TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING

Tugaut Hervé

Articles by this author (15)

  • Urska Stremfel (ERI) invited researcher at the Ifé

    Urška Štremfel (ERI) at the Ifé for a month in February.

  • Training, Innovative Tools and Actions

    fr “Early school leaving (ESL) is a multi-faceted and complex problem caused by a cumulative process of disengagement. It is a result of personal, social, economic, education or family-related reasons. Schools play an important role in addressing ESL but they cannot and should not work in isolation. Comprehensive approaches that focus on the root causes of ESL are required to reduce ESL.” Reducing early school leaving : Key messages and policy support, Final Report of, November 2013, p.4. (...)

  • TITA Seminar

    Second Network meeting, January 2015

  • French Seminar Erasmus+

    Presentation of the TITA project

  • Symposium Staying on Track

    Symposium Saying on Track - Luxembourg July 8-10

  • Qu’est-ce que TITA ?

    « Le décrochage scolaire est un problème à multiples facettes et complexe qui résulte d’un processus cumulatif de désengagement. Il est le résultat de facteurs personnels, sociaux, économiques, éducatifs ou familiaux. Les écoles jouent un rôle important dans la lutte contre le décrochage ou désengagement scolaire, mais ils ne peuvent pas et ne doivent pas travailler de façon isolée. Les approches globales qui mettent l’accent sur les causes profondes du décrochage sont nécessaires pour le réduire. » (...)

  • What is TITA ?

    Collaborative work is a key factor to address ESL.
    “Early school leaving (ESL) is a multi-faceted and complex problem caused by a cumulative process of disengagement. It is a result of personal, social, economic, education or family-related reasons. Schools play an important role in addressing ESL but they cannot and should not work in isolation. Comprehensive approaches that focus on the root causes of ESL are required to reduce ESL.”
    Reducing early school leaving: Key messages and (...)

  • Objectives

    Although in steady decline in recent years , the dropout remains for most countries a major concern. Measured at European level as the proportion of people aged 18 to 24 having only the level of lower secondary education or a lower level and who are no longer in education or training, it is a real challenge for social cohesion and equity of educational systems.
    Many studies insist indeed on costs that the lack of equity in education generates in terms of health, social benefits or to (...)

  • Objectives

    Although in steady decline in recent years1, the dropout remains for most countries a major concern. Measured at European level as the proportion of people aged 18 to 24 having only the level of lower secondary education or a lower level and who are no longer in education or training, it is a real challenge for social cohesion and equity of educational systems. Many studies insist indeed on the costs that the lack of equity in education generates in terms of health, social benefits or to (...)

  • Project approach

    The programmes fighting against ESL are wavering between prevention and compensation. European works on ESL also identify a third step: intervention. All countries has a tendency to promote prevention (and intervention), rather than compensation which is much more costly and produces fewer results. Even if the evolution of state policies against school failure tends to individualise the problems and to target specific categories of children (special needs, migrants, minorities, precocity, (...)

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