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Home › Resources › European Toolkit for Schools › 5. Stakeholders involvement

5. Stakeholders
involvement
The complex nature of early school leaving (ESL) requires a
multi-dimensional response. Some of its causes are linked
to factors outside the education system, such as personal,
health or emotional difficulties, family problems or fragile
socio-economic circumstances. School staff do not (and
cannot) have the capacity to address all of these challenges,
so it is essential that they work with wider stakeholders with
the appropriate expertise.

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4/21/2018 Area

5.1. Multidisciplinary teams 5.2. Stakeholders' networks

5.3. Partnerships - employers and businesses

5.4. Partnerships: Community organisations and civic society

Resources ( Search all resources )

Please note that for the moment the content on the resource pages is available in English only.

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Checklist and recommendations for prevention of absenteeism and school drop-out

10.12.2015 0 Primary, Secondary Document

It is undeniable that medical, psychological, social, educational and legal

interventions are required in a number of cases of truancy and early school
leaving, but research also shows clearly that in all cases, school and
teaching staff can have a decisive influence. This document comprises a
checklist for self-assessment of schools, 59 detailed recommendations for
improvement of school attendance, pupil engagement and school culture,
as well as proposals for behaviour agreements and examples of
questionnaires for teachers and parents. The recommended measures are
primarily directed at the target group of teachers, principals and parents.
The document has been translated from the manual by Nairz-Wirth,
Feldmann, Diexer (2012): Handlungsempfehlungen für Lehrende,
Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus
und Schulabbruch.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental

involvement; 5. Stakeholders involvement
Subareas: 1.1. School culture and climate; 2.3. Initial Teacher Education and Continuing
Professional Development of teachers; 3.1. Well-being of learners; 3.3. Career guidance
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and support; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular
learning; 3.7. Monitoring learners at risk; 4.1. Communication and information; 5.2.
Stakeholders' networks
Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO;
SK; SL; SV
Country: Austria

Choose Well - Help kids decide on their future

10.12.2015 0 Primary, Secondary Practice

Making good choices regarding school subjects increases the chances of

future success for students. This project involves parents and students in
the process of making well-considered decisions about school subjects. It
provides information on the Flemish education system.

Areas: 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 3.2. Learners' participation in school life; 3.3. Career guidance and support;
3.4. Curriculum and learning paths; 3.9. Targeted support: Migrants, Roma; 4.1.
Communication and information; 4.3. Spaces for parents and involvement in educational
activities; 5.4. Partnerships: Community organisations and civic society
Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO;
SK; SL; SV
Country: Belgium

Community-Based Lifelong Learning Centres

10.12.2015 0 Pre-school, Primary, Secondary Document

NESET - Network of Experts on Social Aspects of Education and Training

publishes reports for policy makers and practitioners interested in
promoting equity and inclusion in education and training across the
European Union. This paper seeks to examine strategies for establishing
community based lifelong learning centres in EU Member States. It explores
evidence and research on the benefits and advantages of establishing such
centres, as well as the barriers and difficulties impeding both the
establishment and effectiveness of such centres. The report concludes that
community based lifelong learning centres can simultaneously provide
instantiations of a range of key lifelong learning objectives, such as active
citizenship, social cohesion/inclusion, personal and social fulfillment,
intercultural dialogue, as well as employment pathways.

Areas: 4. Parental involvement; 5. Stakeholders involvement

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Subareas: 4.1. Communication and information; 4.3. Spaces for parents and
involvement in educational activities; 4.4. Family learning; 5.4. Partnerships: Community
organisations and civic society
Language: EN
Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark;
Estonia; Finland; Former Yugoslav Republic of Macedonia; France; Germany; Greece;
Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands;
Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey;
United Kingdom

Does intensive coaching reduce school dropout?

02.06.2017 0 Secondary Document

Research done in the Netherlands has shown that one year of intensive
coaching is likely to reduce school dropout by more than 40 percent and
yield a net social gain. The target group of students was the general
population of students starting in intermediate vocational education.
Results suggest that the largest gains are made in the first year of coaching
and effects are largest for students with a larger ex-ante probability of
school dropout. Examples of coaching are working on study skills (e.g.,
planning and organizing), counselling in case of personal problems and
contact with parents. Both preventive (before study dropout) and curative
actions (among study dropouts) of the coaches have been effective and
together resulted in a substantial reduction of school dropout.

Areas: 3. Support to learners; 5. Stakeholders involvement

Subareas: 3.3. Career guidance and support; 3.7. Monitoring learners at risk
Language: EN
Country: Netherlands

Drop-out network and Central helpdesk in Antwerp city

10.12.2015 0 Primary, Secondary Practice

The Drop-out prevention network provides a whole suite of services and

expertise. Each project is unique, focused on specific target groups and
attracts its own level of funding. Emphasis is put on prevention of early
school leaving and re-integration of pupils who have dropped out of school.
The Central Helpdesk provides support to pupils and to schools. Frequently
absent students are referred to the Pupil Guidance Centre attached to the
school network which the school is part of. Where necessary the Pupil
Guidance Centre seek the help of the Central Helpdesk. The Helpdesk can
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offer tailored support measures and activities to pupils at risk or those who
have dropped out through the network of different organisations.

Area: 5. Stakeholders involvement

Subareas: 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.4. Partnerships:
Community organisations and civic society
Language: EN
Country: Belgium

European Network Against Bullying in Learning and Leisure Environments (ENABLE)

02.06.2017 0 Secondary Practice

This project is designed to support the development of Social-Emotional

Learning skills (SEL) for 11-14 year olds, and to promote Peer Support to
tackle and reduce bullying. SEL Programmes improve the student's social,
emotional and academic skills, which include more pro-social behaviour and
positive attitudes toward the self and others, and lower levels of emotional
distress. Peer support systems reduce the negative impact of bullying on
victims and make it more acceptable for them to report it. It follows a
whole-school approach which includes young people, staff, parents and the
wider community. Thus, this programme is a departure from the two-
dimensional view of bullying as victim and bully, and instead looks at the
social and group dynamics in a school or leisure environment to address a
range of factors which contribute to bullying. ENABLE has trained a team of
Ambassadors in each participating country, who are available to provide
information and guidance to any school or organisation wishing to
implement the programme.

Areas: 1. School governance; 3. Support to learners; 4. Parental involvement; 5.

Stakeholders involvement
Subareas: 1.1. School culture and climate; 3.1. Well-being of learners; 4.2. Parents'
involvement in school governance
Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO;
SK; SL; SV
Country: Belgium; Croatia; Denmark; Greece; Romania; United Kingdom

Feel Well, Learn Better - ABMA program in France

10.12.2015 0 Primary, Secondary Practice

The 'Feel Well, Learn Better (Aller bien pour mieux comprendre - ABMA)'
measure builds on the consideration given to pupils' overall health to
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improve the school environment and school achievement, thus reducing

health inequalities. It promotes harmonious interactions and well-being
among pupils and staff. This is a pilot programme that will run for 3 years
until 2016, under the Lyon Education Authority, in partnership with the
National Institute for Prevention and Health Education.

Areas: 3. Support to learners; 5. Stakeholders involvement

Subareas: 3.1. Well-being of learners; 5.1. Multidisciplinary teams
Language: EN
Country: France

Godalen and Thor Heyerdahl Upper Secondary Schools in Norway

10.12.2015 0 Secondary Practice

In order to prevent drop-out, the Godalen and Thor Heyerdahl Upper

Secondary Schools in Norway have focused on improving and
strengthening their school leadership strategies. The schools have
established a range of measures to support teachers and young people
alike.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 5. Stakeholders

involvement
Subareas: 1.3. School management; 2.2. Teachers and their relationships with pupils
and parents; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5.
Learning and assessment; 5.2. Stakeholders' networks
Language: EN
Country: Norway

Guding cities
02.03.2018 0 Primary, Secondary Practice

Guiding Cities joins policy makers and education stakeholders to map policy
and guidance and create coherent policy to respond to the complex needs
in the fight against ESL.
The project aimed to:
• Analyse guidance actions in 4 countries through country-based focus
groups including stakeholders in education and guidance.
• Develop a Guiding Cities Model and Checklist mapping different possible
actions, actors community needs relative to guidance and lifelong learning.
• Establish and manage Working Groups and a survey of best practices
(involving at least 40 stakeholders).
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• Publish online the GCities Model and links to resources and practices for
each type of action and/or each target group. The GCities tools will be
available in 6 languages (EN, ES, CAT, IT, EL, RO).
• Test the GCities Model and Checklist-benchmarking tools with at least 40
communities or organisations.
• Improve professional development of local service providers and school
guidance practitioners.

Areas: 3. Support to learners; 5. Stakeholders involvement

Subareas: 3.3. Career guidance and support; 3.7. Monitoring learners at risk; 5.2.
Stakeholders' networks; 5.4. Partnerships: Community organisations and civic society
Language: EN
Country: Greece; Italy; Romania; Spain

Health and Citizenship Education Committee (CESC) in France

10.12.2015 0 Primary, Secondary Practice

The Health and Citizenship Education Committee involves all members of

the educational community and the local partners of the primary or
secondary school (local government, police, justice and associations).
Chaired by the school head, the committee is active in citizenship education,
drawing up the plan for the prevention of violence, proposing initiatives to
support parents in difficult situations and combating social exclusion,
defining a health and sex education programme aimed at promoting safe
behaviour. The CESC brings together a variety of measures, with the aim of
preparing pupils to act and to live together, with respect for equality
between women and men and to make choices and exercise their
citizenship rights.

Areas: 3. Support to learners; 5. Stakeholders involvement

Subareas: 3.1. Well-being of learners; 5.2. Stakeholders' networks
Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO;
SK; SL; SV
Country: France

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