Links to European and national policy documents

(2001) European Commission (2001) Second Chance Schools: The Results of a European Pilot Project.

(2010) “EU 2020 strategy for smart, sustainable and inclusive growth”, Conclusions of the European Council, 17 June 2010; see also: 

(2011) Commission Communication [COM (2011)18] "Tackling early school leaving. A key contribution to the Europe 2020 Agenda", 


(2011) COUNCIL RECOMMENDATION of 28 June 2011 on policies to reduce early school leaving - 2011/C 191/01, URL:


(2011) European Parliament resolution of 1 December 2011 on tackling early school leaving (2013) Day, L. et al., Preventing Early School Leaving in Europe – Lessons Learned from Second Chance Education, ECORYS for the European Commission, URL:

(2013) “Reducing early school leaving: Key messages and policy support, Final Report of the Thematic Working Group on Early School Leaving, November 2013”, URL:

(2015) “Tackling Early Leaving from Education and Training in Europe: Strategies, Policies and Measures, Eurydice and Cedefop Report 2015” URL:

(2016) "Leaving education early: putting vocational education and training centre stage", CEDEFOP, URL:

Submission by: Luis Mequita

Organisation: Associação para a Educação de Segunda Oportunidade

(Escola de Segunda Oportunidade de Matosinhos)

Links to national policy


(2011) Relatório internacional, Educación Emocional y Social - Análisis Internacional, da Fundação Marcelino Botín, Barcelona,



(2014) Relatório Final do Projeto Combate ao Abandono Escolar Precoce: Políticas e Práticas (POAT/FSE), CIES-IUL (pag. 155-157), Outubro 2014. URL:


(2014) Araújo, H. C., Magalhães, A., Rocha, C., & Macedo, E. (2014). Policies on ESL in nine European countries: A comparative analysis ( report 1). Porto, Portugal: CIIE/FPCEUP. URL: 


(2015) Carmen Cavaco (coord), Abandono e Insucesso Escolar - Construir uma Perspectiva de Género, Lisboa: Instituto de Educação, Universidade de Lisboa. (2015) António M. Magalhães, Helena C. Araújo, Eunice Macedo & Cristina Rocha, EARLY SCHOOL LEAVING IN PORTUGAL, Policies and actors’ interpretations, Educação, Sociedade & Culturas, nº45, 2015, 97-119 URL:

Submission by: Luis Mequita

Organisation: Associação para a Educação de Segunda Oportunidade

(Escola de Segunda Oportunidade de Matosinhos)


Article about school drop out by Mari Bognar, Hungarian education researcher.

László Trencsényi is an academic and researcher in arts education and pedagogy, based in Budapest, Hungary. He is the head of the Department of Applied Theory of Pedagogy of the Eötvös Loránd University Budapest, as well as the head of the Hungarian Pedagogical Society. He is editor of several professional magazines and is in the board of various Hungarian arts organisations. He is an author of 30 books and 250 studies in pedagogy.


The Hungarian Education System and its School-Critical Responses

Nagy, Ádám és Trencsényi, László és Horváthová, Kinga (2018) The Hungarian Education System and its School-Critical Responses. REVISTA DE STIINTELE EDUCATIEI / JOURNAL OF EDUCATIONAL SCIENCES, 1. pp. 1-7. ISSN 1454-7678)


Trencsényi, László

The School Culture Heritage of the Reformation ACTA TECHNOLOGICA DUBNICAE 7 : 1 pp. 116-121. , 6 p. (2017) )  


Trencsényi, László Lifelong Learning – A Challenge for the Education Theory PEDAGOGIKA.SKSLOVENSKÝ ČASOPIS PRE PEDAGOGICKÉ VEDY / SLOVAK JOURNAL FOR EDUCATIONAL SCIENCES 1 pp. 28-35. (2011) )

Submission by: Gyöngyvér Orsovszky

Organisation: Ariadne Cultural


Official Document about ELET in Europe and in Italy during 2015-2016 and 1016-2017


Submission by: Laura Saviori

Organisation: C.F.P. G. ZANARDELLI

United Kingdom

Getting back on track

More than one in ten young people aged 16–18 in England are NEET. This means that in 2008 almost 208,000 young people aged 16–18 struggled to make the transition from school to further education or the workplace. 

Early leaving from vocational education and training United Kingdom

Data regarding school leavers and young people not in employment, education or training (NEET) is collected by various organisations in the UK and statistics are mostly shown for England, Scotland, Wales and Northern Ireland separately, due to the devolved responsibility for education and training. In total, there were 1,093,000 NEETs in the age group 16-24 in the UK in the first quarter of 2013 

Reasons for Early Leaving from FE and Work-Based Learning Courses - UK

This report presents the findings of a survey of early leavers from further education (FE) and work-based learning (WBL) courses. The research was undertaken by the Institute for Employment Studies (IES) and BMRB for the Department for Education and Skills (DfES) in the UK. Read this report to find out more … 

Raising the Participation Age in Education and Training to 18 - UK

In March 2007, the UK government launched a Green Paper called Raising Expectations (DfES, 2007c), which proposes that, from 2015, all young people should be required to participate in some form of education or training until they reach the age of 18. Read this report to find our more … 


Many of our 16 and 17 year olds move in and out of education and short-term employment.

They are churning between the two in an attempt to find either a course which offers a real chance for progress, or a permanent job, and are finding neither. Read this report to find out more …. 

On the way to 2020: data for vocational education and training policies

European policy-making and analysis in vocational education and training (VET) need to be informed and supported by sound qualitative and quantitative information. This report defines a concise set of 31 core statistical indicators quantifying key aspects of VET and lifelong learning to help describe, monitor and compare European countries and their progress. The indicators are selected based on their policy relevance, as well as on their importance for achieving the objectives of the Europe 2020 strategy. 

Tackling Early Leaving from Education and training in Europe

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. 

Reducing early school leaving: toolkit for schools

This toolkit aims to support practitioners working with youth in identifying and monitoring students and schools in need of greater care and support. It is primarily focused on the situation of those young people who are at risk of early school leaving. 

Creativity and the arts in the curriculum

This report provides evidence about creativity and the curriculum in England, Northern Ireland, Scotland and Wales. The report sets out the economic case for creativity and the arts. It then provides evidence about creativity in the curriculum in England, Northern Ireland, Scotland and Wales. It looks at how creativity is addressed in national curricula, and at specific strategies relating to creativity in education.


The Arts, Creativity and Cultural Education: An International Perspective

This report draws on information from 191 educational systems to provide a comparative analysis of the arts, creativity and cultural education. It is based on information from the INCA Archive (which provides detailed descriptions of different educational systems), together with discussions at a seminar, held in July 2000. This summary sets out the key facts, implications and priorities for action. 


Submission by: Babs Williams

Organisation: Phoenix Social Enterprise (PSE) Bristol UK


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