The project focuses on the importance of continuous training for VET teachers who face the necessity of reducing the number of early school leavers by the end of this decade.
The reduction of early school leaving addresses the aims for “smart growth” by improving education and training levels and also the aims for “inclusive growth” by addressing one of the major risk factors for unemployment, poverty and social exclusion.
The project “The 8 solutions for fighting early school leaving in VET” is intended to give a strong and visible signal to European VET schools and to research and propose some possible solutions for reducing the number of early school leavers in VET.
The main aim of the project is to identify the main factors of early school leaving in VET, in order to reduce drop-outs by increasing the motivation of VET students and helping them to adapt to the Lifelong Learning Society. The project will focus on teachers working with VET students, including groups at increased risk of early school leaving such as children with a socio-economically disadvantaged background, a migrant background or special educational needs. Teachers of student groups like these require many soft skills in order to support, understand and motivate the students to continue their compulsory education so that they can obtain a diploma, qualification or certification. It is also necessary to build the awareness of school managers and decision makers in the field of VET regarding the existing problem of early school leaving.
The consortium includes 6 partners from 4 countries: 3 EU countries (the Netherlands, Italy, the UK) and a candidate country (Turkey). “The structure of the consortium is diverse and inclusive: an adult education provider, a voluntary organization, a centre for drop-outs, regional authorities and a media production company.”
Short-term impact: decreasing the number of drop-outs by motivating VET students and training their teachers.
Long-term impact: supporting the values of Lifelong Learning and a proactive attitude to daily life both in and out of school.
The external evaluation was subcontracted to IVAM, Universiteit van Amsterdam.