15.12.2015   

EN

Official Journal of the European Union

C 417/36

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The Europe 2020 target in the field of education to reduce the average European rate of early school leavers (1) to less than 10 % by 2020 (2);

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The Council conclusions of 12 May 2009 establishing a strategic framework for European cooperation in education and training (‘ET 2020’) (3);

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The 2015 Joint Report of the Council and the Commission on the implementation of the strategic framework for European cooperation in education and training (4),

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The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (5);

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The Council conclusions of 11 May 2010 on the social dimension of education and training (6);

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The Council conclusions on early childhood education and care: providing all our children with the best start for the world of tomorrow (7);

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The 2011 Council Recommendation on policies to reduce early school leaving (8), in particular the annexed policy framework, and its call to ensure that Member States have in place comprehensive policies on early school leaving, comprising prevention, intervention and compensation measures by the end of 2012;

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The European Parliament resolution of 1 December 2011 on tackling early school leaving (9);

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The Council Recommendation of 22 April 2013 on establishing a Youth Guarantee (10);

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The Paris Declaration of 17 March 2015 on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education,

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The Luxembourg Presidency's symposium Staying on Track — tackling early school leaving and promoting success in school held in Luxembourg on 9-10 July 2015, which brought together participants from across the EU in the fields of policy making, research and practice to debate this important topic;

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The Luxembourg Presidency's conference on Diversity and Multilingualism in Early Childhood Education and Care held in Luxembourg on 10-11 September 2015;

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The 2013 final report of the ET 2020 Thematic Working Group on early school leaving and the 2015 policy messages of the Working Group on Schools Policy;

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The 2014 report of the ET 2020 Thematic Working Group on Early Childhood Education and Care proposing key principles for a Quality Framework in this area,

1.

Early school leaving tends to result from a range of frequently interconnected personal, social, economic, cultural, educational, gender-related and family-related factors, and is linked to situations of cumulative disadvantage which often have their origin in early childhood. Groups with low socioeconomic status are affected to a greater extent and early school leaving rates are particularly alarming for certain groups, such as children with migrant backgrounds (including newly arrived migrants and foreign-born children), Roma children and children with special educational needs.

2.

The design and quality of education systems also have a strong impact on learners' participation and performance, and certain systemic factors may negatively influence learning progress. In addition, factors such as an unfavourable school climate, violence and bullying, a learning environment in which learners do not feel respected or valued, teaching methods and curricula which may not always be the most appropriate, insufficient learner support, lack of career education and guidance or poor teacher-pupil relationships may lead learners to leave education prematurely.

3.

In our increasingly diverse societies, there is an urgent need for inclusive and coordinated responses from both educational and non-educational stakeholders which are aimed at promoting common values such as tolerance, mutual respect, equal opportunities and non-discrimination, as well as fostering social integration, intercultural understanding and a sense of belonging.

4.

Ensuring that every young person has equal access to quality and inclusive education (13) and the opportunity to develop his/her full potential, irrespective of individual, family-related or gender-related factors, socioeconomic status and life experiences, is key to preventing marginalisation and social exclusion, as well as reducing the risk of extremism and radicalisation.

5.

Completing upper secondary education or vocational education and training tends to be considered as the minimum entrance qualification for a successful transition from education to the labour market, as well as for admission to the next stages of education and training. Since early leavers from education and training face a higher risk of unemployment, poverty and social exclusion, investing to support the educational achievement of young people can help to break the cycle of deprivation and the intergenerational transmission of poverty and inequality.

1.

Actively pursue implementation of the 2011 Council Recommendation on policies to reduce early school leaving, in particular by:

2.

Alongside the EU early school leaving indicator, explore opportunities for developing or enhancing national data collection systems which regularly gather a wide range of information (14) on learners, especially those at risk and early school leavers. Such systems, covering all levels and types of education and training and in full compliance with national legislation on data protection, could:

3.

Where relevant, consider setting more ambitious national targets for reducing early school leaving, particularly if existing ones have already been reached.

4.

Identify those schools or local environments which present a high risk of early school leaving and high levels of educational disadvantage and which might benefit from additional support or resources.

5.

Pursue — as appropriate — the reform of education systems, looking at the whole spectrum of education and training, including non-formal learning and acknowledging the role of youth work, with a view to reinforcing structural, pedagogical, curricular and professional continuity, easing transitions, addressing segregation and inequalities in education systems and promoting measures which support learners' progress and educational achievement and motivate them to complete their education.

6.

Ensure generalised, equitable access to affordable, high quality early childhood education and care. The cognitive and non-cognitive skills developed in early childhood education and care can help children to unlock their full potential and provide them with the foundations for life and success in school. Early childhood education and care structures should also encourage the effective acquisition of the language(s) of instruction, while respecting cultural and linguistic diversity. Developing a feeling of belonging and establishing secure and trusting relationships from an early age are crucial for children's further learning and development.

7.

Encourage and promote collaborative (‘whole-school’) approaches to reducing early school leaving at local level, for instance through:

8.

Whilst encouraging high expectations for all pupils and promoting access to the basic skills and knowledge that will best equip them for the future, explore the potential of more personalised, learner-centred forms of teaching and learning, including by means of digital resources, as well as the use of different assessment methods such as formative assessment (15).

9.

Ensure, with due regard for institutional autonomy, that initial teacher education and continuous professional development provide teachers, trainers, school leaders, early childhood education and care professionals and other staff with the skills, competences and background knowledge needed to understand and tackle educational disadvantage and possible risk factors that might lead to disengagement or early school leaving. Such skills, competences and knowledge could cover issues such as classroom and diversity management strategies, relationship building, conflict resolution, bullying prevention techniques and career education and guidance.

10.

Ensure that career education and guidance, more flexible pathways and high-quality vocational education and training of equal value to general education are available to all learners.

11.

Provide access to high-quality ‘second chance’ schemes and other opportunities to re-engage in mainstream education for all young people who have left education prematurely, and ensure that any knowledge, skills and competences acquired by these means, including through non-formal and informal learning, are validated in line with the 2012 Council Recommendation (16).

1.

Make maximum use of the opportunities available under the ET 2020 strategic framework and via the open method of coordination, including the possibility of strengthening peer learning and, where necessary, of contracting research and studies, in order to strengthen evidence-based policy making and to develop and disseminate examples of successful policy practice.

2.

Use the funding opportunities offered by EU instruments such as the Erasmus+ Programme, the European Social Fund and the European Fund for Strategic Investments (17) to support measures aimed at reducing early school leaving as part of comprehensive policies and at promoting cooperation in and around schools.

3.

Continue to identify, through research and peer learning, examples of the most effective collaborative practices at school and at local level aimed at alleviating educational disadvantage, reducing early school leaving and ensuring more inclusive education. Ensure the wide dissemination of such practices among school practitioners and stakeholders, in particular through the eTwinning community and the School Education Gateway.

1.

Continue to follow and disseminate information on developments in the Members States, and to report periodically on the progress towards the Europe 2020 target and the implementation of Members States' strategies or equivalent integrated policies on early school leaving in the context of the European Semester and of the ET 2020 reporting arrangements, including through the Education and Training Monitor.

2.

Develop further cooperation with researchers, Member States, relevant stakeholders, networks and organisations, with a view to supporting the implementation of national and EU policies on early school leaving.

3.

Enhance cooperation on this topic with relevant international organisations such as the OECD in collaboration with the Member States.

4.

Recall the importance of maintaining a focus on inclusive education and reducing early school leaving in the context of the planned mid-term review of Erasmus+.

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the age at which discontinuation of education and training occurs;

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the relationship between early school leaving and truancy;

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differences with regard to early school leaving according to gender, academic performance or achieved education levels;

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the socioeconomic background or a proxy, such as neighbourhood information;

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the background and/or mother tongue of the learner.