Early School Leaving and Lifelong Guidance

ANNEMARIE OOMEN PETER PLANT

Early School Leaving and Lifelong Guidance

ELGPN Concept Note No. 6

Early School Leaving and Lifelong Guidance

ELGPN Concept Note No. 6

Annemarie Oomen & Peter Plant

© The European Lifelong Guidance Policy Network (ELGPN)

Co-ordinator 2013-14:University of Jyväskylä, FinlandFinnish Institute for Educational Research (FIER)http://[email protected]

Editor: Outi Ruusuvirta / Finnish Institute for Educational Research (FIER)Cover and graphic design: Martti Minkkinen / Finnish Institute for Educational Research (FIER)Layout: Taittopalvelu Yliveto Oy

ISBN 978-951-39-6007-0 (printed version)ISBN 978-951-39-6008-7 (pdf )

Printed by Kirjapaino KariJyväskylä 2014

This is an independent concept paper commissioned by the European Lifelong Guidance Policy Network (ELGPN), a Member-State-network in receipt of EU financial support under the Lifelong Learning Programme. The paper draws from discussions within the Network. But the views expressed are those of the authors and do not necessar-ily reflect the official position of the ELGPN or its member countries, or of the European Commission or any person acting on behalf of the Commission.

The paper has been written by Ms Annemarie Oomen (the Netherlands) and Professor Peter Plant (Denmark)

Table of Contents

Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Country codes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1 Policy context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2 Brief summary of the current state of play: ESL in EU Member States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3 Definition of Early School Leaving – different approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4 ESL related factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

5 ESL, policy-making, prevention, and career education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

6 Comprehensive approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

7 The role of Lifelong Guidance in ESL Initiatives: Implications and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Annex: ESL good practices reported by ELGPN members and partners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

4

Abbreviations

CEDEFOP European Centre for the Development of Vocational Training

CMS Career Management Skills

CVET Continuous Vocational Education and Training

ELET Early Leavers from Education and Training

ESL Early School Leaving, also used to refer to early school leavers in this paper

EU European Union

ISCED International Standard Classification of Education

NEET Not in Education, Employment or Training

OECD Organisation for Economic Co-operation and Development

PES Public Employment Services

SEN Special Educational Needs

Country codes

EU-28 European UnionAT AustriaBE Belgium BEnl Belgium – Flemish Community BG Bulgaria CH Switzerland CY Cyprus

CZ Czech Republic

DK Denmark

DE Germany

EE Estonia

EL Greece

ES Spain

HU Hungary

FI Finland

FR France

HR Croatia

IE Ireland

IS Iceland

IT Italy

LT Lithuania

LU Luxembourg

LV Latvia

MT Malta

NL The Netherlands

NO Norway

PL Poland

PT Portugal

RO Romania

SE Sweden

SI Slovenia

SK Slovakia

TR Turkey

UK The United Kingdom

5

Why? Early school leaving (ESL) is costly for the

individual, for society and for the economy. Not just

in economic terms, but also in terms of low self-

esteem, and the risk of social exclusion. More, and,

in particular, better education can lead to positive

outcomes, in relation to employment, level of sala-

ries, better health, less crime, higher social cohesion,

lower public and social costs, and higher productiv-

ity. This is why ESL is a policy focal point. In these

terms, lifelong guidance has a key role to play in

terms of both prevention, intervention, and of com-

pensation strategies.

What? ESL is not a fixed concept. In some contexts

it is used interchangeably with alternative terms:

‘ELET (Early Leavers from Education and Training)’,

‘interrupted learners’, ‘school dropouts’, ‘NEET’ (Not

in Education, Employment or Training). All these

phenomena are defined differently. The statistics

mirror these different approaches:

• Eurostat deals with the percentage of 18–24

year olds who have attained lower secondary

education or less (ISCED 0, 1, 2 or 3c short),

and who did not take part in education or

Executive Summary

training during the four weeks preceding the

survey

• The OECD looks at the percentage of adults

who have attained upper secondary education

(ISCED 3, excluding 3c short)

• On a national level, governments may apply

dissimilar yardsticks.

In short, ESL is more than dropping out of school, or,

in some cases, being pushed out of school at an early

stage. ESL represents a concern about the personal,

institutional, and social obstacles to unfolding the

ideal of lifelong learning in practice. This is where

lifelong guidance may help to remove some of the

stumbling blocks, both on an individual and an

institutional level.

How? A multitude of approaches to combating

ESL have been adopted across Europe. Each country

has its own strategy. What they have in common is

the effort to motivate students to stay on in educa-

tion, to be motivated to continue their education,

and to find meaning in learning. Schools and other

educational/training institutions, on the other hand,

struggle to develop educational inclusion in making

6

Executive Summary

space for students with complex learning, social, and

economic challenges. Lifelong learning represents

the principle that it is never too late: there is room

for, and indeed a need for, recurrent education and

training, for second chance education, for flexible

learning paths, and thus for lifelong guidance. As

illustrated in the Annex at the end of this Con-

cept Note, guidance plays a pivotal role in creating

smooth transitions, and a more inclusive learning

environment, and in establishing outreach services

and second or third educational opportunities. ESL

should never be the final stage in terms of learning,

whether this is formal, non-formal, or informal. In

this report, these approaches are represented through

a number of examples of such strategies and practices,

with a view to the role of lifelong guidance in rela-

tion to combating ESL, and with a particular focus on

the advocacy and feedback roles of guidance.

7

Early school leaving (ESL) is costly for the indi-

vidual, for society and for the economy. Not just

in economic terms, but also in terms of low self-

esteem, and the risk of social exclusion. More, and,

in particular, better education can lead to positive

outcomes, in relation to employment, level of sala-

ries, better health, less crime, higher social cohesion,

lower public and social costs, and higher productiv-

ity. This is why ESL is a policy focal point. In these

terms, lifelong guidance has a key role to play in

terms of both prevention, intervention, and of com-

pensation strategies.

The European Commission has addressed ESL on

several occasions. These are some examples:

• In June 2010, the EU education ministers agreed

on a framework for coherent, comprehensive,

and evidence-based policies to tackle early

school leaving. This was followed up in June

2011, when the Education Council adopted a

recommendation on policies to reduce ESL1.

• A Thematic Working Group on ESL, bringing

together policy makers and practitioners from

nearly all EU countries, as well as NO, IS, and

TR, has looked at good practice examples in

Europe and exchanged experiences in reduc-

ing early school leaving. A report produced in

November 2013 (EC, 2013a)2 states that poli-

cies to tackle ESL need to address all levels of

education.

• A more recent report from Eurydice (2014) gives

a comprehensive overview of the state of affairs

across Europe in addressing strategies, policies

and measures to combat ESL. One of the sec-

tions of this report is devoted to education and

to career guidance; this measure receives special

attention in this report as guidance is identified

by a large majority of European countries as

beneficial for tackling early leaving from educa-

tion and training. The report discusses the role

of guidance in prevention, intervention and

compensation actions related to ESL.

1 http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:191:0001:0006:en:PDF

1. Policy context

2 http://ec.europa.eu/social/BlobServlet?docId=9690&langId=en

8

2. Brief summary of the current state of play:

• Current EU policies related to ESL clink the

issue of ESL with employment, health, eco-

nomic and other issues.

• Combating high drop-out rates across Europe

is among the key targets3 of Europe 2020 Strat-

egy. The Strategy has some major political and

social-economic rationales:

○ better skills-sets for European citizens,

providing a more inclusive (e.g. in

migrant areas, Roma, rural, or slum urban

areas) and a “smarter” society;

○ linking with future skills needs (based

on the CEDEFOP prognosis, many new

vacancies will be available for ISCED

3–4 level, while ISCED 1–2 needs will

decline4;

○ lower drop-out rates and better skills

might contribute to better health and

longer working-life5.

• The modernisation of the Public Employment

Services (PES), in line with the PES 2020 Strat-

egy Output paper (EC, 2013c) encourages their

member organisations role in partnerships

aimed at reaching out and activating young

unemployed, NEETS and in delivering the

Youth Guarantee.

2. Brief summary of the current state of play:

ESL in EU Member States

One of the Europe 2020 targets is reducing ESL to

less than 10%. Since 2011 each EU Member State has

set their national ESL target, and annually submits a

National Reform Programme to the European Com-

mission to show progress and how this has been

accomplished. In 20136, according to Eurostat, the

EU28 average ESL or ELET rate was 12 %, a decrease

compared to 13.9% in 2010 and 14.7% in 2008.

However, the rates in that year varied considerably

across the EU, from below 5% (HR and SI) to above

17% (ES, IT, MT, PT and RO).

• Some Member States have ESL rates above 10%

with little progress or stagnation in recent years:

BE, ES, HU, IT, RO and TR.

• Other Member States with ESL rates above 10%

have shown a significant progress since 2009:

BG, EL, IS, MT, NO, PT and UK.

• Member States with ESL rates below 10% that

have faced an increase or stagnation recently:

CZ, PO, SE and SK.

• More than half of the EU countries have ESL

rates below 10% and have made further prog-

ress in recent years: AT, CH, CY, DE, DK, EE, IE,

FR, HR, LV, LT, LU,NL, SI and FI.

3. Definition of Early School Leaving – different

approaches

What is Early School Leaving (ESL)?

One of the challenges in dealing with ESL on a

European level is that there is no common under-

standing across Europe concerning the definition of

ESL. Whereas the problems associated with ESL are

widely recognised, there is no common approach to

dealing with ESL.

• Different definitions

ESL is not a fixed concept. In some contexts it

is used interchangeably with alternative terms: 3 http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/targets/index_en.htm

4 http://www.cedefop.europa.eu/EN/about-cedefop/projects/forecast-ing-skill-demand-and-supply/skills-forecasts.aspx

5 http://skills.oecd.org/

6 http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&language=en&pcode=tsdsc410&plugin=1

9

3. Definition of Early School Leaving – different approaches

‘ELET (Early Leavers from Education and Train-

ing)’, ‘interrupted learners’, ‘school dropouts’,

NEET (Not in Education, Employment or Train-

ing). All these phenomena are defined slightly

differently.

• Eurostat looks at the percentage of 18–24 year

olds who have attained lower secondary educa-

tion or less (ISCED 0, 1, 2 or 3c short) and who

did not take part in education or training during

the four weeks preceding the survey (EC, 2013b).

• The OECD looks at the percentage of adults

who have attained upper secondary education

(ISCED 3, excluding 3c short) (OECD, 2013).

• And on a national level, governments may apply

different yardsticks. NL, for example, applies

the term ESL to the percentage of students who

left education before they attained qualifica-

tions on ISCED level 3 (Onderwijsraad, 2013)

What the ESL definitions have in common is

that they focus on the attainment of a certain

level of schooling and learning of the popu-

lation. This reflects the overall view that the

potential of youth should be utilised and devel-

oped through learning. In addition, ample evi-

dence shows that the ESL are more at risk of

unemployment and social exclusion, resulting

in financial and non-financial costs to them-

selves and, in the longer run, to the society (EC,

2013b).

• School dropouts/ interrupted learners

Recently the European Commission distin-

guished the ESL/ELET from ‘school dropouts’ or

‘interrupted learners’. As the latter term suggest,

these notations refer to those who discontinue

an ongoing-course during a school term (EC,

2013a).

However, the published ESL/ELET numbers

relate to the recent ESL, i.e. at the point of

school leaving. This tends to disregard the fact

that some ESL find their way back into edu-

cation, and actually reach the projected level

of schooling and training. This is often done

through second chance education. In NL, for

example, 33% of the ESL returned to formal

education within three years, often with success

(Van Wijk et al., 2011). In Australia 82% of the

ESL returned within five years; the chances of re-

engagement peaked three months after leaving

school and fell sharply thereafter. Being an ESL

for 12 to 18 months lowered the chances of re-

engagement, as was the case for those who left

because they either had a problem with school,

or were not doing well at school (Polidano,

Tabasso and Tseng in: Sweet, 2012).

• NEET

There is some overlap between ESL and NEET

(Not in Employment, Education, or Training),

as the NEET category is defined by Eurostat:

‘NEET encompasses all unemployed and inac-

tive young persons (15–24 year olds) who are

not employed and have not received any educa-

tion or training in the four weeks preceding the

survey’.7 The NEET is a heterogeneous group

with a wide variety of backgrounds: from dis-

advantaged, disengaged youth to highly edu-

cated young people. The reasons for the NEET

status range from becoming NEET as a school

dropout, losing a job, or deciding to be NEET.

The NEET group includes young people who

have no or little control over their situation:

for instance due to being unemployed, ill, dis-

abled, or a young carer. Some sub-groups of

NEETs, however, do have control over their

situation: for instance youngsters who are not

seeking work, education or training, and who

are not constrained from doing so by other

obligations or incapacities. The NEET cat-

egory also includes those youngsters who are

involved in activities such as unpaid voluntary

7 http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/Glossary:NEET.

10

3. Definition of Early School Leaving – different approaches

work, art projects, and travelling during a ‘gap

year’ (Eurofound, 2012).

According to Eurostat, in 20138 the EU28 aver-

age NEET rate was 13 %, a slight decrease from

2012 but still high compared to the 12.7% in

2010. The rates9 vary considerably across the EU,

with rates from below 5.2% (LU, NL) to above

18% (BG, CY, EL, ES, HR, IT, and TR). There are

also notable variations across regions within

countries.

The composition of the NEET population in the

Member States is diverse. Besides the NEET rate,

the share of men and women, the level of edu-

cation and skills, previous experience of work,

and the number of discouraged workers differs

considerably. Member States can be clustered

by the characteristics of their NEET population

as shown in the Figure 1 below.

8 http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&language=en&pcode=tipslm90&plugin=0

Figure 1: European countries clustered according to NEET rates and characteristics of their NEET population

Source: Eurofound, 2012.

9 http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/Glossary:NEET

11

4. ESL related factors


ESL is a multi-faceted and complex issue. It is

a result of personal, social, economic, commu-

nity, education and/or family-related reasons: a

gradual process that cumulates over time (EC,

2013b). In general, a student will not decide to

end a school career from one day to another.

It is often preceded by a period of doubt and

truancy after lengthy periods of difficulties and

with early warning signs of dropping out: poor

grades in core subjects; low attendance; grade

retention, and disengagement in the classroom,

including behavioural problems (Kennelly and

Monrad, 2007). In this situation, an incident

may be the straw that breaks the camel’s back

with the effect that the student leaves school.

Among the ESL, there can be found a high

number of male students with migrant back-

ground and lower socio-economic status. Cul-

tural barriers, such as language, and deprivation

and poverty contribute to their decision to leave

school early. Although the effect of the parental

background on ESL varies across the Member

States, still many ESL have lower-educated par-

ents (Lavrijsen and Nicaise, 2013). Parental

interest in schooling is a crucial predictor of

the individual dropout decision as is motiva-

tion. For staying motivated, the quality of the

peer group and teachers with whom the student

engages are essential (DeWitte et al., 2010).

In the literature, the roles of the economy, poli-

tics, and society in general are not considered,

and the organisation of the school systems and

its effects on ESL are still underexplored (De

Witte et al., 2013a). The labour market can act

as a ‘pull’ and ‘push’ factor in the ESL process.

High unemployment may encourage young-

sters to continue their studies or it may discour-

age them to finish school. The latter is the case

if youngsters observe that adults in qualified

and unqualified jobs face the same unemploy-

ment rate. Findings from a comparative EU

study show that a growing economy in terms

of the GDP encourages students to stay on at

school (De Witte et al., 2013b).

Structural characteristics of the education

system, such as grade retention, inflexible edu-

cation pathways, and transition points may con-

tribute to high ESL rates, as do school features

such as an unsafe school climate, disengaging

education, or lack of student participation (EC,

2013b). On average, the Member States have

been the most successful in tackling ESL among

18- and 19-year-olds, compared to ESL amongst

23- and 24-year-olds (a decrease respectively

of 17.6% and 16.1% for the 18/19 year olds

versus 6.1% and 8.4% for the 23- and 24-year

olds). These results suggest that schools manage

to keep students in education longer, whether

this relates to ESL policies or to the on-going

economic crisis (EC, 2013b) in which school

retention may be perceived as an alternative to

unemployment.

Early tracking in the educational system appears

not to have a significant impact on ESL. De

Witte et al. (2013b) argue that schools select-

ing students based on cognitive ability lead to

school competition, quality in teaching and

learning and prevent school fatigue and drop-

out. The downside, however, is that the earlier

students drop out of the perceived ‘rat race’, the

less they participate in further learning. Another

finding is that a well-developed vocational track

may reduce ESL due to the direct utility of a sec-

ondary educational degree for students. Finally,

the longer the duration of compulsory educa-

tion, the lower the risk of school drop-out (De

Witte et al., 2013b).

• Drop out vs. Push Out

In recent years there has been a growing rec-

ognition that cross-sectoral policies and pro-

grammes can and should play a growing role

in efforts to prevent young people from leaving

12


education early. This means that ESL is under-

stood as a problem of the educational system,

society and the school, rather than as a prob-

lem caused only by the young person and his/

her family, background or peers (Nevala and

Hawley, 2011).

However, the focus is still, both in policy terms

and on a practical level, on on emphasising

the individual deficits and difficulties. In most

cases, the individual, rather than the educa-

tional institution, is seen as the problem. This

is reflected in the labelling of people who do

not take part in formal education or leave edu-

cational institutions. For ESL and NEET one

common label is ‘educational drop outs’. What

these individuals have in common is that they

do not fit easily into mainstream education. Or,

rather, that mainstream education does not fit

their needs. This highlights the point that these

individuals may in fact be push-outs, rather

than drop outs. Rather than having ‘dropped

out’, they may often have been ‘facilitated out’,

in other words: driven out of the common edu-

cation system by teachers’ and other personnel’s

low aspirations and incitements to leave (cf.

Vizcain, 2005, in: De Witte, 2013a).

How is the problem viewed? That is the ques-

tion. Is it viewed as an individual problem, or

as an institutional/societal problem? ‘What is

the problem represented to be?’ asks Bacchi

(2009) in her discourse analysis approach. This

is important, as the framing and conceptualiz-

ing of the problem at hand also determines the

strategies and interventions to solve the prob-

lem. In this case, the problem is represented

as an individual lack of self-esteem, stamina,

personal clout, social capital, or personal drive

and motivation. Conversely, this list of deficits

may be viewed as symptoms of institutional dif-

ficulties or deficits, or of societal difficulties or

deficits. This is an alternative representation of

the problem, and it calls for alternative answers.

‘Perhaps the focus should not so much be on

dropping out as a problem of perceived or

actual failures of pupils, schools and the costs

associated to it, but on dropout as an indication

and origin of fundamental inequities’(Smeyers

and Depaepe, 2006). This perspective shifts the

focus towards school attendance and comple-

tion as a right of citizens that is to be safe-

guarded in any democracy and calls for a more

nuanced view on the many dropout determi-

nants (cf. Dorn, 1996, in: De Witte, 2013a).

Interventions are often remedial, as they aim at

solving problems which are already prevalent

and urgent, whereas an emphasis on more pre-

ventive measures such as innovative learning

methods are rarer as they are often more dif-

ficult to measure or legitimise. Moreover, men-

tors, coaches, teachers, and guidance workers

acting in a preventive mode may be seen as

playing the role of the Trojan Horse in the very

institutions of which they are an integral part

(Plant, 2005). In these terms, two important

guidance roles should be highlighted: advocacy

(speaking on behalf of the student/client), and

feedback (feeding guidance experiences and

evidence back to the very systems/institutions

which produced ESL in order to change proce-

dures, approaches, and policies).

• Schooling and learning: informal/non-for-

mal/formal learning

The ESL indicator is in many cases defined as

the percentage of the population aged 18–24

with a certain level of education and not in

further/higher education or training. This raises

a number of important issues in relation to the

concept of lifelong learning and in relation to

the different types of learning (formal, non-for-

mal, informal). Lifelong learning represents the

idea and the ideal that it is never too late: there

is room for, and a need for, recurrent education

and training, for second chance education, for

flexible learning paths and other such measures.

In practical and policy terms, early leavers from

13

5. ESL, policy-making, prevention, and career education

education and trainingare labelled as early

school leavers if they leave school after second-

ary education. They may have completed their

compulsory education or schooling, but they are

still considered to be early leavers; too early for

their own good, and for the good of society. This

builds on the assumption that schools, as insti-

tutions, are important places for learning. This

may indeed be the case, but more often than not

this is not the case for early school leavers. This

may be why they leave school. In addition, the

focus on schooling puts the emphasis on the

formal part of learning: following a fixed curricu-

lum, sitting for exams, getting a certificate. This

particular focus tends to disregard other impor-

tant forms of learning, i.e. non-formal and infor-

mal learning. The two latter forms of learning

may be of utmost importance for early school

leavers in terms of learning. In some Member

States, this is recognised in the educational leg-

islation. In DK, for instance, schooling is not

obligatory, whereas education is. In practical

terms, this means that hybrid forms of learning

exist within mainstream education, blending for

instance practical training in a workplace three

days a week with school work two days a week.

This also counts as education.

5. ESL, policy-making, prevention, and career

education

Important aspects for policy-makers:

• The way ESL is defined and tackled on a national

level in the Member States is linked to the way

how the problem is perceived, and accordingly,

the data collected and policies developed.

• In terms of ESL policy development, Member

States and their regions face different chal-

lenges depending on their definition of ESL,

their education and training systems, economic

situation and structure of local labour markets.

• Linking ESL with NEET-approaches, it is widely

agreed that unemployment after leaving educa-

tion and early in a young person’s working life

can have long-term or ‘scarring’ effects (Nord-

ström-Skans, 2004).

• It is essential to know and understand why

some youngsters might end up as NEET/ESL

and what social, economic, personal and edu-

cational factors may increase the risk of this.

Many of the factors are cumulative.

• Particularly youngsters with a low level of edu-

cational attainment, a disability, an immigrant

background or those who live in a remote area

are more likely to become NEET/ESL as do

youngsters whose parents are divorced, unem-

ployed and/or have a low income (Eurofound,

2012). Furthermore, it is important to highlight

that as a result of the economic crisis, a large

share of young adults with tertiary education are

now also at risk of ending up with a NEET status.

• Raising educational participation and reduc-

ing unemployment seem to have a substantial

effect on the level of youth unemployment and

inactivity. However, links between unemploy-

ment and inactivity are not straightforward as

far as to educational participation is concerned.

This suggests that unemployment and inactiv-

ity among young people should not be treated

identically in policy terms (Sweet, 2012).

• Within the ESL/ELET indicators outlined above,

two subgroups can be distinguished which

behave differently, depending on the circum-

stances. Some youngsters leave during or after

initial/formal education, whereas others drop

out but re-enter non-formal education or train-

ing. The latter group is relatively small. But pol-

icy-makers need to be aware of the importance

of this latter group of ‘second chance learn-

ers’ and remove barriers for accessing lifelong

learning (De Witte et al. 2013b).

14

5. ESL, policy-making, prevention, and career education

• Many reviews stress the heterogeneity of the

NEET group regarding labour and/or learning

readiness and emphasise the importance of

policies that adopt a range of innovative ini-

tiatives able to reach these youngsters and of

addressing diverse needs.

• For example, a classification of young people

who are NEET in a UK cohort study (Spielhofer

et al., 2009) suggests three groups:

○ More than two-fifths of youngsters (41%

of the total) are open to learning.

○ A similar proportion (38% of the total)

faces many personal and structural barri-

ers, coming from deprived backgrounds,

with no recent employment history, and

low educational attainment. They are

likely to remain NEET in the medium-

term.

○ A fifth of young people are classified as

‘undecided NEET’ – with negative school

experiences/attitudes and lacking the

resilience and skills to take up available,

but for them dissatisfying opportunities.

Although schools play an important role in address-

ing ESL, they cannot and should not work in isola-

tion. National ESL policies should be cross-sectoral

by nature, involving stakeholders from policy areas

such as youth, social/welfare, employment, health,

governance and co-operation, data collection and

monitoring, while the focus of the ESL policies

should be on prevention, intervention and compen-

sation.

• Prevention seeks to avoid the conditions from

arising where processes leading to ESL can start

and requires initiatives at system level.

• Intervention addresses emerging difficulties at

an early stage and seeks to prevent them from

leading to ESL. Intervention takes place at indi-

vidual school level and includes student-cen-

tred measures.

• Compensation measures offer opportunities for

education and training for those who have

interrupted their education: second chance

opportunities, re-entering education and train-

ing, and comprehensive support.

These three approaches are mirrored in a compre-

hensive Eurydice Report (European Commission/

EACEA/Eurydice, 2014) on ESL. Interestingly, this

echoes earlier findings from the Pan-European

actions research programme Eurocounsel, which

also highlighted these three approaches to guidance:

preventing, solving, and coping (Watt, 1998).

In terms of preventive aspects,, career education in

its many forms may play an important role in terms

of preventing ESL. Career education may include a

number of varied activities, many of which point to

the importance of broadening the scope of educa-

tional and vocational career decisions in a lifelong

perspective, including for example, work experience

programmes, job shadowing, career games, or taster

courses in other types of education. All such struc-

tured activities aim at encouraging students to see

their career in terms of lifelong development, and

to look beyond their immediate limitations with a

view to create a higher level of meaningfulness in

their current and future educational paths. They are

encouraged to view their career work in terms of

Career Management Skills (CMS) (ELGPN, 2012).

Career education may be taught as a compulsory

topic, it may be a separate subject, or it may be

embedded in the curriculum as a cross-curricular

subject, and this may be carried out by specialists or

non-specialists.

A comprehensive Career Education programme

throughout school is the backbone of preventive

approaches, whoever delivers the programme as part

of the curriculum. A key factor in schools is the

teaching-staff (Feerick, forthcoming). Teachers play

an important role in the learning outcomes and

in the measures in tackling ESL, whether related

to the school climate, school engagement, sup-

portive and individualised learning environments,

early warning systems, or co-operation with parents

15

6. Comprehensive approaches

and other stakeholders (EC, 2013b). In order to

make the school more attractive to students, several

recommendations are made to Member States to

strengthen the teaching profession, which include a

structured induction programme with professional,

social, and personal support, along with continu-

ing professional development for both teachers and

school leaders. High standards are needed for teacher

educators both in academic as in teaching experience

perspective (EC, 2013b).


In short, the current EU approach requires a shift

from implementing separate ESL measures to intro-

ducing comprehensive policies that focus on the

causes of ESL. Twelve key policy messages identify

the critical conditions for successful policies against

ESL, one of which (#11) is concerned with guid-

ance and counselling: ‘Strengthen guidance to ensure

young people are aware of the different study options

and employment prospects available to them. Ensure

counselling systems provide young people with both

emotional and practical support’ (EC 2013a, p. 5).

In this list, guidance is mentioned as one com-

ponent of twelve important policy areas, but the

guidance and counselling concepts and activities are

not explored beyond creating awareness of options

and providing support. In NL, for example, ESL in

the first year of CVET is caused to a large extent by

what is labelled ‘the wrong study choice’ (Allen and

Meng, 2010).

The situation calls for a stronger emphasis on the

contribution which guidance may bring as a measure

to combat ESL. Here, it is worth emphasising that

guidance is more than awareness-raising, supportive

or informational activity or a face-to-face interview.

Ford (2002) identified Informing, Advising, Counsel-

ling, Assessing, Enabling, Advocating, Networking,

Feeding back, Managing, Innovating/systems change,

Signposting, Mentoring, Sampling, Following up as

forms of guidance. Of these, advocating and feeding

back deserve special attention, as these two guidance

activities may play a crucial role in re-shaping train-

ing and education to be more inclusive, and thus in

preventing ESL.

Guidance has wide and deep roles to play in both

supporting individuals and groups in terms of ESL,

including firmer links to alternative learning arenas,

and in changing the very system which produces ESL,

e.g. in schools and VET. Few Member States, however,

have developed and implemented a comprehensive

strategy to tackle the problem. AT6, BEnl, ES31, and

NL7410 have a comprehensive approach for reduc-

ing ESL rates, while such approaches are currently

being developed in BG, HU and MT.. Some Member

States (DE, IE and UK) have a set of measures, action

plans and policy frameworks that come very close to

a comprehensive approach. In CH, NO and PT the

comprehensive strategy takes the form of projects.

Actions and projects imply that they exist only for a

certain period of time. Thus, the overview of good

practice in tackling ESL presented below and in the

Annex is a snapshot of a constantly changing scene.

It is to such examples of prevention, intervention and

compensation that we now turn in some detail.

Preventing ESL

In preventing ESL, the policies are mainly concerned

with providing career education and guidance and

improving teaching and learning in general (EC

2013b).

Many Member States provide Career Education

and Guidance (CEG) in the educational system in

which the development or learning of Career Man-

agement Skills plays an important role. In Finland

CEG is a subject in curricula both in comprehensive

and upper secondary level education. Recently some

Member States have introduced CEG recently as a

10 The numbers refer to the good practices listed in the Annex.

16


subject (DK24, MT71, MT73), as a specific targeted

program for social inclusion (PT89) or as an indi-

vidual track (FR38). The quality of CEG in education

organisations can be improved for instance by pro-

viding general training to the practitioners (CZ13;

NL70) or specific training on labour market informa-

tion (SE93; SE94). This improvement of CEG also

can be achieved by providing tools (LV69; FR39)

or support to draft a comprehensive CEG program

(NL77) or better and closer interventions (PT88). In

NO(81), PES staff is located at schools for early inter-

vention and to improve labour market knowledge.

A few Member States have (re-)organised their

guidance services outside the educational system to

meet current needs of ESL and lifelong guidance

(CZ13; FI36; HR42; LU52). National guidance ser-

vices have developed e-portals or websites to support

the practitioners and the students with up-to-date

information available 24/7 (CZ13; EL29; EL30; LV62;

MT70).

Recently, many Member States have made the

transfer from general education to VET easier, either

by reforms of laws (DK22; EE25; ES31; FR37; LU51)

or by other measures (DE16; DE18; DE19; NL74).

Flexibility in educational systems to prevent ESL

is further enhanced by special student and teacher

materials and promoting entrepreneurship (LT49;

FR38), taking students to the labs in VET for a period

of time (IT47) or alternative pathways where aca-

demic and work-based learning are blended (AT4;

DE19; DK21; ES31; MT72; SE94; UK99), some of

which are specifically targeted at SEN-students (spe-

cial educational needs) (AT7; EE27; FI33; SE94).

FI(33) and SE(94) offer a pathway where students

can explore different VET options before selecting

a course, while LV(64) offers taster courses as part

of school activities after school hours. In DE(15),

pupils in grade 7 or 8 participate in an analysis of

their potential, interests and aspirations, and are

provided with vocational information and guidance

and coaching during the transition.

To identify potential early school leavers as early as

possible, Member States employ diverse approaches.

AT(6) and TR(97) have developed instruments to

monitor absenteeism, while IT(48) and NL(74)

use instruments to monitor the educational path

of students. To identify students at risk of ESL, for

instance due to learning difficulties, ES(31), LU(58)

and IS(45) have developed instruments which prac-

titioners can use. In EE(26) a special needs’ coordina-

tor supports teachers in identifying SEN, proposing

individual educational support in- or outside school

in co-operation with professionals from different

sectors. Similar tasks are executed by expert-teams in

HR(41), cross-sectoral teams in LU(58) or care-teams

in NL(75). In NO(79; 81) PES staff at schools can co-

ordinate multidisciplinary support.

In the classroom, teachers may be assisted by peda-

gogical assistants (CZ14; LV63) that help the stu-

dents at risk individually. To prevent ESL, LU(53)

provides language support to foreign born students

and young newly arrived adults.

In CH(8), intensified contact between schools and

(migrant) parents is offered to inform parents about

the educational system. FR(39) provides school

teams with a toolkit to facilitate the dialogue with

parents and increase their participation in their chil-

dren’s choice making process. FR(40) is also experi-

menting with giving parents and students a final say

in their options after college.

Intervention

In the area of intervention, the policies and measures

used by Member States to provide guidance services

especially for students at risk of ESL at transition

points are diverse.

Students with learning and behavioural problems

in LU(54) and NL(75) can leave the regular class for

a temporary provision where they get support to con-

tinue their program and decide on their future path.

At least 13 year old students in PT(86) with at least

two years retention can stay in their school, where

their program is combined with professional practice

in three occupations.

17


In an IT(46) region, an extensive project supports

students and teachers with guidance in several areas

and involves the extended family in these activities.

‘Last call’ is an intervention where students leaving

compulsory education can go to the career guid-

ance centres to get advice for one afternoon after

the summer break (CH11). In the UK(99) people

of all ages can use the career support online and the

telephone service provided by the National Careers

Service.

Municipalities in FI(34) can recruit youth workers

that help to support and refer students who have not

completed upper secondary education or are at risk

of becoming NEET to guidance services. Students

who have not completed upper secondary educa-

tion are tracked and provided with an individual

plan within a specific period of time in DK(23) and

SE(91) as part of outreach services. An individual

career plan for students at risk of ESL is also the aim

for the volunteer role model mentor program in

NL(76), and ‘Local Action’ and School Drop-in in

LU(55; 56).

Individual coaching over a relatively long period

with the possibility to return several times is avail-

able for young people at the risk of ESL and SEN-stu-

dents in AT(3). CH(9) provide case management for

at-risk early school leavers entering VET and/or the

labour market, while DE(20) provides this service

especially for ESL in deprived areas. Activating early

school leavers and NEET in terms of physical, social,

occupational and economical aspects, and improv-

ing their career management skills to enter the labour

market, are used in NL(78) and PL(83).

Compensation

Compensation approaches focus on second chance

education and support for re-entering education and

training and/or the labour market, which are used

by most Member States. Guidance is an important

feature in these initiatives that are offered at different

educational levels.

In EE(28), for over 17 year-olds, in PT(85) for

under 15 year-olds and in HU(43) for 14-16 year-

olds, second chance education is available to com-

plete primary education and enter VET. In EE 21 year

olds and in PT over 18 year olds get their previous

experiences recognised when entering for instance .

VET (EE28; PT85). SE(95) provides second chance

to 20-24 year olds to complete basic qualifications

and social skills, as do AT(5), while LU(60) offers

this to 16-30 year olds to re-enter an education that

fits the skills of the person. FI(35) mixes work-based

learning with life skills. IS(44) provides early school

leavers who want to go back to school with guidance

and educational support.

AT (1; 2) offers 15-19 year olds an opportunity to

catch up with missing parts of their compulsory edu-

cation with coaching when entering an apprentice-

ship afterwards. Similarly, PT(84) and SE(90) offer

young people a three months course to return to or

start at upper secondary level; LU(59) offers youth

under the age of 18 a one-year course of key compe-

tences to access VET or the labour market.

SI(96) provides 15–25 year old NEETs project

learning with a flexible and supportive learning envi-

ronment and a mentor to define their path in profes-

sional career and life. Guidance motivation to return

to education or employment is offered to 16–25

year old NEETs in LT(50). NO(79; 80) combines

career guidance, work practice and school curricula

of upper secondary education for the young hard-to-

reach unemployed.

Some Member States combine the compensation

approach with the Youth Guarantee Initiative, as in

LV(67) and FI(34). LU(61) offers initial practical

experience. Preparatory apprenticeships are offered

by CY(12). ES(32) promotes entrepreneurship.

A few reflections arising from the above:

• A partnership approach is relatively recent in a

number of Member States in terms of their ESL

and lifelong guidance strategy. DE (16; 17 and

18) and UK(99) have strengthened cooopera-

18

7. The role of Lifelong Guidance in ESL Initiatives: Implications and recommendations

tion with industries and employers, while other

Member States (AT6; HR41; NL74, NO79; 82)

have strengthened co-operation with profes-

sionals in the medical, psychological, social

and/or justice sectors.

• Tackling ESL seems to move from a nation-

wide approach, including national support for

local initiatives in the Nordic countries (DK23;

FI34; NO79; 80; 81 and SE95) to more initia-

tives at regional and local level (CH11; IS44;

IT46; 43; LU57; NL77).

• The emphasis in tackling ESL is on preventive

and intervention initiatives more than on com-

pensation. The need for policies to remove the

barriers to lifelong learning, especially for early

school leavers who lack compulsory education

but want to return to education has not yet

been recognised.

• The nature of the clients in ESL initiatives has

changed over the last few years. Low achievers,

SEN, minorities, and the deprived still seem

the main target group: there are few indications

that the heterogeneity of ESL and of NEETs is

taken into account in policies.

• Several countries have plans to better under-

stand the effects and effectiveness of the mea-

sures they employ.

• Although parents are considered crucial in the

ESL battle, they are not seen as initiators in

most projects or policies.

7. The role of Lifelong Guidance in ESL Initiatives:

Implications and recommendations

Guidance is most effective when it is conceived as a

lifelong system in learning and work (Hooley 2014).

Research suggests that lifelong guidance can have

an impact on retention, achievement, transitions,

career and life success, and thus needs to be con-

sidered and included in the initiatives to tackle ESL.

Hooley, Marriott and Sampson (2011) surveyed the

existing evidence.

• ESL students often cite the lack of work and life

relevance of their schooling as a factor in their

decision process, which suggests that lifelong

guidance is important in the school engagement

of youngsters and staying in the school system.

• Research suggests that students who have a career

plan are more likely to stay in the school system.

• Lifelong guidance, if combined with core aca-

demic learning, can reduce grade retention.

This is particularly the case when lifelong guid-

ance is introduced with young students and is

implemented in a systematic way.

• Computer-assisted guidance as component

of lifelong guidance programs can exert an

influence on retention rates and contribute to

enhanced academic outcomes.

• A number of studies demonstrate that life-

long guidance can enhance students’ academic

achievement.

• Lifelong guidance can help to smoothe the

often critical school/school or school/work

transition by providing youngsters with the

necessary knowledge and skills, and by helping

to support and broker their transition. There is

evidence to suggest that providing support for

transition can enhance youngsters’ satisfaction

in relation to their choice.

• Research shows that lifelong guidance which

includes work experience and work-related

learning is effective in helping youngsters to

successfully enter the labour market.

• There is evidence to suggest that lifelong guid-

ance can increase the likelihood of enrolment

in post-initial education and support young-

sters in making that transition.

• Lifelong guidance that is effective in support-

ing school/school transition tends to combine

19

7. The role of Lifelong Guidance in ESL Initiatives: Implications and recommendations

curricular and extracurricular activity, and to

mobilise a range of stakeholders (teachers,

school counsellors, parents and employers).

• There is some evidence to suggest that engage-

ment with lifelong guidance can have an impact

on an individual’s short- to medium-term earn-

ings as well as to foster a more optimistic out-

look in relation to work and life.

Supporting these statements, CEDEFOP (2010) for-

mulated a number of basic principles for a lifelong

career guidance policy:

• the focus is on individuals;

• the services offered teach them to manage their

own careers;

• the services are accessible;

• the services are continuous and tailored to the

individual’s needs;

• the services, products and guidance provided

are of good quality.

With this backdrop, a number of ESL and guidance

good practice examples and principles form the basis

for the following recommendations in relation to

lifelong guidance:

Guidance related to ESL should:

• play a role in changing the very system which

produces ESL into more inclusive learning

approaches, procedures, and policies;

• focus on the individual and be tailored to the

individual’s needs: this includes his/her context

and culture; learning and work issues which are

not isolated from other life-roles;

• provide learning opportunities for individu-

als to develop their career management skills

(CMS);

• use a mix of guidance methods and approaches;

• be part of the curriculum;

• be continuous and accessible, including inno-

vative use of ICT;

• be provided by or in collaboration with trained

guidance experts/professionals;

• and be of good quality, including a focus on

advocacy and feed-back.

Much of this can be - and is already - implemented

at EU Member State level. The European Commis-

sion can support such efforts by continuing its policy

efforts through recommendations and targets, such

as the European Youth Guarantee Initiative (Borbély-

Pecze and Hutchinson, 2013). No single initiative or

policy will provide the end solution to ESL, whether

this is considered as drop-out or push-out.

21

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education/innovation-education/2698228.pdf

Plant, P. (2005). Guidance Policies: The Trojan Horse.

International Journal for Educational and Voca-

tional Guidance , Vol 5, 2005, No 2, 18–27

Smeyers, P., & Depaepe, M. (2006). On the rhetoric

of ‘what works.’ Contextualizing educational

research and the picture of performativity. In

P. Smeyers & M. Depaepe (Eds.), Educational

research: Why ‘what works’ doesn’t work. Dor-

drecht: Springer, pp. 1–16.

Spielhofer, T., Benton, T., Evans, K., Featherstone,

G., Golden, S., Nelson, J. and Smith, P. (2009).

Increasing participation: understanding young

people who do not participate in education or train-

ing at 16 or 17. London: National Foundation

for Educational Research, London. Available at:

https://www.gov.uk/government/uploads/

system/uploads/attachment_data/file/222206/

DCSF-RR072.pdf

Sweet, R. (2012) Unemployed and inactive youth: What

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Van Wijk, B., Fleur, E., Smits, E. &Vermeulen, C. (2011)

De verloren zonen (m/v). Terugkeer in het onderwijs

van voortijdig schoolverlaters [The lost sons (m/f)

Return to education by early school leavers]. ‘s-Her-

togenbosch/Utrecht: ECBO. Available at: http://

www.ecbo.nl/ECBO/downloads/publicaties/

A00641%20De%20verloren%20zonen%20mv.

pdf.

Watt, G. (1998). Supporting employability. Guides to

good practice. Dublin: Eurofound.

24

AnnexA

nnex

: ESL

goo

d pr

acti

ces

repo

rted

by

ELG

PN m

embe

rs a

nd p

artn

ers.

Case

N

o.Ti

tle

and

shor

t des

crip

tion

of g

ood

prac

tice

Feat

ures

of L

ifelo

ng G

uida

nce

System change

Individual

CMS

Mixed methods

Curriculum

Professional

Access

Continuous

Quality

1A

dult

edu

cati

on In

itia

tive

(AT)

Ther

e ar

e sp

ecifi

c m

easu

res

desi

gned

to h

elp

youn

g pe

ople

at r

isk.

The

PES

pro

vide

s m

any

offer

s fo

r adu

lts, y

oung

pe

ople

can

cat

ch o

n m

issi

ng c

ertifi

cate

s th

roug

h di

ffere

nt m

easu

res

Nac

hhol

en d

es P

flich

tsch

ulab

schl

usse

s ode

r der

M

atur

a. T

he P

ES ta

rget

s lo

w s

kille

d 15

-19

year

old

s to

hel

p th

em to

cat

ch-u

p on

thei

r com

puls

ory

scho

ol e

duca

tion

and

then

com

plet

e an

app

rent

ices

hip

at a

com

pany

.ht

tp://

erw

achs

enen

bild

ung.

at/

±x

xx

x

x

x

2A

ppre

ntic

eshi

p co

achi

ng R

ock

Your

Fut

ure

(AT)

Ther

e ar

e sp

ecifi

c m

easu

res

desi

gned

to h

elp

youn

g pe

ople

at r

isk.

The

PES

pro

vide

s m

any

offer

s fo

r adu

lts, y

oung

pe

ople

can

cat

ch o

n m

issi

ng c

ertifi

cate

s th

roug

h di

ffere

nt m

easu

res.

The

PES

targ

et lo

w s

kille

d 15

-19

year

old

s to

hel

p th

em to

cat

ch-u

p on

thei

r com

puls

ory

scho

ol e

duca

tion

and

then

com

plet

e an

app

rent

ices

hip

at a

com

pany

. The

re is

al

so a

ppre

ntic

eshi

p-co

achi

ng fo

r com

plet

ing

an a

ppre

ntic

eshi

p at

risk

.ht

tps:

//w

ww

.wko

.at/

Cont

ent.N

ode/

Rock

your

Futu

re-d

einL

ehrli

ngsc

oach

/Sta

rtse

ite--

-Leh

reFo

erde

rn-

Lehr

lings

coac

hing

.htm

l

±x

xx

x

x

x

3Yo

uth

Coac

hing

Sch

eme

(AT)

The

sche

me

can

‘coac

h’ y

oung

peo

ple

at ri

sk a

nd th

ose

with

lear

ning

diffi

culti

es a

nd d

isab

ilitie

s fo

r lon

g pe

riods

of

time.

The

re is

als

o a

poss

ibili

ty to

retu

rn to

the

coac

hing

sev

eral

tim

es.

ww

w.n

eba.

at/ju

gend

coac

hing

w

ww

.bm

bf.g

v.at

/juge

ndco

achi

ng

xx

xx

x

xx

x

4Pr

oduc

tion

sch

ools

(AT)

Ther

e ar

e ab

out 2

0 Pr

oduc

tion

scho

ols i

n AT

. Sch

ools

teac

h na

tiona

l cur

ricul

um s

ubje

cts

to 1

4-19

yea

r old

s, bu

t del

iver

th

em a

lmos

t ent

irely

thro

ugh

proj

ect-

base

d le

arni

ng. E

very

you

ng p

erso

n is

link

ed to

an

empl

oyer

and

all

stud

ents

ha

ve a

job

at th

e ag

e 14

of a

long

side

thei

r stu

dies

. The

ent

erpr

ise

assi

gnm

ents

are

fund

ed b

y lo

cal b

usin

esse

s an

d pr

ovid

e ge

nuin

e vo

catio

nal e

xper

ienc

e. P

rodu

ctio

n sc

hool

s or

igin

ate

from

DK.

x

xx

x

x

x

5Fi

t for

Tra

inin

g’ p

ilot p

roje

ct [A

usbi

ldun

gsFI

T] (A

T)Th

e ‘F

it fo

r Tra

inin

g’ p

ilot p

roje

ct A

usbi

ldun

gsFI

T is

des

igne

d to

pro

vide

you

ng p

eopl

e, a

t the

ir ow

n pa

ce, w

ith b

asic

qu

alifi

catio

ns a

nd s

ocia

l ski

lls. Y

outh

Coa

chin

g is

the

gate

kee

per t

o en

ter t

his

proj

ect.

this

mea

sure

ht

tp://

ausb

ildun

gsfit

.at/

x

xx

x

xx

x

6N

atio

nal S

trat

egy

on E

arly

Sch

ool L

eavi

ng (A

T)Si

nce

the

EU20

20 E

SL ta

rget

has

bee

n ac

hiev

ed, t

he re

cent

nat

iona

l ESL

str

ateg

y ai

ms

to ra

ise

awar

enes

s am

ong

scho

ol le

ader

s, sc

hool

boa

rds

and

resp

onsi

ble

stak

ehol

ders

and

brin

g to

geth

er d

iffer

ent i

nstit

utio

ns to

com

bat E

SL in

a

mor

e eff

ectiv

e, c

o-or

dina

ted

way

and

by

inte

r-co

nnec

ting

mea

sure

s at

div

erse

str

uctu

ral l

evel

s to

sup

port

stu

dent

s at

risk

. The

mai

n fo

cus

is o

n pr

even

tion

and

inte

rven

tion.

The

re a

re a

lso

initi

ativ

es to

tack

le a

bsen

teei

sm b

y a

new

law

, w

hich

regu

late

s th

e co

-ope

ratio

n of

pro

fess

iona

ls in

thes

e su

ppor

t sys

tem

s. w

ww

.bm

bf.g

v.at

/sch

ulab

bruc

h

x

x

xx

25

Annex

sys

ind

CMS

mix

cur

prof

acc

con

qual

7In

clus

ive

Voca

tion

al T

rain

ing

[Inte

grat

ive

Beru

fsau

sbild

ung]

(AT)

The

Inte

grat

ed V

ocat

iona

l Tra

inin

g (in

tegr

ativ

e Be

rufs

ausb

ildun

g) ta

rget

s dis

adva

ntag

ed g

roup

s with

spec

ial p

lace

men

t ha

ndic

aps:

ESL,

man

y ne

gativ

e m

arks

at t

he e

nd o

f com

puls

ory

educ

atio

n or

thos

e or

igin

atin

g fro

m a

spec

ial-n

eeds

sc

hool

. Tai

lor-

mad

e tr

aini

ng sc

hedu

les a

nd c

onte

nts m

atch

the

part

icip

ants

’ spe

cial

nee

ds. I

nteg

rate

d Vo

catio

nal T

rain

ing,

in

clud

ing

exte

nded

per

iods

of t

rain

ing,

repl

aces

the

prev

ious

pre

para

tory

app

rent

ices

hip

(Vor

lehr

e).

ww

w.w

ko.a

t/Co

nten

t.Nod

e/Se

rvic

e/Bi

ldun

g-un

d-Le

hre/

Lehr

e/Re

chts

info

rmat

ion/

t/In

tegr

ativ

e_Be

rufs

ausb

ildun

g.ht

ml

xx

xx

xx

xx

x

8Co

-ope

rati

on b

etw

een

pare

nts

and

scho

ols

(CH

)Co

-ope

ratio

n be

twee

n pa

rent

s an

d sc

hool

s w

ith th

e de

velo

pmen

t of i

nfor

mat

ion

mat

eria

l and

cou

rses

for p

aren

ts

abou

t the

Sw

iss

scho

ol s

yste

m; i

nten

sify

ing

the

cont

act b

etw

een

scho

ols

and

espe

cial

ly p

aren

ts w

ith a

mig

rant

ba

ckgr

ound

.w

ww

.ber

ufsb

erat

ung.

ch

xx

xx

xx

xx

x

9Ca

se M

anag

emen

t (CH

)Th

e Ca

se M

anag

emen

t pro

gram

me

is p

rovi

ded

by s

peci

alis

ts to

you

ng p

eopl

e at

risk

ent

erin

g vo

catio

nal e

duca

tion,

bo

th d

urin

g th

eir e

duca

tion

and

whe

n th

ey a

re a

bout

to e

nter

the

labo

ur m

arke

t. ht

tp://

ww

w.h

b.be

rufs

bild

ung.

ch

http

://w

ww

.hb.

beru

fsbi

ldun

g.ch

/dyn

/208

50.a

spx?

lang

=EN

&ac

tion=

deta

il&va

lue=

213&

lex=

0

xx

xx

xx

xx

x

10M

otiv

atio

n se

mes

ters

[Mot

ivat

ions

sem

este

r] (C

H)

The

Mot

ivat

ions

sem

este

r is

a la

bour

mar

ket p

rogr

amm

e ta

rget

ing

unem

ploy

ed y

oung

peo

ple

and

offer

s th

em a

fixe

d si

x m

onth

str

uctu

re to

allo

w th

em to

cho

ose

thei

r voc

atio

nal p

ath.

ww

w.tr

effpu

nkt-

arbe

it.ch

/arb

eits

los/

arbe

itsm

arkt

liche

_mas

snah

men

_old

_rbe

/mot

ivat

ions

sem

este

r/

x

xx

x

xx

x

11La

st C

all (

CH)

Last

Cal

l is

a pu

blic

cal

l thr

ough

pub

lic m

edia

from

the

city

and

can

ton

of Z

üric

h fo

r all

youn

g pe

ople

leav

ing

the

com

puls

ory

scho

ol w

ithou

t a c

onne

ctin

g so

lutio

n as

app

rent

ices

hip,

trai

ning

or f

urth

er e

duca

tion.

One

aft

erno

on

afte

r the

long

sum

mer

bre

ak a

fter

com

puls

ory

scho

ol, y

oung

peo

ple

have

the

poss

ibili

ty to

go

to th

e ca

reer

ser

vice

ce

ntre

s in

Zür

ich.

The

y re

ceiv

e in

form

atio

n an

d ad

vice

to g

et a

sol

utio

n fo

r fur

ther

trai

ning

or g

uida

nce.

ww

w.a

jb.z

h.ch

/inte

rnet

/bild

ungs

dire

ktio

n/aj

b/de

/akt

uell.

new

sext

ern.

-inte

rnet

-de-

aktu

ell-n

ews-

med

ienm

ittei

lung

en-

2014

-last

_cal

l.htm

l

x

x

xx

x

12Pr

epar

ator

y A

ppre

ntic

eshi

p (C

Y)

ESL

betw

een

the

ages

of 1

5 an

d 17

hav

e th

e op

port

unity

to a

tten

d a

new

type

of s

choo

l, Pr

epar

ator

y Ap

pren

tices

hip,

fo

r a y

ear,

at th

e en

d of

whi

ch th

ey a

re a

llow

ed to

take

exa

min

atio

ns a

nd re

-ent

er m

ains

trea

m s

choo

ls (s

econ

dary

or

voca

tiona

l sch

ools

).

x

xx

xx

x

13‘V

IP K

arié

ra II

– K

P’ (C

Z)Th

is n

atio

nal l

evel

pro

ject

, dev

oted

to c

aree

r gui

danc

e un

der t

he c

ondi

tions

of c

urric

ular

refo

rm, f

ocus

es o

n fo

ur a

reas

: de

velo

pmen

t of a

com

preh

ensi

ve e

lect

roni

c in

form

atio

n an

d gu

idan

ce s

yste

m; d

evel

opm

ent o

f onl

ine

trai

ning

title

d “e

-Kar

iéra

+” f

or te

ache

rs a

nd c

ouns

ello

rs fo

cusi

ng o

n im

prov

ing

qual

ity o

f cou

nsel

ling

serv

ices

; dev

elop

men

t of t

he

Cent

re fo

r Car

eer G

uida

nce

for t

he p

rovi

sion

of i

ndiv

idua

l car

eer g

uida

nce;

pro

visi

on o

f lab

our m

arke

t ana

lyse

s an

d in

form

atio

n re

late

d to

a.o

. ESL

. Act

iviti

es re

late

d to

ESL

focu

s on

pro

vidi

ng g

ood

prac

tice

exam

ples

, met

hodo

logi

es o

n pr

even

tion

and

inte

rven

tion

mea

sure

s. Th

e m

ost r

elev

ant m

easu

res

are

bein

g te

sted

and

eva

luat

ed in

sch

ools

ww

w.in

foab

solv

ent.c

z

xx

xx

xx

xx

x

26

Annexsy

sin

dCM

Sm

ixcu

rpr

ofac

cco

nqu

al

14Ro

ma

teac

hing

ass

ista

nts

(CZ)

Form

erly

Rom

a te

achi

ng a

ssis

tant

s, no

w te

achi

ng a

ssis

tant

s (o

r ped

agog

ical

ass

ista

nt) i

n ge

nera

l con

trib

ute

to th

e tr

ansi

tion

proc

ess

by h

elpi

ng d

isad

vant

aged

stu

dent

s (m

edic

ally

or s

ocia

lly, i

nclu

ding

stu

dent

s fr

om e

thni

c m

inor

ities

) to

adj

ust t

o th

e sc

hool

env

ironm

ent,

activ

ely

com

mun

icat

ing

with

stu

dent

s, th

eir f

amili

es a

nd th

e w

ider

com

mun

ity,

as w

ell a

s he

lpin

g te

ache

rs w

ith e

duca

tiona

l act

iviti

es. T

he te

achi

ng a

ssis

tant

wor

ks d

irect

ly w

ith s

tude

nts.

ww

w.a

sist

entp

edag

oga.

cz/

xx

xx

xx

xx

x

15Fe

dera

l Pro

gram

mes

Edu

cati

onal

Cha

ins

and

Coac

hing

for t

he tr

ansi

tion

to w

ork

for a

t-ri

sk y

outh

‘ [B

ildun

gske

tten

und

Ber

ufse

inst

iegs

begl

eitu

ng] (

DE)

The

Educ

atio

nal C

hain

s in

itiat

ive

aim

s to

sup

port

sm

ooth

tran

sitio

ns fr

om g

ener

al to

voc

atio

nal e

duca

tion

in th

e du

al s

yste

m a

nd to

pre

vent

dro

p-ou

ts in

bot

h sy

stem

s. It

supp

orts

you

ng p

eopl

e to

pre

pare

for t

heir

gene

ral s

choo

l ce

rtifi

cate

and

thei

r voc

atio

nal e

duca

tion

by m

akin

g us

e of

exi

stin

g pr

ogra

mm

es, t

hat h

ave

prov

ed to

be

succ

essf

ul,

and

conn

ectin

g th

em li

ke li

nks

in a

cha

in in

ord

er to

ens

ure

tran

spar

ency

and

effi

cien

cy. P

upils

in g

rade

s se

ven

or

eigh

t par

ticip

ate

in a

n an

alys

is o

f the

ir po

tent

ial,

inte

rest

s an

d as

pira

tions

to id

entif

y pu

pils

whi

ch m

ay fa

ce tr

ansi

tion

prob

lem

s. Th

ese

pupi

ls re

ceiv

e vo

catio

nal i

nfor

mat

ion

and

guid

ance

and

coa

chin

g th

roug

hout

the

tran

sitio

n pr

oces

s an

d be

yond

.w

ww

.bild

ungs

kett

en.d

e/

xx

xx

±x

xx

x

16Pa

rtne

rshi

p fo

r com

pete

nt c

aree

r ori

enta

tion

for a

nd w

ith

youn

g pe

ople

[Ber

ufsw

egep

lanu

ng is

t Leb

ensp

lanu

ng -

Part

ners

chaf

t für

ein

e ko

mpe

tent

e Be

rufs

orie

ntie

rung

von

und

mit

Juge

ndlic

hen]

(DE)

In th

is c

omm

on s

tate

men

t (20

08),

the

part

ners

of t

he N

atio

nal P

act f

or V

ocat

iona

l Edu

catio

n an

d Yo

ung

Prof

essi

onal

s in

Ger

man

y (N

atio

nale

r Pak

t für

Aus

bild

ung

und

Fach

kräf

tena

chw

uchs

in D

euts

chla

nd),

i.e. t

he F

eder

al G

over

nmen

t an

d th

e ce

ntra

l tra

de a

nd in

dust

rial a

ssoc

iatio

ns to

geth

er w

ith th

e St

andi

ng C

onfe

renc

e of

the

Min

iste

rs o

f Edu

catio

n an

d Cu

lture

of t

he L

aend

er a

nd th

e M

inis

ters

of E

cono

mic

Affa

irs o

f the

Lae

nder

, com

mitt

ed th

emse

lves

to s

uppo

rt

youn

g pe

ople

in th

eir c

aree

r cho

ice

proc

ess.

ww

w.z

dh.d

e/fil

eadm

in/u

ser_

uplo

ad/t

hem

en/B

ildun

g/Au

sbild

ungs

pakt

/Ber

ufsw

egep

lanu

ng%

20Er

klae

rung

.pdf

xx

xx

xx

xx

x

17A

ctio

n Fr

amew

ork

to re

duce

the

num

ber o

f stu

dent

s le

avin

g sc

hool

wit

hout

a fi

rst g

ener

al e

duca

tion

qu

alifi

cati

on, t

o se

cure

tran

siti

on fr

om th

e lo

wer

sec

onda

ry s

choo

l to

the

next

edu

cati

onal

leve

l or t

o vo

cati

onal

edu

cati

on a

nd tr

aini

ng in

the

dual

sys

tem

and

to lo

wer

the

num

ber o

f tra

inee

dro

p-ou

ts

[Han

dlun

gsra

hmen

zur

Red

uzie

rung

der

Zah

l der

Sch

üler

inne

n un

d Sc

hüle

r ohn

e Sc

hula

bsch

luss

, Sic

heru

ng

der A

nsch

lüss

e, V

erri

nger

ung

der Z

ahl d

er A

usbi

ldun

gsab

brec

her]

(DE)

This

offi

cial

reso

lutio

n of

the

Stan

ding

Con

fere

nce

of th

e M

inis

ters

of E

duca

tion

and

Cultu

re o

f the

Lae

nder

pro

vide

s a

conc

eptu

al fr

amew

ork

to re

duce

ESL

. It r

ecom

men

ds a

rang

e of

mea

sure

s an

d sy

stem

ic d

evel

opm

ents

, e.g

. in

divi

dual

ised

sup

port

for y

outh

at-

risk,

wid

enin

g an

d in

tens

ifyin

g ac

tiviti

es o

f voc

atio

nal e

duca

tion

and

orie

ntat

ion

incl

udin

g st

rong

er c

o-op

erat

ion

with

em

ploy

ers

and

the

econ

omy

and

stro

nger

co-

oper

atio

n an

d co

-ord

inat

ion

with

al

l act

ors

invo

lved

. Thi

s 20

07 re

com

men

datio

n is

stil

l val

id; h

owev

er th

e fo

llow

ing

reso

lutio

n “S

uppo

rt s

trat

egy

for

poor

er p

erfo

rmin

g st

uden

ts” [

Förd

erst

rate

gie

für l

eist

ungs

schw

äche

re S

chül

erin

nen

und

Schü

ler]

from

201

0 al

so h

as

very

sim

ilar c

onte

nts.

ww

w.k

mk.

org/

filea

dmin

/ver

oeffe

ntlic

hung

en_b

esch

lues

se/2

007/

2007

_10_

18-H

andl

ungs

rahm

en-S

chul

abbr

eche

r_01

.pdf

xx

xx

x±

xx

x

27

Annex

sys

ind

CMS

mix

cur

prof

acc

con

qual

18Su

ppor

t str

ateg

y fo

r poo

rer p

erfo

rmin

g st

uden

ts[F

örde

rstr

ateg

ie fü

r lei

stun

gssc

hwäc

here

Sch

üler

inne

n un

d Sc

hüle

r] (D

E)Th

is o

ffici

al re

solu

tion

of th

e St

andi

ng C

onfe

renc

e of

the

Min

iste

rs o

f Edu

catio

n an

d Cu

lture

of t

he L

aend

er fr

om 2

010

expa

nds

the

earli

er c

once

ptio

nal f

ram

ewor

k to

redu

ce E

SL. I

t rec

omm

ends

that

the

Laen

der r

econ

side

r and

dev

elop

th

eir s

trat

egie

s an

d m

easu

res

furt

her.

The

reso

lutio

n na

mes

a c

oupl

e of

gui

delin

es a

nd s

trat

egie

s e.

g. s

tren

gthe

ning

co

-ope

ratio

n th

roug

h lo

cal n

etw

orks

, pro

fess

iona

lisin

g vo

catio

nal o

rient

atio

n an

d tr

ansi

tion

man

agem

ent,

qual

ity

deve

lopm

ent a

nd e

valu

atio

n of

resu

lts.

ww

w.k

mk.

org/

filea

dmin

/ver

oeffe

ntlic

hung

en_b

esch

lues

se/2

010/

2010

_03_

04-F

oerd

erst

rate

gie-

Leis

tung

ssch

wae

cher

e.pd

f

xx

xx

±x

xx

x

19Pr

oduc

tive

Lea

rnin

g (D

E)Pr

oduc

tive

Lear

ning

is a

n al

tern

ativ

e co

urse

of s

choo

ling

for t

he la

st tw

o ye

ars

of lo

wer

sec

onda

ry e

duca

tion

whi

ch

invo

lves

the

indi

vidu

alis

atio

n of

lear

ning

pro

cess

es, l

earn

ing

in s

ocia

lly re

leva

nt re

al-li

fe s

ituat

ions

, and

con

nect

ing

prac

tical

exp

erie

nces

with

lear

ning

at s

choo

l (3

days

a w

eek

wor

king

and

lear

ning

in “r

eal s

ituat

ions

of e

very

day

life”

in

com

pani

es o

r ins

titut

ions

, the

oth

er 2

day

s of

the

wee

k le

arni

ng in

a s

tudy

wor

ksho

p at

sch

ool).

Thr

ough

out t

he 2

yea

r co

urse

stu

dent

s le

arn

and

wor

k at

6 d

iffer

ent o

ccup

atio

nal p

ract

ice

plac

es. A

num

ber o

f Ger

man

Lae

nder

pro

vide

suc

h pr

ogra

mm

es, p

artic

ular

ly in

the

east

of G

erm

any.

ww

w.ip

le.d

e/

x

xx

xx

xx

x

20Fe

dera

l ESF

-Pro

gram

mes

:- “

Stre

ngth

enin

g Yo

uth

– sc

hool

trua

nt´s

sec

ond

chan

ce” [

Juge

nd S

tärk

en: S

chul

verw

eige

rung

- D

ie z

wei

te C

hanc

e]

- “St

reng

then

ing

Yout

h in

Qua

rter

s” [J

ugen

d St

ärke

n im

Qua

rtie

r] b

oth

by th

e Fe

dera

l Min

istr

y of

Fam

ily A

ffairs

, Sen

ior

Citiz

ens,

Wom

en a

nd Y

outh

(DE)

The

prog

ram

me

“Str

engt

heni

ng Y

outh

– tr

uant

´s s

econ

d ch

ance

” ran

from

200

8 to

201

4 w

ith th

e ai

m to

lead

you

ng

peop

le a

t-ris

k ba

ck in

to th

e sc

hool

sys

tem

. You

ng p

eopl

e re

ceiv

ed a

ser

ies

of in

divi

dual

ised

sup

port

mea

sure

s in

va

rious

fiel

ds o

f life

as

wel

l as

long

-ter

m c

oach

ing

follo

win

g a

case

-man

agem

ent a

ppro

ach.

In c

ontin

uatio

n th

e pr

ogra

mm

e “S

tren

gthe

ning

You

th in

Qua

rter

s” ru

ns fr

om 2

015

to 2

018.

It w

ill h

elp

yout

h at

-ris

k an

d ea

rly s

choo

l le

aver

s in

dep

rived

qua

rter

s an

d re

gion

s.w

ww

.juge

nd-s

taer

ken.

de/s

chul

verw

eige

rung

-die

-zw

eite

-cha

nce.

htm

l w

ww

.juge

nd-s

taer

ken.

de/2

32.h

tml

21Th

e na

tion

al n

etw

ork

of P

rodu

ctio

n Sc

hool

s (D

K)

Prod

uctio

n Sc

hool

s pr

ovid

e a

mor

e pr

actic

al a

nd h

olis

tic e

duca

tiona

l app

roac

h ai

med

at h

elpi

ng y

oung

peo

ple

not-

yet-

read

y fo

r edu

catio

n. A

t Pro

duct

ion

Scho

ol y

oung

peo

ple

rece

ive

prac

tical

, the

oret

ical

, per

sona

l and

soc

ial s

uppo

rt

for t

he n

ext s

tep

of e

duca

tion,

whi

ch ty

pica

l will

be

a vo

catio

nal e

duca

tiona

l pro

gram

me

(VET

).w

ww

.ug.

dk/u

ddan

nels

er/a

ndre

ungd

omsu

ddan

nels

er/p

rodu

ktio

nssk

oler

xx

xx

x

xx

x

22Sk

illed

for t

he F

utur

e: B

ette

r and

mor

e at

trac

tive

voc

atio

nal e

duca

tion

and

trai

ning

pro

gram

mes

(DK

)So

me

aim

s w

ith th

is in

itiat

ive/

refo

rm o

f the

VET

edu

catio

n as

of 2

015

are

to h

ave

a la

rger

num

ber o

f you

ng p

eopl

e ta

king

a V

ET-p

ath

inst

ead

of th

e ‘a

utom

atic

al a

cade

mic

pat

h an

d in

ord

er to

hav

e m

ore

youn

gste

rs a

nd a

dults

to

com

plet

e a

VET

educ

atio

n. T

he V

ET p

rogr

am is

bas

ical

ly a

com

bina

tion

of th

eore

tical

and

pra

ctic

al le

arni

ng a

nd a

co

mbi

natio

n of

sch

ool b

ased

lear

ning

and

pra

ctic

al tr

aini

ng in

a c

ompa

ny. G

uida

nce

is c

hang

ing

as p

art o

f thi

s re

form

.w

ww

.uvm

.dk/

~/m

edia

/UVM

/File

r/En

glis

h/PD

F/14

0708

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Impr

ovin

g%20

Voca

tiona

l%20

Educ

atio

n%20

and%

20Tr

aini

ng.a

shx?

smar

turl4

04=t

rue

xx

x

xx

xx

x

28

Annex

sys

ind

CMS

mix

cur

prof

acc

con

qual

23Ba

ck-o

n tr

ack-

Inte

rven

tion

(DK

)A

n ES

L w

ho h

as n

otat

tain

ed a

n up

per s

econ

dary

qua

lifica

tion,

mus

t be

imm

edia

tely

not

ified

by

the

scho

ol to

the

Yout

h G

uida

nce

Cent

re. T

he C

entr

e m

ust c

onta

ct th

e ES

L w

ithin

five

day

s, ar

rang

e a

mee

ting

to a

sses

s th

e ne

cess

ary

educ

atio

nal,

pers

onal

and

soc

ial s

kills

, for

mul

ate

an in

divi

dual

act

ion

plan

invo

lvin

g w

ork,

edu

catio

n an

d tr

aini

ng to

as

sist

inre

-eng

agem

ent w

ith e

duca

tion

and

trai

ning

. The

se p

lans

mus

t be

prep

ared

and

agr

eed

to w

ithin

30

days

. The

Ce

ntre

s w

ork

clos

ely

with

age

ncie

s su

ch a

s he

alth

, wel

fare

, hou

sing

and

juve

nile

just

ice.

ww

w.re

tsin

form

atio

n.dk

/For

ms/

R071

0.as

px?i

d=16

4131

se

e §1

0 an

d in

gen

eral

pag

e 7

of h

ttp:

//uf

m.d

k/en

/pub

licat

ions

/201

2/fil

es-2

012/

guid

ance

_in_

educ

atio

n_20

12.p

df

xx

xx

x

x

x

24Ed

ucat

ion

and

Job

[Udd

anne

lse

og jo

b] (D

K)

As

part

of t

he re

form

of t

he c

ompu

lsor

y sc

hool

(Fol

kesk

olen

), th

ere

is fo

cus

on im

prov

ing

pupi

ls’ k

now

ledg

e of

yo

uth

educ

atio

n pr

ogra

ms

and

of w

ork/

wor

king

life

in o

rder

to h

ave

them

mak

e “c

leve

r” e

duca

tiona

l cho

ices

aft

er

com

puls

ory

scho

ol. A

s an

inte

grat

ed p

art o

f cur

ricul

um, s

choo

ls in

co-

oper

atio

n w

ith Y

outh

Gui

danc

e Ce

ntre

s m

ust

deve

lop

new

pra

ctic

es in

the

subj

ect E

duca

tion

and

Job,

whi

ch c

an in

clud

e co

-ope

ratio

n w

ith V

ET s

choo

ls, c

ompa

nies

an

d ot

her r

elev

ant e

xter

nal i

nstit

utio

ns a

nd o

rgan

izat

ions

http

://ffm

.em

u.dk

/maa

l-str

uktu

r/ob

ligat

oris

ke-e

mne

r/ud

dann

else

-og-

job

xx

xx

xx

xx

x

25Th

e ne

w B

asic

Sch

ools

and

Upp

er S

econ

dary

Sch

ools

Act

, whi

ch e

nter

ed in

to fo

rce

in 2

010

(EE)

Mos

t mea

sure

s ai

med

at r

educ

ing

ESL

are

appl

ied

at th

e le

vel o

f bas

ic e

duca

tion

(from

1st

yea

r to

9th

year

), w

hich

co

nstit

utes

the

min

imum

com

puls

ory

educ

atio

n. T

he n

ew B

asic

Sch

ools

and

Upp

er S

econ

dary

Sch

ools

Act

, whi

ch

ente

red

into

forc

e in

201

0, b

roug

ht a

bout

sig

nific

ant c

hang

es a

nd s

peci

ficat

ions

in th

e le

gal f

ram

ewor

k un

derly

ing

the

mea

sure

s fo

r red

ucin

g ea

rly s

choo

l lea

ving

.

26Pr

ovid

ing

stud

ents

wit

h in

divi

dual

sup

port

(EE)

A s

peci

al e

duca

tiona

l nee

ds c

o-or

dina

tor s

uppo

rt te

ache

rs, i

nstr

ucts

them

in id

entif

ying

spe

cial

edu

catio

nal n

eeds

, an

d m

akes

pro

posa

ls to

the

teac

hers

, par

ents

and

hea

dof t

he s

choo

l reg

ardi

ng fu

rthe

r edu

catio

nal w

ork.

Co-

oper

ates

w

ith te

ache

rs a

nd s

uppo

rt s

peci

alis

ts (t

hrou

gh ‘in

-sch

ool s

tude

nt a

ssis

tanc

e ro

undt

able

s’) E

.g. t

he s

ervi

ces

of a

su

ppor

t spe

cial

ist,

an in

divi

dual

cur

ricul

um, l

ong

day

grou

p or

boa

rdin

g sc

hool

faci

lity,

rem

edia

l ins

truc

tion

grou

p se

rvic

e, tr

ansf

errin

g to

a c

lass

with

max

. 12

stud

ents

.

27A

lter

nati

ve o

ptio

ns fo

r acq

uiri

ng e

duca

tion

(EE)

For s

tude

nts

who

requ

ire c

onst

ant s

uper

visi

on o

r ass

ista

nce

at s

choo

l due

to th

eir h

ealth

sta

tus,

one-

to-o

ne te

achi

ng

, hom

e sc

hool

ing

or in

-hos

pita

l sch

oolin

g ca

n be

app

lied.

Add

ition

al s

tudi

es (d

urat

ion

one

year

, 105

0 le

sson

s) m

ay

be o

rgan

ised

in a

bas

ic s

choo

l for

stu

dent

s w

ho h

ave

grad

uate

d fr

om b

asic

sch

ool u

nder

the

sim

plifi

ed n

atio

nal

curr

icul

um fo

r bas

ic s

choo

ls in

ord

er to

pro

vide

add

ition

al p

repa

ratio

n an

d su

ppor

t for

the

smoo

th c

ontin

uatio

n of

st

udie

s or

ent

ry in

to th

e la

bour

mar

ket.

28Se

cond

cha

nce

(EE)

For s

tude

nts

over

17

year

s ol

d. A

vaila

ble

for p

rimar

y an

d se

cond

ary

scho

ol le

vel.

It is

pos

sibl

e to

stu

dy a

t voc

atio

nal

educ

atio

n pr

ogra

ms

that

do

not r

equi

re b

asic

edu

catio

n. S

uch

prog

ram

s ar

e lim

ited

in s

tudy

fiel

ds a

nd n

umbe

rs;

Adul

ts o

ver 2

1 ye

ars

can

ente

r voc

atio

nal e

duca

tion

thro

ugh

Reco

gniti

on o

f Prio

r and

Exp

erie

ntia

l Lea

rnin

g (R

PEL)

. Se

cond

cha

nce

can

be a

t sch

ool i

n th

e ev

enin

g or

dis

tanc

e le

arni

ng d

epar

tmen

t of a

n or

dina

ry s

choo

l.

29In

tera

ctiv

e in

tern

et g

uida

nce

port

al (E

L)Th

e po

rtal

, ope

ratio

nal s

ince

201

2, is

an

inte

ract

ive

plat

form

of s

ever

al to

ols

that

sup

port

the

self-

awar

enes

s, po

sitiv

e se

lf -p

erce

ptio

n an

d ca

reer

man

agem

ent s

kills

of a

dole

scen

ts. I

t inc

lude

s th

emat

ic c

atal

ogue

s on

the

educ

atio

nal

syst

ems,

lear

ning

- tr

aini

ng o

ppor

tuni

ties

in E

L an

d in

Eur

ope,

EU

pro

gram

s, in

itiat

ives

and

tool

s fo

r you

th a

nd

mob

ility

. It a

lso

give

s th

e op

port

unity

to th

e vi

sito

r to

mak

e an

app

oint

men

t at t

he C

aree

r Gui

danc

e an

d Co

unse

lling

Ce

ntre

s of

the

Min

istr

y of

Edu

catio

n an

d in

the

futu

re it

will

pro

vide

e-c

ouns

ellin

g se

rvic

es.

ww

w.e

oppe

p.gr

/tee

ns

x

xx

x

xx

x

29

Annexsy

sin

dCM

Sm

ixcu

rpr

ofac

cco

nqu

al

30PL

OIG

OS

Nat

iona

l dat

abas

e on

lear

ning

opp

ortu

niti

es (E

L)Th

is o

ffici

al E

L na

tiona

l dat

abas

e on

lear

ning

opp

ortu

nitie

s is

con

nect

ed to

the

Euro

pean

Por

tal o

n Le

arni

ng

Opp

ortu

nitie

s an

d Q

ualifi

catio

ns. I

t pro

vide

s va

lid in

form

atio

n to

a b

road

targ

et g

roup

abo

ut le

arni

ng a

nd tr

aini

ng

oppo

rtun

ities

thro

ugho

ut E

L an

d Eu

rope

on

all e

duca

tiona

l lev

els.

It pr

omot

es th

e m

obili

ty o

f Eur

opea

n ci

tizen

s an

d off

ers

equa

l acc

ess

to e

duca

tiona

l opp

ortu

nitie

s. Th

e in

form

atio

n w

ill h

elp

stud

ents

to e

xplo

re le

arni

ng p

athw

ays,

trai

ning

opp

ortu

nitie

s ac

cord

ing

to th

eir p

refe

renc

es a

nd p

erso

nal n

eeds

.ht

tp://

ploi

gos.e

oppe

p.gr

/eke

p/ex

tern

al/in

dex.

htm

l

xx

x

x

x

31O

rgan

ic L

aw fo

r the

Impr

ovem

ent o

f Qua

lity

of E

duca

tion

, LO

MCE

, 8/2

013,

9 D

ecem

ber (

ES)

A m

ore

com

preh

ensi

ve s

et o

f ESL

mea

sure

s an

d in

itiat

ives

und

er th

e fr

amew

ork

of th

e ne

w e

duca

tion

law

incl

udes

: ea

rly d

etec

tion

of le

arni

ng d

ifficu

lties

, spe

cific

impr

ovem

ent p

rogr

amm

es ta

ilore

d to

eac

h st

uden

t or g

roup

of

stud

ents

, edu

catio

nal c

ompe

nsat

ion

mea

sure

s, es

peci

ally

for y

oung

peo

ple

at ri

sk o

f soc

ial e

xclu

sion

, alte

rnat

ive

lear

ning

pat

hway

s st

artin

g at

the

age

of 1

5, a

new

Bas

ic V

ET p

rogr

amm

e fo

r you

ngst

ers

pref

errin

g w

ork-

base

d or

ient

ed le

arni

ng.

Law

ww

w.b

oe.e

s/bu

scar

/pdf

/201

3/BO

E-A

-201

3-12

886-

cons

olid

ado.

pdf

Port

al o

n G

uida

nce

and

VET

http

://to

dofp

.es/

todo

fp/s

obre

-fp/in

form

acio

n-ge

nera

l.htm

lht

tp://

todo

fp.e

s/to

dofp

/sob

re-fp

/info

rmac

ion-

gene

ral/s

iste

ma-

educ

ativ

o-fp

.htm

l ht

tp://

todo

fp.e

s/to

dofp

/que

-com

o-y-

dond

e-es

tudi

ar/q

ue-e

stud

iar/

nuev

os-t

itulo

s/fp

-bas

ica.

htm

l

xx

xx

xx

xx

x

3220

13-2

016

Stra

tegy

for E

ntre

pren

eurs

hip

and

Yout

h Em

ploy

men

t (ES

)Th

e 20

13-2

016

Stra

tegy

for E

ntre

pren

eurs

hip

and

Yout

h Em

ploy

men

t has

bee

n ad

apte

d by

the

Span

ish

Gov

ernm

ent

by e

nact

ing

two

natio

nal r

ules

: the

Roy

al D

ecre

e-La

w 4

/201

3, 2

2 Fe

brua

ry 2

013,

on

mea

sure

s to

sup

port

en

trep

rene

ursh

ip a

nd to

stim

ulat

e gr

owth

and

job

crea

tion,

and

the

Law

14/

2013

, 27

Sept

embe

r 201

3, to

sup

port

en

trep

rene

urs

and

thei

r int

erna

tiona

lisat

ion.

ww

w.s

epe.

es/c

onte

nido

s/au

tono

mos

/inde

x.ht

ml

xx

xx

x

xx

x

33Th

e Ca

reer

Sta

rt P

rogr

amm

e [A

mm

attis

tart

ti] (F

I)A

mm

attis

tart

ti, a

imed

at E

SL, a

llow

s yo

ung

peop

le to

try

out d

iffer

ent v

ocat

iona

l cou

rses

, vis

it w

ork

and

trai

ning

pl

aces

, acc

ess

prof

essi

onal

car

eer g

uida

nce

and

othe

r sup

port

opt

ions

in o

rder

to e

xplo

re d

iffer

ent c

aree

r and

job

oppo

rtun

ities

bef

ore

sele

ctin

g th

eir s

tudy

or e

mpl

oym

ent r

oute

. As

of 1

.8.2

015

it w

ill p

rovi

d tw

o di

ffere

nt p

repa

rato

ry

educ

atio

n op

tions

: i. P

repa

rato

ry e

duca

tion

for V

ET; i

i. Pr

epar

ator

y ed

ucat

ion

prep

arin

g fo

r wor

k an

d a

self-

cont

aine

d lif

e - t

arge

ted

to s

peci

al n

eeds

stu

dent

s.ht

tps:

//op

into

polk

u.fi/

wp/

fi/am

mat

illin

en-k

oulu

tus/

mik

a-on

-am

mat

tista

rtti/

xx

xx

xx

xx

x

34O

utre

ach

yout

h w

ork

[Ets

ivä

nuor

isot

yö] (

FI)

(Gro

ups

of) m

unic

ipal

ities

hav

e th

e op

port

unity

to re

crui

t you

th o

utre

ach

wor

kers

, who

con

tact

and

follo

w u

p ES

L be

fore

they

obt

ain

an u

pper

sec

onda

ry le

vel q

ualifi

catio

n an

d ar

e at

a h

igh

risk

of b

ecom

ing

NEE

T. O

utre

ach

yout

h w

ork

aim

s to

hel

p, s

uppo

rt a

nd re

fer N

EET

to th

e se

rvic

es th

at a

re ri

ght f

or th

em. B

oth

the

Finn

ish

Yout

h Ac

t, si

nce

2011

, and

the

Yout

h G

uara

ntee

will

mak

e th

ese

activ

ities

ava

ilabl

e ac

ross

the

coun

try.

ww

w.n

uoris

otak

uu.fi

/en/

yout

h_gu

aran

tee/

othe

r_se

rvic

es/o

utre

ach_

yout

h_w

ork

xx

xx

x

xx

x

35Yo

uth

Wor

ksho

ps (F

I)Bo

th th

e ‘Y

outh

Wor

ksho

ps’ a

nd th

e ‘O

utre

ach

Yout

h W

ork’

are

pro

gram

mes

that

incl

ude

educ

atio

n an

d ca

reer

gu

idan

ce. T

he Y

outh

Wor

ksho

p ar

e a

phys

ical

env

ironm

ent a

nd a

mul

ti-pr

ofes

sion

al g

uida

nce

met

hod

and

are

not

part

of t

he o

ffici

al e

duca

tion

syst

em; w

ork-

base

d tr

aini

ng a

nd e

very

day

life

skill

s ar

e pr

ovid

ed in

thes

e w

orks

hops

in a

le

arni

ng-b

y-do

ing

met

hodo

logy

. w

ww

.min

edu.

fi/O

PM/N

uoris

o/nu

oris

otyo

en_k

ohte

et_j

a_ra

hoitu

s/ty

oepa

jat/

?lan

g=en

xx

xx

x

xx

x

30

Annexsy

sin

dCM

Sm

ixcu

rpr

ofac

cco

nqu

al

36Co

unse

lling

Cen

tre

acti

viti

es a

s a

key

part

of y

outh

gua

rant

ee a

nd li

felo

ng g

uida

nce

acti

viti

es [O

hjaa

mo]

(FI)

- A lo

w-t

hres

hold

ser

vice

poi

nt; M

ultid

isci

plin

ary

or m

ulti-

sect

oral

gui

danc

e an

d su

ppor

t for

you

ng p

eopl

e, g

uida

nce

to o

ther

sup

port

ser

vice

s, be

ing

ther

e fo

r the

m;

- Sho

rt-t

erm

goa

l: to

take

the

educ

atio

n / v

ocat

iona

l com

pete

nce

path

; - L

ong-

term

goa

l: to

obt

ain

voca

tiona

l tra

inin

g an

d em

ploy

men

t; D

iffer

s fr

om th

e se

rvic

es o

f Lab

our F

orce

Ser

vice

Ce

ntre

s in

that

the

cust

omer

doe

s no

t hav

e to

be

long

-ter

m u

nem

ploy

ed.

xx

xx

x

±

±

37O

rien

tati

on a

nd p

rogr

amm

ing

Law

for t

he o

verh

aul o

f the

Sch

ool o

f the

Rep

ublic

No.

201

3-59

5 of

8 Ju

ly, 2

013

and

The

Act

of 5

Mar

ch 2

014

on v

ocat

iona

l tra

inin

g, e

mpl

oym

ent a

nd s

ocia

l dem

ocra

cy (F

R)Fr

ance

is re

solu

tely

com

mitt

ed to

pre

pare

eac

h st

uden

t to

bett

er m

anag

e tr

ansi

tions

by

laun

chin

g se

vera

l mea

sure

s un

der t

he tw

o ne

w la

ws:

Loi d

’ orie

ntat

ion

et d

e pr

ogra

mm

atio

n po

ur la

refo

ndat

ion

de l’é

cole

de

la R

épub

lique

and

la Lo

i du

5 m

ars 2

014

rela

tive

à la

form

atio

n pr

ofes

sionn

elle

, à l’e

mpl

oi e

t à la

dém

ocra

tie so

cial

e. T

wo

mea

sure

s in

part

icul

ar a

im

at p

reve

ntin

g ES

L: th

e im

plem

enta

tion

of “i

ndiv

idua

l rou

te o

f inf

orm

atio

n an

d gu

idan

ce a

nd d

isco

very

of e

cono

mic

an

d pr

ofes

sion

al w

orld

” (PI

IOD

MEP

) and

pilo

ting

the

expe

rimen

t cal

led

”Las

t wor

d to

the

fam

ily”. I

n ad

ditio

n to

thes

e le

gisl

ativ

e m

easu

res,

a st

udy

is u

nder

way

on

the

prof

essi

on o

f per

sona

l gui

danc

e, w

hich

is c

ore

in th

is st

rate

gy.

On

the

law

of 8

July

201

3: w

ww

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ce.g

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3-th

e-ke

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tml

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iorit

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201

4: w

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e in

divi

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rout

e of

info

rmat

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gui

danc

e an

d di

scov

ery

of e

cono

mic

and

pro

fess

iona

l wor

ld [L

e pa

rcou

rs

indi

vidu

el d

’info

rmat

ion

et d

’orie

ntat

ion

et d

e dé

couv

erte

du

mon

de é

cono

miq

ue e

t pro

fess

ionn

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u m

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PI

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] (FR

)Th

e PI

IOD

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is a

trac

k fr

om th

e fir

st c

lass

of t

he lo

wer

sec

onda

ry s

choo

l to

the

last

cla

ss o

f the

upp

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econ

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sc

hool

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ch a

ims

to d

evel

op c

aree

r man

agem

ent s

kills

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w in

itiat

ive

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entr

epre

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trac

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ilote

d du

ring

the

2014

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5 te

rm, w

ill b

e ex

tend

ed in

Sep

tem

ber 2

015/

2016

, aft

er ta

king

into

acc

ount

the

mos

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evan

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and

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ack

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mal

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rent

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R)Th

e To

olki

t for

the

pare

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is to

faci

litat

e th

e di

alog

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aren

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p th

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nder

stan

d th

e ch

alle

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he

educ

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thei

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offe

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duca

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ms

a se

t of t

ools

for o

rgan

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ree

key

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6-7

yea

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pils

lear

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11-

12 y

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acco

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eir a

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for 1

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yea

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par

ents

abo

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e op

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aila

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eir c

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sys

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on

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two

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o in

crea

se th

e pa

rtic

ipat

ion

of p

aren

ts in

sup

port

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thei

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e fa

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[Der

nier

mot

don

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la fa

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R)Th

e Ac

t of 8

July

, 201

3 pr

ovid

es in

Art

icle

48

an e

xper

imen

t of g

ivin

g th

e ch

oice

of t

he o

ptio

n at

the

end

of th

e 3r

d cl

ass

to th

e fa

mily

. Thi

s ex

perim

ent i

s ta

king

pla

ce in

13

acad

emie

s fo

r a p

erio

d of

3 y

ears

. It b

egan

in S

epte

mbe

r 20

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Thi

s co

ntrib

utes

to b

ette

r pre

pare

d ch

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stud

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31

Annexsy

sin

dCM

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ixcu

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rtne

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p ba

sed

appr

oach

to p

reve

ntio

n/ e

arly

inte

rven

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act

ivit

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(HR)

The

low

est r

ate

of e

arly

sch

ool l

eave

rs in

the

EU is

the

resu

lt of

a s

yste

mat

ic p

artn

ersh

ip-b

ased

app

roac

h to

ear

ly

inte

rven

tion

activ

ities

on

natio

nal,

regi

onal

and

loca

l lev

els.

A k

ey fe

atur

e is

the

clie

nt-o

rient

ed a

ppro

ach

aim

ing

at p

rovi

ding

tailo

r-m

ade

serv

ices

for p

upils

at r

isk

(ESL

, pup

ils w

ith h

ealth

and

soc

ial p

robl

ems,

lear

ning

diffi

culti

es,

beha

viou

ral d

isor

ders

, etc

.). E

duca

tiona

l, ps

ycho

logi

cal,

med

ical

and

soc

ial a

spec

ts a

re a

sses

sed

for t

hese

targ

et

grou

ps w

hich

are

mos

t in

need

of c

ompr

ehen

sive

voc

atio

nal a

nd c

aree

r gui

danc

e se

rvic

es.

42CI

SOK

Life

long

gui

danc

e ce

ntre

s (H

R)Si

nce

2013

/14

som

e 22

CIS

OKs

hav

e be

en e

stab

lishe

d: th

ey a

re b

ased

on

part

ners

hips

of s

choo

ls, P

ES, N

GO

s, em

ploy

ers,

univ

ersi

ties,

adul

t edu

catio

n in

stitu

tions

. CIS

OKs

pro

vide

sup

port

to s

choo

ls b

y off

erin

g or

gani

sed

activ

ities

, gui

danc

e se

rvic

es to

stu

dent

s (o

utsi

de s

choo

l or w

eb p

orta

l) as

wel

l as

trai

ning

for s

choo

l cou

nsel

lors

. CI

SOKs

pla

y an

impo

rtan

t rol

e in

trac

king

NEE

Ts. P

art o

f the

sys

tem

is o

n-lin

e Su

rvey

on

Voca

tiona

l Int

entio

ns o

f Pr

imar

y an

d Se

cond

ary

Scho

ol P

upils

. w

ww

.cis

ok.h

r

xx

xx

xx

xx

x

43Br

idgi

ng p

rogr

amm

es’ H

ÍD I.

and

HÍD

II (H

U)

The

so c

alle

d ‘b

ridgi

ng p

rogr

amm

es’ u

nder

the

new

Voc

atio

nal E

duca

tion

Act,

targ

et st

uden

ts w

ho d

id n

ot m

ake

the

tran

sitio

n be

twee

n pr

imar

y an

d se

cond

ary

educ

atio

n. In

Brid

ge I.

(HÍD

I.) 1

4-16

yea

r old

s who

com

plet

ed e

lem

enta

ry

scho

ol b

ut w

ere

not a

ccep

ted

to a

ny se

cond

ary

scho

ol a

re tr

aine

d in

smal

l gro

ups (

8-10

stud

ents

per

gro

up) f

or o

ne y

ear i

n or

der t

o en

hanc

e th

eir c

ore

com

pete

nces

that

are

nee

ded

to c

ontin

ue e

duca

tion.

In B

ridge

II. (

HÍD

II.)

ESL

of a

t lea

st 1

5 ye

ars

old

who

did

not

com

plet

e pr

imar

y sc

hool

are

pre

pare

d fo

r voc

atio

nal t

rain

ing.

The

10-

mon

ths-

prog

ram

aim

s to

enab

le th

e st

uden

ts to

enr

ol fo

r the

firs

t yea

r of V

ET. T

he 2

0-m

onth

s-ve

rsio

n pu

ts e

mph

asis

on m

otiv

atin

g th

e ne

ed to

stud

y an

d en

ds

with

an

exam

that

if p

asse

d su

cces

sful

ly w

ill g

ive

the

stud

ent a

cer

tifica

te o

f par

tial v

ocat

iona

l qua

lifica

tion.

ww

w.m

szoe

.hu/

inde

x.ph

p?ol

dal=

alap

.php

&id

=120

x

x

x

44Ed

ucat

ion

now

(IS)

This

pilo

t pro

ject

sup

port

s ES

L w

ho w

ant t

o go

bac

k to

sch

ool.

The

proj

ect c

onsi

sts

of a

co-

oper

atio

n be

twee

n th

e M

inis

try

of E

duca

tion,

Rey

kjav

ík c

ity, s

ocia

l par

tner

s an

d ed

ucat

iona

l cen

tres

who

all

have

the

sam

e go

al: t

o pr

ovid

e gu

idan

ce a

nd s

uppo

rt to

edu

catio

n in

the

Brei

ðhol

t nei

ghbo

urho

od. T

he p

roje

ct is

loca

ted

in a

cul

tura

l cen

tre

in

Brei

ðhol

t. Im

mig

rant

s ar

e a

prom

inen

t gro

up in

this

nei

ghbo

urho

od a

nd th

eref

ore

ther

e is

a s

peci

al e

mph

asis

on

cultu

ral d

iver

sity

and

sup

port

is ta

ilore

d to

thei

r nee

ds.

http

://re

ykja

vik.

is/u

m-v

erke

fnid

-abo

ut-p

roje

ct

xx

xx

xx

x

x

45Ri

sk D

etec

tor (

IS)

The

Risk

Det

ecto

r has

bee

n de

velo

ped

and

test

ed b

y th

e M

inis

try

of E

duca

tion,

Sci

ence

and

Cul

ture

to p

reve

nt E

SL

in u

pper

sec

onda

ry s

choo

ls. W

ith th

is q

uest

ionn

aire

sch

ool c

ouns

ello

rs c

an s

yste

mat

ical

ly a

ppro

ach

and

iden

tify

stud

ents

at r

isk

of d

ropp

ing

out f

rom

the

10th

gra

de u

p to

the

1st y

ear i

n up

per s

econ

dary

sch

ool.

Mai

n ca

tego

ries

of th

e qu

estio

nnai

re a

re: s

tude

nt b

ackg

roun

d, fa

mily

fact

ors,

prev

ious

sch

ool e

xper

ienc

e, s

choo

l eng

agem

ent,

attit

ude

tow

ards

edu

catio

n, p

sych

olog

ical

adj

ustm

ent a

nd w

orki

ng w

hile

at s

choo

l, fr

iend

s at

sch

ool a

nd fr

iend

s sc

hool

eng

agem

ent.

46Fu

ori C

lass

e (IT

)Th

e pr

ojec

t “Fu

ori C

lass

e” w

as im

plem

ente

d in

Pug

lia (T

aran

to).

It ai

med

to p

rom

ote

the

deve

lopm

ent o

f gui

danc

e sk

ills

in th

e st

uden

ts, s

tren

gthe

ning

thei

r ide

ntity

, rai

sing

aw

aren

ess,

and

impr

ovin

g le

arni

ng s

trat

egie

s in

ord

er to

re

duce

the

risk

of E

SL. T

here

wer

e sc

hool

act

ions

(wor

ksho

ps a

nd tr

aini

ng s

emin

ars,

“aft

er-s

choo

l” he

lp, o

rient

atio

n)

and

extr

a-cu

rric

ular

act

iviti

es (r

ecre

atio

nal-s

port

s, cu

ltura

l and

cra

fts

labo

rato

ries,)

and

the

cont

inue

d in

volv

emen

t of

fam

ilies

in d

iffer

ent a

ctiv

ities

so

as to

pro

duce

and

pro

mot

e in

form

ed c

hoic

es in

a m

ediu

m-t

erm

per

spec

tive.

ww

w.c

iofs

fppu

glia

.it/f

uoric

lass

e/pr

oget

to.p

hp

xx

xx

x

x

x

32

Annexsy

sin

dCM

Sm

ixcu

rpr

ofac

cco

nqu

al

47W

orks

hops

for S

ucce

ss [L

API

S La

b] (I

T)Th

e LA

PIS

Labs

, aim

ed a

t 14

and

16 y

ear o

lds

in s

econ

dary

sch

ool,

have

bee

n im

plem

ente

d in

four

pro

vinc

es o

f Pi

edm

ont R

egio

n, in

volv

ing

man

y pa

rtne

rs T

he s

tude

nts

part

icip

ated

for t

wo

days

a w

eek,

at t

he V

ET c

entr

e, in

a

trai

ning

pat

hway

cha

ract

eris

ed b

y ac

tive

teac

hing

, cen

tred

on

the

labo

rato

ry, a

imin

g to

sup

port

the

achi

evem

ent

of th

e se

cond

ary

leve

l sch

ool l

icen

se, t

he e

vent

ual m

atur

atio

n an

d re

cogn

ition

of c

redi

ts fo

r ent

ry o

r con

tinui

ng

voca

tiona

l tra

inin

g in

sch

ool o

r sec

onda

ry s

choo

l. w

ww

.cio

fs.n

et/P

roge

tti/A

ttiv

i/Pro

gett

o-La

pis

xx

xx

xx

x

x

48St

uden

ts N

atio

nal R

egis

try

of th

e M

inis

try

of E

duca

tion

[Ana

graf

e Sc

olas

tica

del M

IUR

(Min

iste

ro d

ell’i

stru

zion

e,

dell’

univ

ersi

tà, d

ella

rice

rca)

] (IT

)Th

e St

uden

ts N

atio

nal R

egis

try

is a

tool

that

gat

hers

bio

grap

hica

l inf

orm

atio

n of

the

scho

ol p

opul

atio

n. It

ass

igns

an

pers

onal

cod

e id

entit

y fo

r the

who

le s

choo

l pat

h an

d co

llect

s da

ta re

gard

ing

scho

ol a

tten

danc

e (e

.g. m

obili

ty, t

ype

of

stud

y, fr

eque

ncy

of a

n ex

perim

enta

l VET

pat

h, jo

b tr

aini

ng e

nrol

lmen

t, an

d ty

pe o

f qua

lifica

tion

atta

ined

), as

wel

l as

data

on

the

final

out

com

es o

f pro

fess

iona

l exa

min

atio

ns (a

dmis

sion

ass

essm

ent,

scor

es in

writ

ten

and

oral

test

s, fin

al

vote

and

the

choi

ces

for t

he c

ontin

uatio

n of

com

puls

ory

educ

atio

n or

voc

atio

nal t

rain

ing,

bon

uses

, pra

ises

, abs

ence

s).

ww

w.is

truz

ione

.it/a

llega

ti/20

14/p

rot2

348_

14.p

df

xx

xx

xx

xx

x

49Pr

ovid

ing

Wid

er P

ossi

bilit

ies

for C

hoos

ing

a Le

arni

ng P

athw

ay fo

r Stu

dent

s ag

ed 1

4-19

, Pha

se II

: Dee

per

Lear

ning

Diff

eren

tiat

ion

and

Indi

vidu

alis

atio

n fo

r Ens

urin

g Ed

ucat

ion

Qua

lity

dem

ande

d by

the

Mod

ern

Labo

ur W

orld

[Mok

ymos

i kry

ptie

s pa

sirin

kim

o ga

limyb

ių d

idin

imas

14-

19 m

etų

mok

inia

ms,

II et

apas

: gile

snis

m

okym

osi d

ifere

ncija

vim

as ir

indi

vidu

aliz

avim

as, s

ieki

ant u

gdym

o ko

kybė

s, re

ikal

ingo

s ši

uola

ikin

iam

dar

bo p

asau

liui]

(LT)

The

proj

ect a

imed

at d

evel

opin

g a

new

met

hodo

logy

and

tool

s fo

r wor

k w

ith p

ract

ice-

orie

nted

9-1

0th

grad

e st

uden

ts

in s

econ

dary

sch

ool (

in d

ecis

ion

mak

ing

on th

e tr

ansi

tion

to u

pper

-sec

onda

ry e

duca

tion

or V

ET).

The

follo

win

g to

ols

wer

e de

velo

ped:

opt

iona

l mod

ules

of s

ome

subj

ects

: Lith

uani

an la

ngua

ge, m

ath.

, his

tory

, nat

ural

sci

ence

s (b

iolo

gy, p

hysi

cs, c

hem

istr

y); r

ecom

men

datio

ns fo

r tea

cher

s on

wor

k m

etho

dolo

gy w

ith p

ract

ice-

orie

nted

stu

dent

s;

met

hodo

logy

and

stu

dent

lear

ning

mat

eria

ls fo

r est

ablis

hmen

t of s

tude

nt’s

com

pany

; met

hodo

logy

and

teac

her

lear

ning

mat

eria

ls fo

r ent

repr

eneu

rshi

p an

d pr

actic

al s

kills

dev

elop

men

t of s

tude

nts,

incl

udin

g in

tegr

ated

con

tent

in

curr

icul

um.

Shor

t inf

orm

atio

n w

ww

.upc

.sm

m.lt

/pro

jekt

ai/k

rypt

is/

Proj

ect’s

pro

duct

s (m

etho

dolo

gy, l

earn

ing

mat

eria

ls, r

ecom

men

datio

ns, m

odul

es, e

tc.)

will

be

uplo

aded

to h

ttps

://so

das.u

gdom

e.lt

xx

x

x

xx

x

50Tr

ust Y

ours

elf p

roje

ct [P

asiti

kėk

savi

mi]

(LT)

The

proj

ect a

imed

at s

tude

nts

aged

bet

wee

n 16

-25

year

s ol

d, w

ho d

o no

t hav

e a

qual

ifica

tion

and

are

NEE

T, to

in

crea

se th

eir m

otiv

atio

n to

retu

rn to

edu

catio

n or

to e

mpl

oym

ent.

Part

icip

ants

are

re-in

tegr

ated

into

the

labo

ur

mar

ket,

gain

s va

luab

le e

xper

ienc

e an

d kn

owle

dge

abou

t int

rodu

cing

them

selv

es to

pot

entia

l em

ploy

ers

etc.

You

ng

peop

le g

et th

e op

port

unity

to re

ceiv

e gu

idan

ce fo

r find

ing

a jo

b an

d co

ntin

uing

thei

r edu

catio

n.

ww

w.ld

b.lt/

Info

rmac

ija/E

SPar

ama/

Pusl

apia

i/esf

_pas

itike

k_sa

vim

i.asp

x

x

xx

x

x

x

51Fo

cus

on le

arni

ng o

utco

mes

and

key

com

pete

nces

(LU

)In

the

field

of p

reve

ntio

n, th

e fo

cus

on le

arni

ng o

utco

mes

and

key

com

pete

nces

(soc

les

de c

ompe

tenc

es) t

o be

ac

quire

d at

eac

h le

vel o

f the

edu

catio

n sy

stem

aim

s to

sup

port

indi

vidu

al p

rogr

ess

and

acqu

isiti

on o

f qua

lifica

tions

by

all

pupi

ls. R

ecen

t or c

urre

nt g

ener

al re

form

s (p

rimar

y ed

ucat

ion,

VET

, low

er s

econ

dary

edu

catio

n) a

re e

xpec

ted

to

cont

ribut

e to

ESL

pre

vent

ion.

At t

he s

ame

time

the

Min

istr

y fo

r edu

catio

n an

d th

e M

inis

try

for F

amily

intr

oduc

ed a

pl

an fo

r Ext

racu

rric

ular

Edu

catio

n (P

EP -

Plan

d’e

ncad

rem

ent p

éris

cola

ire) w

hich

rein

forc

es th

e co

-ope

ratio

n be

twee

n sc

hool

s an

d re

lay

hous

es (l

evel

of p

resc

hool

).

33

Annex

sys

ind

CMS

mix

cur

prof

acc

con

qual

52M

aiso

n d’

orie

ntat

ion

(LU

)G

uida

nce

and

orie

ntat

ions

act

iviti

es a

re s

tren

gthe

ned.

A n

ew in

itiat

ive

focu

ses

on th

e co

-ord

inat

ion

of c

ouns

ellin

g se

rvic

es th

roug

h a

‘mai

son

d ’o

rient

atio

n’. T

his

appr

oach

aim

s to

brin

g to

geth

er a

cro

ss-s

ecto

r, m

ulti-

agen

cy p

ool

of e

xper

tise

from

key

sta

keho

lder

s, su

ch a

s su

ch a

s A

DEM

(Pub

lic E

mpl

oym

ent S

ervi

ces)

, Psy

chol

ogic

al a

nd S

choo

l G

uida

nce

Cent

re (C

POS)

, the

Cen

tre

for D

ocum

enta

tion

and

Info

rmat

ion

on U

nive

rsity

Stu

dies

(CED

IES)

, the

Loc

al

Actio

n fo

r You

th (A

LJ) a

nd th

e N

atio

nal Y

outh

Ser

vice

(SN

J).

53M

easu

res

targ

etin

g fo

reig

n-bo

rn p

upils

(LU

)M

easu

res

targ

etin

g fo

reig

n-bo

rn p

upils

take

an

impo

rtan

ce in

the

natio

nal c

onte

xt. A

s th

e lin

guis

tic c

ompe

tenc

es a

re

an im

port

ant f

acto

r in

dete

rmin

ing

futu

re o

ppor

tuni

ties

for p

upils

, app

roac

hes

targ

etin

g pu

pils

spe

akin

g a

diffe

rent

la

ngua

ge a

t hom

e ar

e co

nsid

ered

as

an im

port

ant c

ompo

nent

of E

SL p

reve

ntio

n in

Lux

embo

urg.

Diff

eren

t mea

sure

s ar

e pu

t in

plac

el fo

r chi

ldre

n as

wel

l as

for n

ewly

arr

ived

you

ng a

dults

.

54M

osai

c cl

asse

s [c

lass

es m

osaï

que]

(LU

)O

ffer f

or s

tude

nts

with

lear

ning

, beh

avio

ural

diffi

culti

es e

tc. (

risk

fact

ors

for E

SL) t

o le

ave

the

regu

lar c

lass

for t

his

type

of

cla

ss fo

r a p

erio

d of

6-1

2 w

eeks

(ope

n). T

he a

im o

f the

mos

aic

clas

s to

pro

vide

, thr

ough

indi

vidu

al s

uppo

rt, t

he

futu

re p

ath.

ww

w.m

en.p

ublic

.lu/f

r/gr

ands

-dos

sier

s/en

seig

nem

ent-

seco

ndai

re-s

econ

daire

-tec

hniq

ue/p

reve

ntio

n-ex

clus

ion-

scol

aire

/inde

x.ht

ml

x

xx

xx

xx

x

55Lo

cal A

ctio

n fo

r You

ng P

eopl

e [A

ctio

n Lo

cale

pou

r Jeu

nes]

(LU

)A

LJ s

taff

help

s yo

ung

peop

le d

esig

n an

indi

vidu

al p

roje

ct fo

r edu

catio

n, v

ocat

iona

l tra

inin

g or

inte

grat

ion

into

the

labo

ur m

arke

t. A

LJ h

as 1

0 lo

cal o

ffice

s an

d th

eir s

taff

is c

ompo

sed

of y

outh

wor

kers

/edu

cato

rs (é

duca

teur

s gra

dués

). N

etw

orki

ng w

ith re

leva

nt s

take

hold

ers

is o

f gre

at im

port

ance

for A

LJ s

taff,

who

wor

k in

clo

se c

o-op

erat

ion

with

de

tach

ed te

ache

rs fr

om s

econ

dary

sch

ools

affe

cted

to th

e or

gani

satio

n of

voc

atio

nal g

uida

nce

activ

ities

. ALJ

’s ac

tiviti

es c

over

bot

h pr

even

tion

and

proa

ctiv

e in

terv

entio

ns (s

uppo

rtin

g pu

pils

dur

ing

key

tran

sitio

n pe

riods

) and

re

med

iatio

n st

rate

gies

for s

choo

l dro

p-ou

ts.

ww

w.a

lj.lu

x

xx

xx

xx

x

56Sc

hool

Dro

p-In

’ [Pl

atef

orm

e ac

croc

hage

sco

laire

-PA

S] (L

U)

The

pilo

t pro

ject

iden

tifies

stu

dent

s at

risk

and

pro

vide

s sp

ecifi

c m

easu

res

to th

em.

ww

w.c

pos.p

ublic

.lu/a

ctiv

ites/

proj

ets/

inde

x.ht

ml

xx

xx

x

x

x

57Ly

cée

Tech

niqu

e Et

telb

ruck

(LU

)Th

e Ly

cée

Tech

niqu

e Et

telb

ruck

initi

ated

and

set

up

toge

ther

with

mos

t (6)

of t

he o

ther

lycé

es in

the

nort

h a

proj

ect t

o de

velo

p a

gene

ral s

trat

egy

to p

reve

nt E

SL.

ww

w.h

epl.c

h/cm

s/ac

cuei

l/for

mat

ion/

unite

s-en

seig

nem

ent-

et-r

eche

rche

/ped

agog

ie-s

peci

alis

ee/la

sale

.htm

l w

ww

.per

seve

ranc

esco

laire

.com

/

xx

xx

xx

xx

x

58Te

am C

o-op

erat

ion

to fi

ght E

SL: T

rain

ing,

inno

vati

on, t

ools

and

act

ions

[TIT

A] (

LU)

The

proj

ect T

ITA

and

the

proj

ect P

AS

(Sch

ool d

rop

in) a

re b

oth

part

icip

ate

in a

Eur

opea

n pr

ojec

t lea

d by

IFE

Fran

ce. T

he

aim

of t

he p

roje

ct T

ITA

is to

impl

emen

t and

ana

lyse

the

impa

ct o

f new

pol

icie

s whi

ch c

onsi

st o

f dev

elop

ing

cros

s-se

ctor

al

team

s in

the

scho

ols;

prof

essi

onal

ise

the

acto

rs in

volv

ed in

the

fight

aga

inst

ESL

and

real

isin

g to

ols f

or th

ese

acto

rs.

34

Annex

sys

ind

CMS

mix

cur

prof

acc

con

qual

59G

uida

nce

and

prof

essi

onal

init

iati

on c

ours

es [C

ours

dín

iatio

n pr

ofes

sion

elle

á d

iver

s m

étie

rs, C

ours

dór

ient

atio

n en

dí

niat

ion

prof

essi

onel

les]

(LU

)Th

ese

cour

ses

(offe

red

in s

econ

dary

sch

ools

as

cour

s d’

initi

atio

n pr

ofes

sion

nelle

à d

iver

s m

étie

rs (I

PDM

) and

in

Nat

iona

l Tra

inin

g Ce

ntre

s as

cou

rs d

’orie

ntat

ion

et d

’ initi

atio

n pr

ofes

sion

nelle

s (C

OIP

) are

ope

n to

ESL

und

er th

e ag

e of

18,

who

lack

the

right

ski

lls to

find

a jo

b an

d do

not

fulfi

l the

requ

irem

ents

for e

ntry

into

VET

. The

cou

rses

last

on

e ye

ar a

nd fo

cus

on th

e ac

quis

ition

of k

ey c

ompe

tenc

es c

orre

spon

ding

to th

e lo

wer

sec

onda

ry e

duca

tion

leve

l (c

omm

unic

atio

n, n

umer

acy,

ITC,

etc

.) an

d th

e de

finiti

on o

f an

indi

vidu

al p

rofe

ssio

nal p

roje

ct to

acc

ess V

ET o

r the

la

bour

mar

ket.

ww

w.c

nfpc

-ett

elbr

uck.

lu/f

r/co

ip/c

oip-

gene

ralit

es/

x

x

x

xx

60E2

C –

Écol

e de

la d

euxi

ème

chan

ce (L

U)

Seco

nd c

hanc

e sc

hool

s fo

r ESL

16-

30

year

s ol

d. A

ims

to g

ive

lear

ners

pos

itive

exp

erie

nces

to g

et b

ack

confi

denc

e an

d to

bui

ld u

p a

mot

ivat

ion

to c

ontin

ue th

eir s

tudi

es, f

ocus

es o

n th

e de

velo

pmen

t of c

ompe

tenc

es a

nd k

now

ledg

e in

mat

hem

atic

s, la

ngua

ges,

scie

nce

and

prac

tical

ski

lls; i

mpl

emen

ts a

n in

divi

dual

ised

edu

catio

n; in

sert

s in

to a

n ed

ucat

ion

that

cop

es b

est w

ith th

e sk

ills

of th

e le

arne

rw

ww

.e2c

.lu

x

xx

x

xx

x

61Yo

uth

volu

ntar

y gu

idan

ce s

ervi

ce [S

ervi

ce S

ervi

ce v

olon

taire

d’o

rient

atio

n] im

plem

ente

d by

the

Nat

iona

l You

th

Serv

ice

[Ser

vice

Nat

iona

l de

la Je

unes

se –

SN

J] (L

U)

The

volu

ntar

y gu

idan

ce s

ervi

ce is

a p

roje

ct o

f the

SN

J in

whi

ch th

e ad

oles

cent

can

take

par

t in

a no

n-pr

ofit

orga

nisa

tion

in L

uxem

bour

g an

d ga

in h

is/h

er in

itial

pra

ctic

al e

xper

ienc

e in

the

prof

essi

onal

wor

ld. T

he v

olun

tary

gu

idan

ce s

ervi

ce s

uppo

rts

disa

dvan

tage

d yo

ung

peop

le in

the

tran

sitio

n pe

riod

from

sch

ool t

o w

ork

and

som

e go

als

are

to d

evel

op a

real

istic

futu

re /

prof

essi

onal

pla

n w

ith th

e ad

oles

cent

; to

give

the

adol

esce

nts

the

oppo

rtun

ity to

re

cogn

ise

and

deve

lop

his/

her o

wn

com

pete

nces

and

inte

rest

s in

non

-form

al s

ettin

gs.

ww

w.v

olon

taire

s.lu

x

xx

xx

x

62Ed

ucat

ion

and

care

er in

tern

et p

orta

l (LV

)Th

e po

rtal

uni

tes

youn

g pe

ople

, em

ploy

ers

and

educ

atio

n in

stitu

tions

. It o

ffers

con

sulta

tion

on e

duca

tion

and

empl

oym

ent i

ssue

s fo

r you

ngst

ers,

as w

ell a

s ed

ucat

iona

l opp

ortu

nitie

s an

d in

form

atio

n on

job

and

plac

emen

t va

canc

ies.

Thro

ugh

the

Virt

uālā

pra

kse “

virt

ual p

lace

men

t” q

uiz,

you

ng p

eopl

e ca

n ga

in in

sigh

t int

o di

ffere

nt

prof

essi

ons

and

show

thei

r kno

wle

dge

abou

t a p

artic

ular

indu

stry

and

sub

mit

a pl

acem

ent r

eque

st; e

mpl

oyer

s ca

n co

ntac

t pot

entia

l pla

cem

ent c

andi

date

s ba

sed

on th

e kn

owle

dge

they

hav

e de

mon

stra

ted

in th

e qu

iz.

ww

w.p

raks

e.lv

x

x

x

xx

63Pr

omot

ing

prog

ress

ion

thro

ugh

educ

atio

n: re

duci

ng g

rade

rete

ntio

n fo

r low

ach

ieve

rs; a

ssis

tant

of

peda

gogu

e [N

otei

kum

i par

ped

agog

u pr

ofes

iju u

n am

atu

sara

kstu

] (LV

)Pr

oced

ures

for r

educ

ing

grad

e re

tent

ion

wer

e ad

opte

d in

Feb

ruar

y 20

12, s

tipul

atin

g m

anda

tory

sup

port

mea

sure

s fo

r pup

ils w

ith le

arni

ng d

ifficu

lties

. In

May

201

1 th

e Ca

bine

t of M

inis

ters

issu

ed th

e re

gula

tions

on

prof

essi

ons

and

post

s fo

r ped

agog

ues,

men

tioni

ng th

e as

sist

ant o

f ped

agog

ue. T

heir

task

s is

to h

elp

stud

ents

indi

vidu

ally

with

lear

ning

, so

cial

, psy

chol

ogic

al d

ifficu

lties

; hel

ping

them

with

acq

uisi

tion

of le

arni

ng s

kills

, to

boos

t the

ir m

otiv

atio

n to

lear

n an

d to

dev

elop

thei

r co-

oper

atio

n an

d co

mm

unic

atio

n sk

ills.

http

://m

.liku

mi.l

v/do

c.ph

p?id

=229

913

xx

x

x

x

35

Annexsy

sin

dCM

Sm

ixcu

rpr

ofac

cco

nqu

al

64Th

e “t

asti

ng a

ppro

ach”

wit

hin

afte

r sch

ool a

ctiv

itie

s (L

V)

The

Coun

cil o

f Eur

ope

Inte

rnat

iona

l Rev

iew

Team

(200

8) c

oncl

uded

that

the

LV lo

ngst

andi

ng a

nd s

ucce

ssfu

l tra

ditio

n in

tere

st-r

elat

ed/h

obby

edu

catio

n ce

rtai

nly

is a

bes

t pra

ctic

e ex

ampl

e of

ext

ra-c

urric

ular

edu

catio

n. It

is p

rovi

ded

in

broa

d ar

eas:

art

s, sp

orts

, tec

hnic

al e

duca

tion

etc.

bot

h by

sch

ools

and

hob

by e

duca

tion

cent

res.

The

latt

er in

stitu

tions

off

er fr

ee o

r low

-cos

t ext

ra-c

urric

ular

, lei

sure

and

sum

mer

act

iviti

es to

chi

ldre

n an

d yo

ungs

ters

bet

wee

n th

e ag

es o

f 3

and

25 a

nd m

ore

than

70%

of y

oung

peo

ple

part

icip

ate

in th

ese

activ

ities

.ht

tp://

visc

.gov

.lv/in

tizgl

itiba

/info

.sht

ml

ww

w.c

oe.in

t/t/

dg4/

yout

h/So

urce

/IG_C

oop/

YP_L

atvi

a_en

.pdf

x

x

xx

x

65Yo

uth

guid

ance

in th

e em

ploy

men

t sec

tor (

LV)

Youn

gste

rs fr

om 1

5 ye

ars

of a

ge, a

re o

ne o

f the

targ

et g

roup

s el

igib

le fo

r act

ive

empl

oyab

ility

and

une

mpl

oym

ent

prev

entio

n m

easu

res

prov

ided

thro

ugh

the

PES(

the

Stat

e Em

ploy

men

t Age

ncy

unde

r the

Law

on

Supp

ort f

or th

e U

nem

ploy

ed a

nd Jo

b Se

eker

s). T

his

incl

udes

trai

ning

in v

ario

us c

aree

r man

agem

ent s

kills

, inf

orm

atio

n on

job

and

educ

atio

n op

port

uniti

es, c

aree

r cou

nsel

ling

sess

ions

and

sho

rt v

ocat

iona

l cou

rses

. You

ng p

eopl

e st

ill in

sch

ool c

an

also

rece

ive

this

ser

vice

at r

eque

st a

nd b

y ap

poin

tmen

t. w

ww

.nva

.gov

.lv/k

arje

ra/in

dex.

php?

cid=

2

x

xx

xx

xx

x

66D

evel

opm

ent a

nd im

plem

enta

tion

of s

uppo

rt p

rogr

amm

es fo

r est

ablis

hing

a s

uppo

rt s

yste

m fo

r you

th a

t ris

k of

soc

ial e

xclu

sion

(LV

)A

n ES

F fu

nded

pro

ject

brin

ging

toge

ther

teac

her t

rain

ing

univ

ersi

ties,

scho

ols,

loca

l sch

ool b

oard

s an

d th

e N

atio

nal

Cent

re fo

r Cur

ricul

um D

evel

opm

ent t

o im

prov

e th

e le

arni

ng e

nviro

nmen

t in

scho

ols

and

mot

ivat

e po

sitiv

e be

havi

ours

am

ong

stud

ents

.w

ww

.atb

alst

s.lu.

lv/

ww

w.p

raks

e.lv

/atb

alst

a-pr

ogra

mm

a-sk

olen

iem

xx

xx

x

67Yo

uth

guar

ante

e (L

V)

Sinc

e 20

14 th

e pr

ogra

mm

e ha

s be

en in

trod

uced

by

the

Min

istr

y of

Wel

fare

and

the

Min

istr

y of

Edu

catio

n an

d Sc

ienc

e, w

ith th

e co

mm

itmen

t to

prov

ide

a po

ssib

ility

for N

EETs

to re

turn

to w

ork

or e

duca

tion

with

in fo

ur m

onth

s.th

e de

velo

pmen

t of a

co-

oper

atio

n m

odel

in w

orki

ng w

ith d

isco

urag

ed y

oung

peo

ple

in m

unic

ipal

ities

is p

lann

ed.

Stat

e or

gani

satio

ns a

nd N

GO

s w

ork

on: a

n im

prov

ed a

ppro

ach

for g

athe

ring

and

exch

angi

ng d

ata

amon

g di

ffere

nt

inst

itutio

n; tr

aini

ng a

nd a

ctiv

e em

ploy

men

t mea

sure

s; in

tegr

atio

n of

NEE

Ts.

ww

w.lm

.gov

.lv/t

ext/

2607

w

ww

.lm.g

ov.lv

/upl

oad/

jaun

iesi

em/y

gip_

latv

ia_2

0122

013.

pdf

x

x

xx

68Te

ach

For A

ll La

tvia

[Ies

pēja

mā

mis

ija] (

LV)

Iesp

ējam

ā m

isija

is a

not

-for-

profi

t nat

ionw

ide

long

-ter

m p

roje

ct w

ith th

e m

ain

focu

s on

inno

vatio

n in

edu

catio

n. T

he

proj

ect i

ntro

duce

s (a

fter

car

eful

sel

ectio

n) y

oung

and

tale

nted

hig

her e

duca

tion

grad

uate

s w

ith le

ader

ship

ski

lls a

nd

good

aca

dem

ic a

chie

vem

ents

, who

se ta

lent

and

ene

rgy

help

s to

cre

ate

a po

sitiv

e an

d pr

ogre

ssiv

e en

viro

nmen

t in

scho

ols,

rais

e th

e pr

estig

e of

the

teac

hing

pro

fess

ion

and

incr

ease

the

mot

ivat

ion

of p

upils

to le

arn.

Sin

ce 2

008

the

proj

ect h

as p

artn

ers

in U

SA, U

K, E

E an

d LT

.w

ww

.iesp

ejam

amis

ija.lv

w

ww

.teac

hfor

all.o

rg/n

atio

nal-o

rgan

izat

ion/

iesp

%C4

%93

jam

%C4

%81

-mis

ija

69In

form

atio

n an

d G

uida

nce

Dep

artm

ent (

IGD

) of t

he S

tate

Edu

cati

on D

evel

opm

ent A

genc

y V

IAA

(LV

)Th

e IG

D im

plem

ents

a c

ompl

ex a

ppro

ach

to d

evel

opin

g an

d pr

omot

ing

info

rmat

ion

and

guid

ance

tool

s fo

r pr

actit

ione

rs a

nd e

nd-u

sers

incl

udin

g in

form

atio

n on

lear

ning

opp

ortu

nitie

s, in

form

atio

n on

pro

fess

ions

, gui

delin

es

on c

aree

r pla

nnin

g an

d to

ols

for s

elf-

disc

over

y. T

he a

ctiv

ities

are

sup

plem

ente

d by

an

annu

al N

atio

nal C

aree

r Wee

k an

d re

gula

r tea

cher

trai

ning

sem

inar

s.w

ww

.via

a.go

v.lv

/lat/

karje

ras_

atba

lsts

/info

_tik

lu_s

adal

as/

xx

x

x

xx

x

36

Annexsy

sin

dCM

Sm

ixcu

rpr

ofac

cco

nqu

al

70M

alte

se Y

outh

Em

ploy

men

t Pro

gram

me

(YEP

) (M

T)YE

P w

as d

esig

ned

to in

crea

se th

e em

ploy

abili

ty o

f you

ng p

eopl

e an

d fa

cilit

ate

labo

ur m

arke

t int

egra

tion

of y

outh

. Th

is p

rogr

amm

e su

ppor

ted

youn

g pe

ople

to m

ake

info

rmed

cho

ices

thro

ugh

incr

ease

d ac

cess

to in

form

atio

n ab

out

serv

ices

ava

ilabl

e, tr

aini

ng c

ours

es a

nd th

e la

bour

mar

ket;

equi

pped

you

th w

ith th

e m

otiv

atio

n an

d sk

ills

need

ed

to e

nter

, ret

ain

and

prog

ress

with

in w

ork;

and

add

ress

ed th

e de

velo

pmen

t of i

ndiv

idua

l act

ion

plan

s an

d in

itiat

ives

ai

ding

vul

nera

ble

yout

h an

d so

cial

ly e

xclu

ded

indi

vidu

als

to p

ursu

e ed

ucat

ion,

trai

ning

and

ent

er th

e la

bour

mar

ket.

Alth

ough

the

YEP

has

com

e to

an

end,

som

e m

easu

res

are

still

ong

oing

suc

h as

the

yout

h w

ebsi

te.

ww

w.y

outh

.org

.mt

xx

xx

x

xx

x

71Ca

reer

Gui

danc

e Pr

ogra

mm

es w

ithi

n St

ate

Colle

ges

(MT)

To p

reve

nt E

SL, M

alta

, with

in S

tate

Col

lege

s (t

hrou

gh th

e D

irect

orat

e fo

r Edu

catio

nal S

ervi

ces)

pro

vide

s ca

reer

gu

idan

ce p

rogr

amm

es fo

r prim

ary

and

seco

ndar

y sc

hool

stu

dent

s. Th

e m

ain

conc

ept i

s to

hel

p st

uden

ts in

thei

r car

eer

expl

orat

ion,

and

faci

litat

e th

e tr

ansi

tion

from

sec

onda

ry s

choo

ls to

pos

t-se

cond

ary

leve

l or t

o th

e fie

ld o

f em

ploy

men

t. Th

ese

initi

ativ

es a

re c

ompo

sed

of o

ne-t

o-on

e ca

reer

inte

rven

tions

, one

-wee

k ca

reer

exp

osur

e ex

perie

nces

(job

sh

adow

ing)

, car

eer p

ortf

olio

initi

ativ

es, s

uppo

rt fo

r cho

ice

of s

ubje

cts

with

in th

e pr

imar

y an

d se

cond

ary

sect

or, t

ailo

r-m

ade

prog

ram

mes

to p

reve

nt e

arly

sch

ool l

eave

rs p

artic

ular

ly re

latin

g to

stu

dent

s w

ith s

peci

al e

duca

tiona

l nee

ds a

nd

cons

tant

info

rmat

ion-

givi

ng to

stu

dent

s an

d pa

rent

s re

gard

ing

care

er c

hoic

es a

nd o

ppor

tuni

ties

in th

e la

bour

mar

ket.

This

ser

vice

is fu

rthe

r sup

port

ed b

y th

e D

irect

orat

e fo

r Life

long

Lea

rnin

g, w

here

by fu

rthe

r coa

chin

g an

d tr

aini

ng

serv

ices

are

ava

ilabl

e to

any

one

of th

e ag

e of

16,

or o

lder

.

xx

xx

xx

xx

x

72A

lter

nati

ve L

earn

ing

Prog

ram

me

(ALP

) (M

T)Th

e A

LP a

ims

to a

ssis

t you

ng p

eopl

e w

ho a

re m

ost a

t ris

k of

bec

omin

g ES

L in

thei

r tra

nsiti

on fr

om c

ompu

lsor

y sc

hool

ing

to fu

rthe

r edu

catio

n or

em

ploy

men

t. Th

e pr

ogra

mm

e ta

rget

s st

uden

ts in

thei

r fina

l yea

r of c

ompu

lsor

y sc

hool

ing

who

se e

xam

inat

ion

mar

ks in

Mat

hs, E

nglis

h an

d M

alte

se (c

ore

subj

ects

) are

ver

y lo

w a

nd w

ho e

vent

ually

w

ill n

ot s

ign

up fo

r any

Sec

onda

ry E

duca

tion

Cert

ifica

te (S

EC) e

xam

s. Th

is p

rogr

amm

e is

voc

atio

nal i

n na

ture

ta

rget

ing

stud

ents

who

pre

fer h

ands

on

appr

oach

and

pra

ctic

al m

etho

ds o

f lea

rnin

g m

ore

than

the

acad

emic

pe

rspe

ctiv

e. It

pro

vide

s pa

rtic

ipan

ts w

ith a

wor

k-ba

sed

appr

oach

, offe

ring

them

a p

ract

ical

wor

k ex

perie

nce

as w

ell

as e

quip

ping

them

with

the

skill

s ne

eded

in th

e la

bour

mar

ket.

The

ALP

giv

es s

tude

nts

the

poss

ibili

ty o

f obt

aini

ng a

n M

alta

Qua

lifica

tions

Fra

mew

ork

(MQ

F) L

evel

1 q

ualifi

catio

n an

d en

cour

ages

them

to e

ngag

e th

emse

lves

in fu

rthe

r ed

ucat

ion

afte

r the

y fin

ish

thei

r fina

l yea

r of c

ompu

lsor

y sc

hool

ing.

xx

xx

xx

xx

x

73Pe

rson

al, S

ocia

l and

Car

eer D

evel

opm

ent P

rogr

amm

e (P

SCD

) (M

T)PS

CD is

a n

on-a

cade

mic

life

ski

lls p

rogr

amm

e w

hich

focu

ses

on th

e se

lf an

d th

e so

cial

asp

ect.

Cur

rent

them

es

are

emot

iona

l lite

racy

, the

sel

f, dr

ug e

duca

tion,

sex

ualit

y an

d re

latio

nshi

ps e

duca

tion,

inte

ract

saf

ety

and

com

mun

icat

ion.

The

sub

ject

is a

com

puls

ory

subj

ect s

tart

ing

from

yea

r 3 to

yea

r 11.

A m

inis

teria

l dec

isio

n w

as

take

n to

incl

ude

a gr

eate

r ele

men

t of c

aree

r edu

catio

n w

ith th

e ai

m o

f dev

elop

ing

CMS

in s

tude

nts.

The

syl

labu

s w

as

upda

ted

and

intr

oduc

ed in

sec

onda

ry s

choo

ls in

Sep

tem

ber 2

014.

xx

xx

xx

xx

x

74D

rive

to R

educ

e D

ropo

uts

[Aan

val o

p de

uitv

al] (

NL)

This

com

preh

ensi

ve n

atio

nal s

trat

egy

is b

ased

upo

n a

view

that

pre

vent

ion

is b

ette

r tha

n a

cure

;it in

clud

es re

late

d an

d co

-ord

inat

ed m

easu

res

acro

ss e

duca

tion,

the

labo

ur m

arke

t, an

d th

e co

mm

unity

with

a s

yste

mat

ic c

o-op

erat

ion

of s

take

hold

ers.

Nat

iona

l mea

sure

s in

clud

e: “A

qua

lifica

tion

oblig

atio

n” b

y th

e ag

e of

18

up to

the

age

of 2

7; “P

erso

nal

educ

atio

n nu

mbe

rs” w

hich

allo

ws

(ESL

) stu

dent

s to

be

trac

ked

and

mon

itore

d; a

nat

iona

l “di

gita

l abs

ence

por

tal”;

an

“act

ion

plan

to im

prov

e th

e m

anda

tory

car

eer o

rient

atio

n an

d gu

idan

ce” i

n se

cond

ary

educ

atio

n an

d VE

T; e

ased

“t

rans

fer t

o fo

llow

-up

educ

atio

n pr

ogra

mm

es”;

valid

atio

n of

non

-form

al a

nd in

form

al le

arni

ng o

ppor

tuni

ties.

ww

w.a

anva

lops

choo

luitv

al.n

l/eng

lish

xx

xx

xx

37

Annex

sys

ind

CMS

mix

cur

prof

acc

con

qual

75Th

e Ca

re-a

dvis

e te

ams

[Zor

g Ad

vies

team

s (Z

AT)]

(NL)

In N

L al

l prim

ary,

sec

onda

ry s

choo

ls a

nd V

ET in

stitu

tions

hav

e a

care

-str

uctu

re. T

he c

are-

advi

se te

am (Z

AT) a

t sch

ool

and

loca

lly c

onsi

sts

of re

pres

enta

tives

from

the

scho

ol a

nd, d

epen

ding

on

the

educ

atio

nal l

evel

and

cho

ices

mad

e,

a re

pres

enta

tive

of th

e pu

blic

(you

th) h

ealth

ser

vice

, soc

ial c

are,

rem

edia

l edu

catio

nalis

t and

sch

ool p

sych

olog

ist,

polic

e/ju

stic

e, w

hich

ope

rate

bot

h in

side

and

out

side

sch

ools

whe

n st

uden

ts n

eed

extr

a ca

re o

r gui

danc

e. P

art o

f thi

s ca

re s

truc

ture

are

”reb

ound

faci

litie

s” w

hich

offe

r tem

pora

ry fi

ve m

onth

she

lters

to ”o

ver-

burd

ened

” stu

dent

s w

ith

beha

viou

ral p

robl

ems

for w

hom

all

poss

ibili

ties

of in

-sch

ool s

ervi

ces

have

bee

n ex

haus

ted,

with

the

purp

ose

to h

ave

thes

e st

uden

ts re

turn

to e

duca

tion

or to

the

labo

ur m

arke

t.w

ww

.zat

.nl/

xx

x

xx

x

76SU

PREM

E-m

ento

ring

[M

ento

rPro

gram

ma

Frie

slan

d] (N

L)M

ento

rPro

gram

ma

Frie

slan

d pr

ovid

es a

dditi

onal

gui

danc

e to

you

ng p

eopl

e in

voc

atio

nal e

duca

tion

by th

e vo

lunt

ary

cont

ribut

ion

of s

ocia

lly s

ucce

ssfu

l citi

zens

. The

se “r

ole

mod

els”

offe

r ext

racu

rric

ular

gui

danc

e an

d su

ppor

t to

(vul

nera

ble)

you

ngst

ers

in (p

re-)

VET,

con

cern

ing

thei

r (sc

hool

) car

eer p

lann

ing

and

pers

onal

dev

elop

men

t. Th

e m

ento

rshi

p pr

ogra

mm

e ha

s pr

oved

to b

e su

cces

sful

for b

oth

men

tees

and

men

tors

as

wel

l as

for b

ridgi

ng th

e ga

p be

twee

n ed

ucat

ion

and

labo

ur m

arke

t. It

has

been

tran

sfer

red

to o

ther

cou

ntrie

s.w

ww

.men

torp

rogr

amm

afrie

slan

d.nl

/pag

eid=

681

ww

w.s

upre

me-

men

torin

g.eu

x

xx

xx

xx

x

77To

i Blu

e (N

L)Th

e M

unic

ipal

ity o

f ‘s-H

erto

genb

osch

(lea

ding

) and

the

Koni

ng W

illem

I Co

llege

co-

oper

ate

to im

prov

e th

e qu

ality

of

CEG

at i

ndiv

idua

l sch

ool-l

evel

and

to re

alis

e a

cont

inui

ng C

EG p

athw

ay a

cros

s se

vera

l sta

ges

of e

duca

tion

in th

e re

gion

. The

sch

ools

in th

e re

gion

co-

oper

ate.

The

impr

ovem

ent o

f the

CEG

qua

lity

focu

ses

on th

e sc

hool

as

a w

hole

an

d in

clud

es tr

aini

ng o

f car

eer t

each

ers,

and

the

deve

lopm

ent o

f cle

ar v

isio

n an

d po

licy,

dev

elop

ed a

nd s

uppo

rted

by

the

scho

ol m

anag

emen

t. w

ww

.toib

lue.

eu

xx

xx

xx

xx

x

78W

erkc

ente

r (N

L)Th

e W

erkc

ente

r mod

el is

des

igne

d to

enc

oura

ge w

ork

and

job

sear

ch a

t all

stag

es. T

hrou

gh a

sim

ple

stru

ctur

ed

appr

oach

, it i

mpr

oves

the

posi

tion

of E

SL a

nd a

t ris

k yo

ung

peop

le (1

8-24

/30

year

old

s) in

the

labo

ur m

arke

t im

med

iate

ly, w

hile

at t

he s

ame

time

impr

ovin

g th

eir l

ong-

term

em

ploy

abili

ty. T

he a

ppro

ach

is a

n in

tegr

ated

mod

el

of w

ork,

job

coac

hing

, life

coa

chin

g, in

com

e, jo

b hu

ntin

g, s

port

s an

d ca

re. C

hild

care

is ta

ken

care

of a

nd o

ther

pr

econ

ditio

ns a

re g

iven

full

atte

ntio

n. T

his

empl

oyer

– e

mpl

oyee

app

roac

h st

ates

the

empl

oyee

s’ ow

n re

spon

sibi

lity

and

the

resp

onsi

bilit

y of

the

mun

icip

aliti

es.

http

://va

nsch

iead

vies

.com

/?p=

262

x

xx

x

xx

x

79(N

O)

1) P

artic

ipat

ion

in c

aree

r gui

danc

e se

rvic

es o

r cou

rses

has

sho

wn

posi

tive

effec

ts o

n m

otiv

atio

n an

d pl

anni

ng th

e ne

xt

step

s w

ith h

ard

to re

ach

unem

ploy

ed y

oung

ster

. 2)

Thi

s is

com

bine

d in

pro

gram

mes

whi

ch in

clud

e ac

tivity

pla

ns, j

ob m

atch

and

an

appr

oach

with

indi

vidu

al fo

llow

-up,

w

ork

prac

tice,

labo

ur m

arke

t tra

inin

g.

3) T

he c

ombi

natio

n of

wor

k pr

actic

e fr

om P

ES a

nd c

urric

ular

topi

cs fr

om s

choo

l has

bee

n sh

own

to b

e an

effe

ctiv

e m

odel

esp

ecia

lly fo

r the

you

nges

t one

s. 4)

The

sch

emes

are

bas

ed o

n cl

ose

colla

bora

tive

proc

edur

es b

etw

een

PES

and

scho

ols,

and

on b

indi

ng a

gree

men

ts a

t co

unty

leve

l.5)

Incr

easi

ngly

, the

mov

e is

tow

ards

forw

ard

dire

ctio

n co

ncur

rent

mul

tidis

cipl

inar

y se

rvic

es, i

nclu

ding

con

trib

utio

ns

from

men

tal h

ealth

and

soc

ial s

ervi

ces.

ww

w.k

d.de

p.no

w

ww

.regj

erin

gen.

no/u

ploa

d/KD

/Kam

panj

er/N

yGiv

/NyG

iv5.

pdf

±x

xx

±x

xx

x

38

Annexsy

sin

dCM

Sm

ixcu

rpr

ofac

cco

nqu

al

80Fo

llow

-up

Serv

ice

[FuS

] (N

O)

The

FuS

in th

e co

unty

mun

icip

aliti

es ta

rget

s yo

ung

NEE

T (1

6-21

yea

r old

s), t

o m

otiv

ate

them

to g

et b

ack

to s

choo

l or

wor

k an

d to

qua

lify

them

to p

artic

ipat

e in

edu

catio

n le

adin

g to

bas

ic c

ompe

tenc

e an

d VE

T ce

rtifi

cate

/ uni

vers

ity a

nd

colle

ge a

dmis

sion

s ce

rtifi

catio

n. W

ork

prac

tice

is c

ombi

ned

with

cur

ricul

a to

pics

. The

pro

ject

was

ope

rate

d re

gion

ally

by

the

Educ

atio

nal A

dmin

istr

atio

n in

eve

ry c

ount

y in

col

labo

ratio

n w

ith P

ES-o

ffice

s. N

atio

nal m

anag

emen

t and

co-

ordi

natio

n of

inte

r-m

inis

teria

l gro

ups

and

natio

nal c

onfe

renc

es c

ontin

ues

in 2

014.

Str

uctu

res

of p

ract

ical

col

labo

ratio

n be

twee

n PE

S-offi

ces

and

FuS/

Upp

er s

econ

dary

sch

ool a

re im

prov

ed (e

xter

nal e

valu

atio

ns in

itiat

ed).

ww

w.k

d.de

p.no

w

ww

.hio

a.no

/Om

-HiO

A/S

ente

r-fo

r-ve

lferd

s-og

-arb

eids

livsf

orsk

ning

/NO

VA/U

ngdo

m

±x

xx

±x

xx

x

81“N

AV (P

ES) G

uide

rs in

Upp

er S

econ

dary

Sch

ool”

(NO

)Th

is p

roje

ct u

ntil

2016

, org

anis

ed b

y th

e D

irect

orat

e of

Lab

our a

nd W

elfa

re in

som

e PE

S co

untie

s (c

urre

ntly

invo

lvin

g 12

NAV

/PES

offi

ces

and

scho

ols

and

cont

inuo

usly

evo

lvin

g), i

s in

itiat

ed a

s pa

rt o

f the

“New

Pos

sibi

litie

s Pr

ojec

t “. N

AV

guid

ers

are

loca

ted

at u

pper

sec

onda

ry s

choo

l (e.

g. 4

d/w

) to

ensu

re th

at p

upils

with

cha

lleng

es c

an b

e gi

ven

prop

er

help

at t

he e

arlie

st p

ossi

ble

occa

sion

(ear

ly in

terv

entio

n); t

o pr

ovid

e be

tter

kno

wle

dge

of th

e lo

cal/r

egio

nal l

abou

r m

arke

t; st

reng

then

the

stud

ents

mot

ivat

ion

to c

ompl

ete

educ

atio

n; p

rovi

de e

arly

rele

vant

mul

tidis

cipl

inar

y se

rvic

es

from

NAV

and

oth

er re

leva

nt p

rovi

ders

acc

ordi

ng to

nee

ds.

xx

xx

x

82Cr

oss-

sect

oral

task

forc

e gr

oup

(NO

)Cr

oss-

sect

oral

task

forc

e gr

oup

man

aged

by

the

Dire

ctor

ate

of E

duca

tion.

The

mai

n go

al is

to im

prov

e an

d st

reng

then

the

natio

nal c

o-or

dina

tion

to p

rovi

de im

prov

ed b

asis

for r

egio

nal a

nd lo

cal e

ffort

s to

prev

ent E

SL. O

ngoi

ng in

the

fall

2014

.

83Vo

lunt

ary

Labo

ur C

orps

[Och

otni

cze

Huf

ce P

racy

] (PL

)Th

e M

obile

Cen

tres

for P

rofe

ssio

nal I

nfor

mat

ion,

the

Voca

tiona

l Tra

inin

g Ce

ntre

s an

d th

e Yo

uth

Care

er C

entr

es o

ffer

care

er g

uida

nce

serv

ices

esp

ecia

lly to

ESL

age

d 15

-25.

VLC

, a s

tate

org

anis

atio

n, in

tend

s to

: sup

port

the

syst

em o

f ed

ucat

ion

thro

ugh

soci

al, o

ccup

atio

nal,

and

econ

omic

act

ivat

ion

of y

oung

peo

ple;

impr

ove

voca

tiona

l qua

lifica

tions

of

peo

ple

or to

retr

ain

them

; bac

king

any

initi

ativ

es in

tend

ed to

cou

nter

act u

nem

ploy

men

t and

to n

urtu

re y

outh

s in

th

e pr

oces

s of

wor

k pe

rfor

man

ce, i

nclu

ding

em

ploy

men

t and

inte

rnat

iona

l co-

oper

atio

n.w

ww

.ohp

.pl/e

n/

xx

xx

x

xx

x

84Th

e In

tegr

ated

Pro

gram

for E

duca

tion

and

Tra

inin

g (P

IEF)

(PT)

This

pro

gram

me

faci

litat

es th

e co

mpl

etio

n of

low

er s

econ

dary

edu

catio

n fo

r ear

ly s

choo

l lea

vers

or a

t ris

k st

uden

ts

(15-

18 y

ears

old

) thr

ough

tailo

red

curr

icul

a, tu

torin

g an

d a

stro

ng v

ocat

iona

l foc

us.

x

xx

xx

xx

x

85Th

e Ce

ntre

s fo

r Qua

lifica

tion

and

Voc

atio

nal E

duca

tion

[Cen

tros

par

a a

Qua

lifica

ção

e En

sino

Pro

fissi

onal

- CQ

EP]

(PT)

The

240

CQEP

are

str

uctu

res

man

aged

by

diffe

rent

trai

ning

pro

vide

rs (p

ublic

sch

ools

, voc

atio

nal t

rain

ing

cent

res,

voca

tiona

l sch

ools

, mun

icip

aliti

es, c

ompa

nies

, non

profi

t org

anis

atio

n) fo

r you

ng p

eopl

e (a

ged

15 o

r mor

e, a

tten

ding

th

e la

st g

rade

of b

asic

sch

ool)

and

adul

ts: (

over

18

year

s ol

d, lo

w-s

kille

d). T

he C

QEP

pro

vide

gui

danc

e se

rvic

es a

nd

deve

lop

reco

gniti

on o

f prio

r lea

rnin

g pr

oces

ses

aim

ing

to re

ach

an e

duca

tion

leve

l (ba

sic

or s

econ

dary

leve

l of

educ

atio

n) o

r a v

ocat

iona

l qua

lifica

tion

leve

l (le

vel 2

, 3 o

r 4).

http

://cq

ep.a

nqep

.gov

.pt/

cqep

.htm

l

xx

xx

x

xx

x

86Vo

cati

onal

Cou

rses

(PT)

In 2

012,

a n

ew p

rogr

am w

as im

plem

ente

d, a

ddre

ssin

g st

uden

ts a

t lea

st, 1

3 ye

ars

old

and

with

at l

east

two

year

s of

re

tent

ion.

The

se s

tude

nts

can

still

be

inte

grat

ed in

thei

r sch

ools

, to

have

aca

dem

ic c

ours

es. T

hey

also

par

ticip

ate

in

prof

essi

onal

pra

ctic

e, a

bout

240

hou

rs a

yea

r, in

thre

e di

ffere

nt o

ccup

atio

ns, i

n co

mpa

nies

. In

the

end

of th

ese

cour

ses,

they

are

giv

en th

e 6t

h or

the

9th

acad

emic

gra

de c

ertifi

catio

n. T

hey

can

also

con

clud

e th

e co

mpu

lsor

y 12

th y

ear.

xx

xx

x

x

39

Annex

sys

ind

CMS

mix

cur

prof

acc

con

qual

87M

ais

Suce

sso

(PT)

The

Prog

ram

use

s di

ffere

ntia

ted,

div

ersi

fied

form

s of

ped

agog

ies

and

clas

s gr

oup

orga

nisa

tion,

ena

blin

g co

llabo

rativ

e w

ork.

Thi

s pr

ogra

m a

ims

to c

reat

e a

clas

s w

ithou

t fixe

d st

uden

ts th

at te

mpo

raril

y gr

oups

stu

dent

s in

the

sam

e ye

ar o

f sc

hool

ing

and

havi

ng th

e sa

me

diffi

culti

es in

sch

ool c

onte

nts.

Each

spe

cific

gro

up o

f stu

dent

s co

ntin

ues

to w

ork

on

the

cont

ents

of t

he c

urric

ulum

of h

is c

lass

of o

rigin

and

, at t

he s

ame

time,

ben

efits

from

a c

lose

r and

indi

vidu

alis

ed

supp

ort.

The

sub-

prog

ram

“Fén

ix”,

prom

ote

the

lear

ning

on

Port

ugue

se L

angu

age

and

Mat

hs w

hile

the

sub-

prog

ram

“T

urm

a M

ais”

add

ress

es a

ll cu

rric

ulum

con

tent

s.

xx

x

x

88Fo

ster

ing

of G

uida

nce

and

Psyc

holo

gy S

ervi

ces

(SPO

) (PT

)A

two-

year

wor

k pr

ogra

m to

be

impl

emen

ted

durin

g 20

13-2

015

with

the

aim

to d

eliv

ery

bett

er a

nd c

lose

r in

terv

entio

n. T

he ta

rget

gro

ups

are

child

ren

and

youn

g st

uden

ts fr

om p

resc

hool

to h

igh

scho

ol, i

n pu

blic

sch

ool

syst

em. T

he a

im is

to in

terv

ene

in a

n ea

rly w

ay to

avo

id s

choo

l fai

lure

and

to p

rom

ote

scho

ol e

ngag

emen

t. Th

is

prog

ram

has

a w

ide

num

ber o

f act

ions

aim

ed a

t sch

ool p

sych

olog

ist a

nd s

tude

nts.

xx

xx

x

xx

x

89Ch

oice

s Pr

ogra

mm

e (P

T)N

atio

nal p

rogr

am w

hich

aim

s to

pro

mot

e th

e so

cial

incl

usio

n of

chi

ldre

n an

d yo

ung

peop

le fr

om v

ulne

rabl

e so

cio-

econ

omic

con

text

s, pa

rtic

ular

ly th

e de

scen

dant

s of

imm

igra

nts

and

ethn

ic m

inor

ities

, with

a v

iew

to im

prov

e eq

ual

oppo

rtun

ities

and

str

engt

heni

ng s

ocia

l coh

esio

n.w

ww

.pro

gram

aesc

olha

s.pt

x

±±

±

xx

x

90Fo

lk H

igh

Scho

ol In

itia

tive

(SE)

The

‘Fol

k H

igh

Scho

ol In

itiat

ive’

offer

s yo

ung

peop

le a

thre

e-m

onth

cou

rse

aim

ed a

t pre

parin

g th

em fo

r ret

urni

ng

to o

r sta

rtin

g st

udie

s at

upp

er s

econ

dary

leve

l. Th

is is

a p

roje

ct a

t the

Fol

k H

igh

Scho

ols

in c

olla

bora

tion

with

A

rbet

sför

med

linge

n (a

nat

iona

l age

ncy

with

320

loca

l em

ploy

men

t offi

ces)

. The

sta

ff at

the

empl

oym

ent o

ffice

s as

sign

th

e un

empl

oyed

to th

e Fo

lk H

igh

Scho

ol In

itiat

ive.

Gui

danc

e is

offe

red

in v

aryi

ng d

egre

es a

nd in

var

ying

form

s by

the

Folk

Hig

h Sc

hool

s.w

ww

.folk

bild

ning

.se/

om-fo

lkbi

ldni

ngsr

adet

/ver

ksam

het/

stud

iem

otiv

eran

de-fo

lkho

gsko

leku

rs

x

x

x

xx

x

91Pl

ug in

(SE)

Plug

is a

nat

iona

l pro

ject

with

a fo

cus

on y

oung

peo

ple

who

do

not c

ompl

ete

a up

per s

econ

dary

edu

catio

n. S

KL, t

he

Swed

ish

Ass

ocia

tion

of L

ocal

Aut

horit

ies

and

Regi

ons,

is th

e na

tiona

l coo

rdin

ator

. ESF

fina

nces

hal

f of t

he p

roje

ct a

nd

part

icip

atin

g m

unic

ipal

ities

the

othe

r hal

f. A

bout

60

mun

icip

aliti

es in

five

regi

ons

are

invo

lved

. The

goa

l is

to re

duce

th

e dr

op-o

ut in

sec

onda

ry s

choo

ls. T

hey

follo

w d

iffer

ent s

trat

egie

s in

whi

ch lo

cal p

ract

ices

and

per

form

ance

are

te

sted

to g

ain

expe

rienc

e of

pra

ctic

e.ht

tp://

plug

inno

vatio

n.se

/eng

xx

±

x

92Yo

uth

in [U

nga

in] (

SE)

Ung

a in

is a

nat

iona

l co-

finan

ced

ESF

proj

ect r

un b

y A

rbet

sför

med

linge

n (P

ES) a

imin

g at

dev

elop

ing

met

hods

for

wor

king

with

NEE

Ts, a

ged

16-2

4. Id

entifi

ed s

ucce

ss fa

ctor

s ar

e m

ulti-

skill

ed te

ams

com

pose

d of

var

ious

func

tions

w

ithin

Arb

etsf

örm

edlin

gen

and

the

mun

icip

aliti

es; l

ocal

out

reac

h ac

tiviti

es le

d by

you

ng m

arke

ters

with

sim

ilar

back

grou

nds

as th

e ta

rget

gro

up; e

ntru

stin

g re

latio

nshi

ps w

ith e

mpl

oyer

s; a

nd a

hol

istic

app

roac

h ba

sed

on th

e in

divi

dual

nee

ds a

nd c

ircum

stan

ces.

Ung

a in

is ru

n in

five

mun

icip

aliti

es: S

tock

holm

, Got

henb

urg,

Mal

mö,

Gäv

le a

nd

Skel

left

eå.

ww

w.u

ngai

n.se

40

Annexsy

sin

dCM

Sm

ixcu

rpr

ofac

cco

nqu

al

93Ed

ucat

ion

pack

age

(SE)

To s

uppo

rt a

nd in

spire

teac

hers

in c

ompu

lsor

y sc

hool

to w

ork

with

kno

wle

dge

abou

t lab

our m

arke

t iss

ues

in th

eir

subj

ects

. The

teac

hers

take

par

t in

two

days

of c

ompe

tenc

e de

velo

pmen

t, an

d be

twee

n th

e da

ys th

ey g

et p

rofe

ssio

nal

coac

hing

/gui

danc

e in

pla

nnin

g th

eir l

ectu

res.

Arb

etsf

örm

edlin

gen

and

Skol

verk

et o

rgan

ise

and

arra

nge

thes

e co

mpe

tenc

e de

velo

pmen

t ass

ignm

ents

toge

ther

. The

pro

gram

me

star

ts in

sev

en lo

catio

nss

arou

nd S

wed

en in

au

tum

n 20

14 a

s a

part

of a

n as

sign

men

t fro

m th

e go

vern

men

t, an

d w

ill g

o on

unt

il 20

16.

ww

w.s

kolv

erke

t.se/

syv

±x

x

x

94Re

duce

dro

p ou

t fro

m V

ET -A

ppre

ntic

eshi

p ed

ucat

ion

in u

pper

sec

onda

ry s

choo

l (SE

)To

redu

ce E

SL fr

om V

ET a

nd g

ive

stud

ents

who

are

not

elig

ible

for a

nat

iona

l pro

gram

me

an in

divi

dual

ly a

dapt

ed

clea

r edu

catio

nal r

oute

, mee

ting

thei

r diff

eren

t edu

catio

nal n

eeds

. The

sta

te m

ay s

uppo

rt s

choo

ls a

nd te

ache

rs b

y de

velo

ping

gui

delin

es, w

eb p

latf

orm

s, di

ssem

inat

ing

rese

arch

resu

lts o

r by

spec

ific

targ

eted

gra

nts.

Rece

ntly

initi

ated

: fu

rthe

r tra

inin

g of

stu

dent

and

car

eer c

ouns

ello

rs o

n la

bour

-mar

ket k

now

ledg

e (2

013–

2016

); Im

prov

ed q

ualit

y in

th

e vo

catio

nal i

ntro

duct

ory

prog

ram

me

(yrk

esin

trod

uktio

n); I

mpr

oved

qua

lity

in w

orkp

lace

-bas

ed le

arni

ng in

upp

er

seco

ndar

y sc

hool

(in

gene

ral a

nd fo

r pup

ils w

ith le

arni

ng d

ifficu

lties

).

95St

ate

fund

ing

to m

unic

ipal

itie

s in

Adu

lt e

duca

tion

(SE)

The

gove

rnm

ent h

as a

lloca

ted

tem

pora

ry m

oney

to S

kolv

erke

t for

gra

nts

to m

unic

ipal

ities

org

anis

ing

cour

ses

for

youn

g un

empl

oyed

peo

ple

betw

een

20-2

4 ye

ars

to c

ompl

ete

thei

r stu

dies

at b

asic

leve

l. To

mot

ivat

e th

e st

uden

ts,

they

will

ach

ieve

hig

her g

rant

than

the

ordi

nary

gran

t in

adul

t edu

catio

n.

x

x

x

xx

x

96Pr

ojec

t Lea

rnin

g fo

r You

ng A

dult

s (P

UM

) (SI

)PU

M is

a n

on-fo

rmal

one

yea

r edu

catio

n pr

ogra

mm

e fo

r ESL

and

une

mpl

oyed

you

ngst

ers,

aged

15

to 2

5, w

ho

have

faile

d at

sch

ool,

are

unem

ploy

ed, h

ave

no b

asic

voc

atio

nal e

duca

tion

and

face

soc

ial e

xclu

sion

. The

vol

unta

ry

part

icip

ants

gai

n po

sitiv

e le

arni

ng e

xper

ienc

es a

nd d

efine

thei

r asp

iratio

ns c

once

rnin

g th

eir p

rofe

ssio

nal c

aree

r and

lif

e in

gen

eral

. The

suc

cess

of t

he p

rogr

amm

e is

sai

d to

be

due

to th

e in

divi

dual

ised

, sup

port

ive

yet fl

exib

le le

arni

ng

envi

ronm

ent a

nd th

e su

ppor

t of a

men

tor.

ww

w.e

ss.g

ov.s

i/isk

alci

_zap

oslit

ve/p

rogr

ami/u

spos

ablja

nje_

in_i

zobr

azev

anje

/pum

xx

xx

x

xx

x

97Te

chni

cal A

ssis

tanc

e fo

r Inc

reas

ing

Prim

ary

Scho

ol A

tten

danc

e Ra

te o

f Chi

ldre

n (T

R)To

incr

ease

the

atte

ndan

ce ra

tes

in p

rimar

y ed

ucat

ion

the

Stud

ent M

onito

ring

Mod

ule

will

be

deve

lope

d an

d im

plem

ente

d to

ena

ble

the

iden

tifica

tion

of ri

sk g

roup

s an

d in

terv

entio

ns fo

r the

se g

roup

s ba

sed

on th

eir r

isks

. The

pl

ans

and

mat

eria

ls w

ill b

e in

tegr

ated

into

cur

rent

cou

rses

and

test

ed d

urin

g th

e 20

14-2

015

acad

emic

yea

r in

sele

cted

pr

ojec

t pilo

t sch

ools

http

://m

ebid

ap.m

eb.g

ov.tr

xx

xx

x

98U

nive

rsit

y Te

chni

cal C

olle

ges

(UTC

s) (U

K)

UTC

s te

ach

natio

nal c

urric

ulum

sub

ject

s to

14-

19 y

ear o

lds,

but c

ompl

emen

t aca

dem

ic c

onte

nt w

ith te

chni

cal a

nd

spec

ialis

t lea

rnin

g in

clud

ing

empl

oyer

pro

ject

s. U

TCs

tend

to s

peci

alis

e in

one

or t

wo

area

s –

e.g.

eng

inee

ring

and

cons

truc

tion

– w

ith U

TC e

mpl

oyer

-bac

kers

hel

ping

to d

esig

n an

d de

liver

the

curr

icul

um o

ffer,

incl

udin

g pr

ojec

ts.

x

x

x

99Ca

reer

Info

rmat

ion,

Adv

ice

and

Gui

danc

e (C

aree

r IA

G) (

UK

)Th

e N

atio

nal C

aree

rs S

ervi

ce p

rovi

des

on-li

ne a

nd p

hone

sup

port

to a

ll ag

es. S

choo

ls h

ave

a du

ty to

sec

ure

inde

pend

ent c

aree

rs g

uida

nce

for t

heir

pupi

ls. L

ocal

aut

horit

ies

have

a d

uty

to e

ncou

rage

, ena

ble

and

assi

st th

e pa

rtic

ipat

ion

of y

oung

peo

ple

and

shou

ld w

ork

with

sch

ools

to id

entif

y th

ose

at ri

sk o

f not

par

ticip

atin

g at

pos

t-16

le

vel.

The

UK

has

re-fo

cuse

d th

e ca

reer

gui

danc

e po

licy

on g

ettin

g m

ore

empl

oyer

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ONE OF THE EUROPE2020 TARGETS is reducing Early School Leaving (ESL) rate to less than 10 %. A multitude of approaches to combating ESL have been adopted across Europe. Each country has its own strategy and in a number of European countries lifelong guidance is identified as a beneficial measure for tackling early leaving from education and training. The Concept Note discusses the role of guidance in prevention, intervention and compensation actions related to ESL. This Concept Note has been commissioned by ELGPN, and supported by a reference group drawn from its members. The views expressed, however, are those of its authors and do not necessarily represent the views of ELGPN or its member-countries. The authors are Ms Annemarie Oomen (The Netherlands) and Prof Peter Plant (Denmark).

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ISBN 978-951-39-6008-7 http://elgpn.eu

EUROPEAN LIFELONG GUIDANCE POLICY NETWORK (ELGPN) aims to assist the European Union Member States (and the neighbouring countries eligible for the Lifelong Learning Programme) and the Euro-pean Commission in developing European co-operation on lifelong guidance in both the education and the employment sectors. The purpose of the Network is to promote co-operation and systems development at member-country level in implementing the priorities identified in EU 2020 strategies and EU Resolutions on Lifelong Guidance (2004; 2008). The Network was established in 2007 by the Member States; the Com-mission supports its activities under the Lifelong Learning Programme.

Documents

Early School Leaving and Lifelong Guidance