With community learning, the entire school community engages in a cohesive and collaborative action with external agents (e.g. sport, cultural, industrial organisations). It promotes informal educator-student relations and teaching methods and thus encourages own action and participation in the learning process of (potential) ESL student. It accounts for students’ needs and interests.
European Commission.
Bibliography
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How does community learning work and how does it help reduce ESL?
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Overview of innovative online trainings for educators
The professional development of educators for addressing ESL can be successfully supported by online trainings or other forms based on information and communications technology. Currently, several online training platforms for educators exist across Europe and globally, but evaluation studies are lacking to help highlight best practices in the field.
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ESL in the EU: Policy overview and development
In the OMC process the EU’s strategic goals on ESL are framed, measured by specific indicators and benchmarks (by 2020 the share of ESLers should be less than 10%), translated into national ESL policies and periodically monitored. Knowing and understanding this process among all relevant actors is crucial for their more proactive involvement in ESL policy-making and contributing to good governance in the EU.
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Contextualizing ESL factors with PISA results
Longitudinal studies of students which follow them from their initial participation in the PISA study at age 15 clearly show that the strongest predictor of students’ early school leaving (ESL) is their achievement in the PISA test. This achievement is a significant predictor of ESL, even after controlling for students’ socio-economic status. These data show that strong competencies can help overcome the effects of disadvantages.
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Developing healthy social and cultural capital and its effects on education
Although social and cultural capital is to some extent determined, it is important to be aware that individuals’ social capital can also be built and strengthened via the family, peers, school and wider local community. Not only does it encourage a student’s persistence in education, it can also help overcome the effects of a deficit in cultural capital on an individual’s educational path.
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THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF GROUP PROCESSES, part I: Factors that shape, leverage or align team processes
When introducing local ESL multi-professional teams, consideration should be given to designing the team in accordance with the institutional context, shared vision, the development of the team and task competencies of team members, adequate team composition, the required training of team members and the development of leadership expertise.
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THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF TEAM PROCESSES, part II: Team processes and emergent states
Different team processes are prominent in the forming/transition phase (e.g. planning) than in the functioning phase (e.g. team adapting) of a team’s cycle. Interpersonal processes are present throughout. Emergent states (e.g. team climate, cohesion and conflict) reflect team processes and also influence them.