Reducing Early School Leaving (ESL) in Europe
* * * * * RSVP: Borbala Varga, email@example.com * * * * *
The cross-country research project Reducing Early School Leaving in Europe (RESL.eu) provides insights into the processes that are influencing early leaving from education or training. The RESL.eu project also identifies and analyses prevention, intervention and compensation measures against early school leaving (ESL) that target students to keep them in education or training until attaining at least an upper secondary education qualification.
The five-year project's focus has been the development and implementation of education policies and the transferability of country-specific inspiring practices for educational engagement. RESL.eu also has sought understanding the mechanisms behind and the processes leading to ESL, while it has paid attention to the trajectories following ESL. In the latter context, the project has explored also the role of significant others (family, peer group, school staff) who may have excerpted important impacts in shaping at-risk students' attitudes toward education. The project has built on existing practices of tackling ESL and has intended developing innovative approaches to risks of ESL for regular schools and in alternative learning arenas.
The project has run in nine EU member states (Belgium, the United Kingdom, Sweden, Portugal, the Netherlands, Poland, Spain, Hungary and Austria). New survey data were collected in two waves among 1,500 youngsters in seven countries each. In addition, a smaller number of school staff and school administrators also were surveyed. Further, qualitative data were collected across seven member states: two bio-interviews and in-depth interviews with youngsters and focus group discussions with students and staff were conducted.
The conference presents the major findings of the RESL.eu project in a cross-country comparative perspective.