This Cedefop study focuses on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET).
Published in two volumes, the first is dedicated to understanding better the learning pathways of young students, providing measurements of early leaving in VET, and understanding the role of VET in breaking the vicious cycle of early leaving and unemployment. This second volume reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. This volume identifies and discusses the key features of successful policies and practices, plus the conditions necessary to evaluate and upscale successful regional and local practices to national strategies.
Link to PDF of this and other related information
Showing posts with label early_school_leavers. Show all posts
Showing posts with label early_school_leavers. Show all posts
Thursday, 3 November 2016
Wednesday, 8 September 2010
Partnerships to support early school leavers: ...
school-college transitions and “winter leavers” in Scotland
an article by Jesus Canduela, Rachel Chandler, Ian Elliott, Colin Lindsay, Ronald W McQuaid and Robert Raesidea (Employment Research Institute, Edinburgh Napier University) and Suzi Macpherson (Equality and Human Rights Commission, Glasgow) published in Journal of Education and Work Volume 23 Issue 4 (September 2010)
Abstract
This article explores the characteristics, destinations and progression routes of early school leavers – specifically “exceptional entry winter leavers” – in Scotland. Exceptional entry allows students to enter college in the term before their statutory school leaving date – such young people attend college while formally remaining the responsibility of their school. Such arrangements represent an innovative model of supporting transitions to further education among a specific, potentially vulnerable client group, while also offering lessons for the development of school-college collaboration in other areas. Based on an analysis of official data, new survey research with schools and colleges, and in-depth case studies, this article identifies how schools and colleges work in partnership to support these early school leavers. We find that schools and colleges have developed a range of innovative approaches to engaging with winter leavers, and that the majority complete their programmes or achieve other positive end-of-year outcomes. However, the most disadvantaged young people remain least likely to progress. The article concludes by identifying lessons for good practice in school-college partnership-working and considering implications for policies to prevent young people from finding themselves not in employment, education or training.
an article by Jesus Canduela, Rachel Chandler, Ian Elliott, Colin Lindsay, Ronald W McQuaid and Robert Raesidea (Employment Research Institute, Edinburgh Napier University) and Suzi Macpherson (Equality and Human Rights Commission, Glasgow) published in Journal of Education and Work Volume 23 Issue 4 (September 2010)
Abstract
This article explores the characteristics, destinations and progression routes of early school leavers – specifically “exceptional entry winter leavers” – in Scotland. Exceptional entry allows students to enter college in the term before their statutory school leaving date – such young people attend college while formally remaining the responsibility of their school. Such arrangements represent an innovative model of supporting transitions to further education among a specific, potentially vulnerable client group, while also offering lessons for the development of school-college collaboration in other areas. Based on an analysis of official data, new survey research with schools and colleges, and in-depth case studies, this article identifies how schools and colleges work in partnership to support these early school leavers. We find that schools and colleges have developed a range of innovative approaches to engaging with winter leavers, and that the majority complete their programmes or achieve other positive end-of-year outcomes. However, the most disadvantaged young people remain least likely to progress. The article concludes by identifying lessons for good practice in school-college partnership-working and considering implications for policies to prevent young people from finding themselves not in employment, education or training.
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