Title | Author | Type | Publication | Language | Country / Organization | |
---|---|---|---|---|---|---|
Leaving education early: putting vocational education and training centre stage - Volume 2 evaluating policy impact | CEDEFOP | European Policy Paper | 2016 | English | eu | |
Leaving education early: putting vocational education and training centre stage - Volume 1 investigating causes and extent | CEDEFOP | European Policy Paper | 2016 | English | eu | |
Early School Leaving – Statistics, Policies and Good Practices in Collaborative Learning | CARMA project partners | Research Paper | 2017 | English | ||
Child Poverty and Social Exclusion in Europe - A matter of children’s rights | Save the Children | Research Paper | 2014 | English | be | |
Education and Training Monitor 2017 - Country Reports | European Commission | European Policy Paper | 2018 | English | European Commission | |
Education and Training Monitor 2017 | European Commission | European Policy Paper | 2018 | English | eu | |
School dropout - a social problem in Romania | Merce Iuliana Ioanaa, Milin Ioana Andaa, Petroman Corneliaa, Ciolac Ramona Marianaa | Research Paper | 2014 | English | ro | |
Every child must go to school | UNICEF Romania | Newsletter | 2010 | English | ro | |
Early School Leaving: causes and consequences | Claudiu Ivan, Iulius Rostas | Research Paper | 2013 | English | ro | |
Social Inclusion: Inspiring Trends in European Funded Projects | European Union | European Policy Paper | 2018 | English | eu | |
Early school-leaving in the Netherlands | Tanja Traag | National Policy Report | 2012 | English | nl | |
Beyond The Indicators An Integrated School Level Approach to Dropout Prevention | Martha Abele Mac Iver and Douglas J. Mac Iver | Research Paper | 2009 | English | us | Beyond The Indicators An Integrated School Level Approach to Dropout PreventionAuthor: Martha Abele Mac Iver and Douglas J. Mac Iver Type: Research Paper Publication: 2009 Language: English Country / Organization: Non-European country (USA) This report summarizes the research on why students drop out of school, explains the research implications for how to create an integrated dropout prevention strategy, and highlights an innovative pilot project that yielded results in a matter of months—a how-to example that works. |
What have we learned from the policy experimentation of CroCooS | Eszter Szegedi | Presentation | 2017 | English | hu | What have we learned from the policy experimentation of CroCooSAuthor: Eszter Szegedi Type: Presentation Publication: 2017 Language: English Country / Organization: Hungary This presentation focuses on the policy recommendation of the CroCooS project. |
Tackling Early Leaving from Education and Training in Europe: Strategies, Policies and Measures. | European Policy Paper | 2014 | English | eu | Tackling Early Leaving from Education and Training in Europe: Strategies, Policies and Measures.Type: European Policy Paper Publication: 2014 Language: English Country / Organization: European Union This report looks at the subject of early leaving from education and training (ELET) from different angles, providing an overview of some of the main issues involved. It highlights the high costs for society of students leaving education and training early as well as the consequences for the individual. career management skillscross-sectoral cooperationearly leavers from education and training (ESL/ELET) View Document | |
The Netherlands: ERM Comparative Analytical Report on Recent Policy Developments related to those Not in Employment, Education and Training (NEET) | National Policy Report | 2012 | English | nl | The Netherlands: ERM Comparative Analytical Report on Recent Policy Developments related to those Not in Employment, Education and Training (NEET)Type: National Policy Report Publication: 2012 Language: English Country / Organization: Netherlands The NEET rate of the Netherlands is 4.1% and is the lowest in Europe. The Netherlands also has the lowest youth unemployment percentage of 7,4% in Europe. Despite this low percentage, the government is taking many measures to prevent youth unemployment and young people not attending school. The policy is twofold; on one hand the government wants to prevent that young people become unemployed due to the financial crisis. Youngsters are stimulated to continue their study. On the other hand, long-term unemployed young people are encouraged to work, learn or do both. | |
Evaluation of anty-bullying methods | Research Paper | 2011 | English | se | Evaluation of anty-bullying methodsType: Research Paper Publication: 2011 Language: English Country / Organization: Sweden Combating bullying, degrading treatment and discrimination is a key task for schools. A positive social environment is not just a goal in itself but a prerequisite for learning. Although much has been tried by schools to help pupils subjected to bullying, there has been little research into which methods are effective. This evaluation will help to address this issue. The evaluation provides information on measures that effectively prevent and remedy bullying. The question of which programmes are effective, however, has proved more complicated. This evaluation is unique in that it includes large amounts of qualitative and quantitative data from 39 schools, charts vulnerability at individual level on three occasions and covers several programmes at the same time. behaviour supportconflict resolutiondistress signals and early warning systemimproving school climate View Document | |
Are disadvantaged students more likely to repeat grades? | Research Paper | 2014 | English | OECD | Are disadvantaged students more likely to repeat grades?Type: Research Paper Publication: 2014 Language: English Literature shows that family/school partnership leads to a better school experience (Marcon, 1999; Arnold et al., 2008, El Nokali, 2010, Powell et al., 2010). Building good relations is important especially during infancy. However, few studies examine the role of family-school partnership in early years. This study aims to investigate the quality of parent-teacher relation and its link with child’s behaviour and wellbeing. The research involved 193 families of children (12-42 months),attending 11 day-care centres, and 51 educators. Parents completed a questionnaire assessing their children’s temperament and psychological wellbeing, their own attitudes toward the day-care services, and the quality of parents/educators relationships. Educators filled in a questionnaire evaluating job satisfaction, children’s behaviour and quality of parent-educator relation. The frequency of parent-educator contacts, the parents’ perceived support, the educational value attributed to the day-care experience and the quality of the day-care entry are positively associated with the quality of parents-educators relationships. The parent-teacher involvement is positively associated with the child’s wellbeing, social orientation, emotionality and learning and with her day-care adjustment. The child’s behaviour improves along the school year, while no changes were found in the parents-educators partnership. Implications for future research and intervention in home-school relationship are discussed. behaviour supportdistress signals and early warning systemextra-curricular activitiesmotivating students for learningstudent-centred learningstudents' perspectivetackling social inequalities View Document | |
The Role of the Relationship between Parents and Educators for Child Behaviour and Wellbeing | Research Paper | 2013 | English | it | The Role of the Relationship between Parents and Educators for Child Behaviour and WellbeingType: Research Paper Publication: 2013 Language: English Country / Organization: Italy Literature shows that family/school partnership leads to a better school experience (Marcon, 1999; Arnold et al., 2008, El Nokali, 2010, Powell et al., 2010). Building good relations is important especially during infancy. However, few studies examine the role of family-school partnership in early years. This study aims to investigate the quality of parent-teacher relation and its link with child’s behaviour and wellbeing. The research involved 193 families of children (12-42 months),attending 11 day-care centres, and 51 educators. Parents completed a questionnaire assessing their children’s temperament and psychological wellbeing, their own attitudes toward the day-care services, and the quality of parents/educators relationships. Educators filled in a questionnaire evaluating job satisfaction, children’s behaviour and quality of parent-educator relation. The frequency of parent-educator contacts, the parents’ perceived support, the educational value attributed to the day-care experience and the quality of the day-care entry are positively associated with the quality of parents-educators relationships. The parent-teacher involvement is positively associated with the child’s wellbeing, social orientation, emotionality and learning and with her day-care adjustment. The child’s behaviour improves along the school year, while no changes were found in the parents-educators partnership. Implications for future research and intervention in home-school relationship are discussed. | |
Behaviour and discipline in schools - Advice for headteachers and school staff | Research Paper | 2016 | English | gb | Behaviour and discipline in schools - Advice for headteachers and school staffType: Research Paper Publication: 2016 Language: English Country / Organization: United Kingdom Summary | |
An Early School Leaving Strategy for Malta | National Policy Report | 2012 | English | mt | An Early School Leaving Strategy for MaltaType: National Policy Report Publication: 2012 Language: English Country / Organization: Malta Malta strategy for reducing ESL. | |
COUNCIL RECOMMENDATION of 28 June 2011 on policies to reduce early school leaving | European Policy Paper | 2011 | English | eu | COUNCIL RECOMMENDATION of 28 June 2011 on policies to reduce early school leavingType: European Policy Paper Publication: 2011 Language: English Country / Organization: European Union recommendation | |
Reducing early school leaving: Key messages and policy support | European Policy Paper | 2013 | English | eu | Reducing early school leaving: Key messages and policy supportType: European Policy Paper Publication: 2013 Language: English Country / Organization: European Union This report draws on the work of the Thematic Working Group on 'Early School Leaving', which comprised experts nominated by 31 European countries, and stakeholder organisations. The group worked from December 2011 to November 2013. cross-sectoral cooperationdistress signals and early warning systemearly school leavingstudents' perspective View Document |
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