Policy themes
Early Leaving from Education and Training (ELET)
European cities face higher levels of ELET than their national averages and their corresponding European target rates. This represents a serious challenge, as ELET has significant societal and individual consequences, such as a higher risk of unemployment, poverty, marginalization and social exclusion. Tackling ELET means breaking the cycle of deprivation and the intergenerational transmission of poverty and inequality.
ELET is a specific problem, but tackling it effectively requires not just individual, targeted interventions, but coordinated work at the system level. Practitioners must operate within a very complex field of play to tackle it. This calls for a shift from implementing isolated ELET measures to introducing integrated, comprehensive policies, based on strong and continuous political commitment of all stakeholders at all levels.
The role of cities and local authorities in developing and implementing ELET policies is crucial: they can translate European and national strategies into specific actions tailored to the local needs and coordinate cross sectoral implementation at the right level. This required changes to both organisations and mind-set of people.
To help navigate this complex policy landscape, Stay Tuned used a set of Policy Themes which group together the different types of actions and interventions the partner cities were using to tackle ELET.
To explore the Policy Themes used in Stay Tuned, click on the six links/descriptions below:
Support smooth transitions between school stages and between school and work. Let pupils experience options early, through routes including tasters, guidance and mentors.
Work to address the culture gap between home and school. Engage with communities whilst considering local customs, including challenges around language and cultural pressures.
Help teachers and schools teams grow through structured training and practical problem solving sessions that introduce other skills and new ways of thinking.
Create a wide variety of extra-curricular programmes to engage young people based on their interests. Maintain engagement and participation in education through work opportunities.
Set up mechanisms in schools to spot emerging risk factors and look for a range of alternatives and complementary learning opportunities in and out of the classroom.
Maintain a holistic approach and avoid isolated measures. Compile a consolidated programme of work for a collaborative approach that looks at the whole system, not just one component.
