Policy recommendation

 The research and the evaluation findings of the pilots, along with the lessons learned from the discussions with the project team and the involved key experts were integrated into the policy recommendations. The three piloting countries showed far more similarities than differences concerning their educational system.

For more information, research findings and details, find the  Final Report of CroCooS.

Consequently, it is easy to draw general conclusions in a certain contextual environment:

GOOD SCHOOL CHOICE: Students at-risk should be offered a rich and motivating supply of alternative study routes (in other schools if necessary) together with accessible career guidance services.

SCHOOL CLIMATE: Improving teacher-student and teacher-parent relationships, building a culture of trust and respect in the school and making learning relevant to students – all need to be developed. 

DATA MANAGAMENT SYSTEM: Digital and accessible data monitoring systems concerning students should be better utilized for saving time and providing relevant information for teachers to focus on students at-risk.

PROFESSIONALISATION of teachers and other school staff is crucial in the piloting countries.

COLLABORATIVE METHODS: Case discussions, the sharing of good practices, the exchange of experience on a regular basis can build teachers’ competences to focus on students at-risk.

LEADERSHIP: Commitment of school leaders is the first and foremost determining factor, no intervention can happen without that. 

COMMUNICATION AND EXTERNAL HELP: Mentoring and teamwork are two of the most successful parts of the development process. Communication with and of all actors, even outside of the school is another key success factor that help combat dropping out.

SUPPORT SERVICES: Centralised services like providing social workers, mental rehabilitation, career guidance and crisis management is as important as school development.

GOVERNANCE: Clear and relevant expectations of the government and local authorities are essential to reinforce the improvement of schools.

FINANCIAL INCENTIVES: Providing schools with an appropriate state financing scheme as well as an easily accessible funding for tailor-made afternoon programmes to motivate students would be essential for system development.

POLICY LEARNING: Long-term thinking, allocating the necessary budget and time as well as monitoring new measurements are the most important factors that can reduce the rate of early school leaving in the three examined countries.

For more information, research findings and details, find the Final Report of CroCooS.

ESLplus - European Learning Space on Early School Leaving

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