Research

RESLEA - Reducing Early School Leaving (2012-2014)

PROJECT FINAL CONFERENCE

9th and 10th January 2014  

 The 2009 Eurostat says that overall some 15% of the EU population have left school below the age of minimum compulsory education, and that the rate varies widely from 5,3% in the SLV and 31,2 in Portugal
It is estimated that more than one third of young people aged 15-24 are classified as NEET (Not in Education, Employment or Training). Whilst more than 50% of young Europeans between 25 and 29 have completed upper secondary education and 29% higher education, less than one third of young people who have a disadvantaged socioeconomic background, complete upper secondary. Figures from the renewed Social Agenda put at 6 million the number classified as "school dropouts". Moreover, the factors that contribute to school dropping out, and the subsequent impacts on young people's life chances, are not well-understood.
In terms of context, family background is widely recognised as the single most important contributor to success in school. Socioeconomic status, most commonly measured by parental education and income, is a powerful predictor of school achievement and dropout behaviour. Poorer, less educated, and single parent households tend to have less money, time, and parenting skills that they can contribute to their children's education. On the other hand, when parents monitor and regulate their children's activities, provide emotional support, encourage independent decision making and are generally more involved in their children's schooling, the students are less likely to drop out of school.
Communities and peer groups also influence students' withdrawal from school.
Teacher guidance and support are also significantly associated with lower dropout rates, especially for disadvantaged students. Schools may also have a positive influence on withdrawal through policies and practices designed to promote their own overall effectiveness.
The aim of the project appears in the framework of the agenda for new skills and jobs, part of the European 2020 strategy which highlights the EU's target to reduce the percentage of early school leavers to no more than 10% and increase the number of young people in higher education or equivalent vocational education to at least 40%. In order to achieve these targets is particular important the cooperation among members states, particularly in support of national reforms of lifelong learning and development of common European instruments promoting quality of education and mobility through recognition and validation of skills in the framework of Education and Training programme 2020.

The partners are: Institute for Socio-Scientific Consultancy (Germay), Szamalk Okatási és Informatikai Zrt (Hungary), Scholl Centre Velenje (Slovania), Hackney Community College (UK), MENON Network (Belgium), Empresários para a Inclusão Social (Portugal), Centro de Formação para o Comércio e Afins (Portugal), New Technologies and Learning in Europe (Germany) and Universidade Católica Portuguesa (project lider).

CEPCEP team: Roberto Carneiro (coordeenator), Fernando Chau, José de Sousa Fialho and Maria Cândida Soares.

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Reports of the Work Package 2: Analysis of partner countries policies to ensure that all young learners complete their education.

Germany     Hungary     Portugal     United Kingdom     Slovenia 

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