http://hdl.handle.net/10854/7804 Sat, 25 Apr 2026 15:44:34 GMT 2026-04-25T15:44:34Z http://hdl.handle.net/10854/7808 Guidelines for the organization of the training course “Preventing and combatting early school leaving” Universitat de Vic - Universitat Central de Catalunya; Université Catholique de l’Ouest, UCO; Nyborg Ungdomsskole Youth School; Eötvös Loránd University Nowadays the scientists in education, the international organizations, the national educational policies study the subject of early school leaving. Most countries have developed their own national definition of early school leavers. But leaving education and training early is a complex issue et vary student from student. There are still a lot of challenges in establishing the effective strategies. The main strategy of this training course is to ensure collaboration between different educational actors, to establish partnership between different entities: school, community, parents. The originality of our work depends on the approach of the training. Achieve, through reflective work by all participants and through the collaboration approach, to identify different strategies to tackle ESL. Much work on ESL focuses largely on "tools", the question of "how to". The training course ““Preventing and combatting early school leaving” highlights the “what” and the “why” without setting aside the “how”. Thus, the reflective work proposed at the beginning of each module constitutes the common thread of the training. The exchange between the participants, their different reflections is an essential part of this training. So the Guidelines for the organization of the training course “Preventing and combatting early school leaving” is dedicated to the teachers, youth workers and training professionals but also to the principals and different educational bodies. The objectives of this guide are the following: to facilitate the implementation of the training and to be active in its diffusion; to provide a tool directly applicable by professionals and the organization interested by the training; to assess the acquisitions of people who have completed the training and the impact of the training. The Guideline is composed of three chapters: Implementation of the training course. Advice on implementing training and adapting it to different audiences of young people (depending on their age, their social origins, the types of difficulties they encounter; support for the training program designed by the project. It must allow a precise outlook on the progression of each participant; Assessment of the training Implementation of the sensibilization sessions for the parents. Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/10854/7808 2022-01-01T00:00:00Z http://hdl.handle.net/10854/7807 Preventing and combatting early school leaving Professional practices in Europe Universitat de Vic - Universitat Central de Catalunya; Université Catholique de l’Ouest, UCO; Eötvös Loránd University; Nyborg Ungdomsskole Youth School Education has now become a right for everyone in Europe, but not all children fit easily into a system. We went from the simple notion of "non-qualification" or "academic difficulty" a few years ago, to the notion of early school leaving. Today many strategies have been put in place but we can still be surprised that even if the dropout rate is falling, it is still very uneven depending on the country or territory. So even if it seems important to have a good understanding of the different causes of dropping out, to what extent are the responses provided judicious, appropriate and too often still ineffective? Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/10854/7807 2022-01-01T00:00:00Z http://hdl.handle.net/10854/7806 Alliance 3 - School, Family and Community against early school leaving Université Catholique de l’Ouest, UCO; Universitat de Vic - Universitat Central de Catalunya; Nyborg Ungdomsskole Youth School; Eötvös Loránd University This report is an assessment of the training course Preventing and combatting early school leaving, carried by the Alliance 3, that has, as coordination the Catholic Western University (French: Université Catholique de l’Ouest, UCO, France) and, as partners, Universitat de Vic (Spain), Nyborg Ungdomsskole Youth School (Denmark), and the Eötvös Loránd University (ELTE, Hungary). This project brings together different partners who have been working for several years on issues of inequality in school, inclusive education or early school leaving. The report presents the general problematic of the project to fight against ESL. The aims of the training are the following ones: - To contribute in a significant way to improve the academic results of the young people through the improvement of their basic skills. - To reinforce the accompaniment of the students’ families to include them more within the learning process. - To train educative actors for the accompaniment of young people with less opportunities. - To contribute to the professional development of teachers, youth workers and educators. - To reinforce the family-school-community relationship through the participation of all the actors in the territory to a project, which brings a global answer to the needs of young people. - To raise awareness among the children and their families of the existence of socio-cultural and educative resources in their environment and to facilitate their daily use. - To contribute to the (auto-) critical debate on schools and their roles in the reproduction of extant social inequalities and the mechanisms which facilitate it. In order to evaluate whether the training achieved its goals, this assessment is structured as follows. First, the methodology is described (i.e. a combination of state of the art in official statistics and academic literature, questionnaires, and focus groups). Then, each part of the results is described. Posteriorly, political recommendations are listed, and a final discussion concludes the assessment. Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/10854/7806 2022-01-01T00:00:00Z