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Methodology for Early Warning detection of risk for Early School Leaving (ESL)
Start date: Sep 1, 2014, End date: Aug 31, 2017 PROJECT  FINISHED 

Problem 5.6 million Young people (18-24) in Europe are early school leavers (ESL). Without the shield from unemployment that is education (ILO 2012), these are 5.6 Million young people at heightened risk of poor participation in the labour market and social exclusion over their entire life course. Exposing 13.5% of all young people in this age group to this increased risk is not only an immense waste of the individual potential of young people, but also has serious social and economic consequences for our societies. According to available studies, the empirical evidence on the effectiveness of intervention programs on early school leaving is scarce. Of those evaluations which do exist, very few are able to demonstrate program effectiveness, and virtually none link outcomes directly to a reduction in early school leaving. However, both available research and the study carried out by coordinator shows that until now elaborated methods and actions are focused on the situation when the pupil or student already developed a pattern for ESL and has come far in the process. Solution The proposed project aims to elaborate an early warning mechanism or methodological handbook with training materials which enables schools to detect pupils at risk at as early stage as possible and take proper actions to prevent ESL. The methodological handbook and training materials will be available online in different languages; EN, SE, IT, PL, ES and NL The handbook combined with best practises, European and international, will enable school to develop concrete ESL-related strategies and actions concerning a) ESL behavioural indicators b) Attendance Tracking and Monitoring, c) Transfer Program, d) In-School Program e) Mentoring Program f) Learning Support Program g) Social and Personal Development Program h) Parental Program and Family Support The impact will be: a) A reduction of number of pupils who will enter the risk group for ESL b) Capacity building at schools for I. Early ESL detection II. Effective preventive and supportive actions
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