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Dernier ajout : 12 novembre 2015.
Early School Leaving (ESL) in the EU is recognized as an urgent and serious problem, both for individuals and society as a whole. It represents a waste of individual life opportunities and a waste of social and economic potential (European Parliament, 2011). In this context reducing ESL is essential for achieving a number of key objectives in the Europe 2020 strategy. Its reduction addresses both the aims for ‘smart growth’ by improving education and training levels and the aims for ‘inclusive growth’ by addressing one of the major risk factors for unemployment, poverty and social exclusion. The Europe 2020 strategy therefore includes the headline target to reduce percent of early school leavers (persons between 18 and 24 years old who leave education and training with only lower secondary education or less, and who are no longer in education and training) to less than 10% by 2020, from 14,4% in 2009. That EU 2020 headline target was also recognized as one of the five priority areas of the strategic framework for European cooperation in education and training (ET 2020).
Although a lot of efforts to tackle ESL at the EU level and at the level of EU member states have been already done (not only in the framework of ET 2020, but also its predecessor ET 2010), 2012 Joint Report of the Council and the Commission on the implementation of ET 2020 highlighted that the EU is not on track to meet the headline target regarding ESL till 2020. Education Council (2011) confirmed that all efforts that have been done till now to tackle ESL is not effective and efficient enough and that further and new approaches are needed. Furthermore European Commission (2011) recognized that while the factors leading to ESL vary from country to country, the causes of ineffective policies can be boiled down to three typical issues : a) lack of a comprehensive strategy ; b) lack of evidence-based policy-making ; c) insufficient prevention and early intervention measures. On that basis the Education Council (2011) recommended the development of framework for coherent, comprehensive cross-sectoral strategies and evidence based policies against ESL, which would provide a range of school-wide and systemic policies targeting the different factors leading to ESL.
Education Council invited European Commission to support member states’ strategies through the exchange of experience and good practice, and to facilitate effective peer learning, networking and experimentation with innovative approaches on measures aimed at reducing ESL and improving the educational outcomes of children from groups at risk of ESL (Education Council, 2011). Member states are therefore supported to exploit all the opportunities of common EU cooperation in the field, exploit the existing and develop new tool kits, which will enable the EU as a whole to reach the commonly agreed target.
Taking into consideration the above EU initiatives, TITA project contribute to the realization of EU headline target regarding ESL by addressing one of the key policy messages identifying the critical conditions for successful policies against ESL (Thematic Working Group, 2013) : promote and support multi-professional teams in schools to address ESL on the basis of evidence-based policies and practices.