the development of more inclusive and sustainable AI systems. 

The UNESCO’s AI Competency Framework for Teachers (AI CFT) offers a global vision that outlines the necessary skills and knowledge for teachers to effectively integrate artificial intelligence (AI) into their teaching practices.

The concept of student engagement plays a crucial role in understanding the risk factors leading to dropout, particularly among vulnerable students.

This report summarises the state of play of European Social Fund (ESF) implementation in 2022 and with it sheds light on use of the Youth Employment Initiative, the financing tool behind the European Youth Guarantee.