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The project has been implemented to deal with the phenomenon of the early school leaving (ESL) and its effects at individual level. ESL is a multifaceted and complex problem, which is common in all participating VET secondary schools (Italy, Romenia, Turkey), as stressed in Italian and European official reports and statistics (Istat, OCSE, Eurostat). The project aimed at transferring to other European countries the performing and successful peer to peer tutoring methodology experimented by the secondary educational and vocational school Casagrande/Cesi. Peer-to-Peer Tutoring is a method of instruction that involves students teaching other students and it's an effective educational strategy for classrooms of diverse learners, that can be an obstacle to remain at school, because it promotes academic gains as well as social enhancement. The Transfer has been done at geographical level (in Centre and South Italy, Romania and Turkey) among different iVET institutes and also extended to teachers/trainers. SPECIFIC OBJECTIVES of the project were related to:-adapt and integrate into participating VET contexts an innovative and successful methodology to improve and support VET actors in favoring students at risk of ESL to maintain their motivation and complete their education and training;-test/ implement an innovative approach to solve identified problems and address disadvantaged groups (immigrants, disable people, people at risk of exclusion, dropouts, long term unemployed), including trainers, learners and other stakeholders; -define a simple and user friendly system of indicators for monitoring and measuring the achievements following the experimentation and the evaluation of the effectiveness of the P2P planned model.The project was based on the conviction that reducing drops out and helping younger not to abandon schools and VET courses early, implies to experiment and test the peer education methodology to both target groups: students and teachers. Thus the main outputs were related to the experimentation of groups of peers will be the Guidelines for junior and for senior, a training path on the methodology for staff partners and Action Learning within each iVET institutes for students and teachers, raising awareness events on the phenomenon and tools developed by the partnership. The impact envisaged was on a general improvement of the scholastic climate, reduction of abandon, scholastic integration, social and like skills and a general improvement of the quality of VET systems involved.

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