Study: Telling digital stories to fight against early ... · PROJECT NUMBER –...

Study: Telling digital stories to fight against early School-Leaving

tellyourstorymap.eu

PROJECTNUMBER–2016-1-FR01-KA204-023943

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TellYourStory

O1:LITERATUREREVIEWONTELLINGDIGITALSTORIES

AuthorsKarlDonert(EUROGEO)GregorioSambataro(CESIE)ChristophGrandits(dieBerater)FranziskaSteffen(dieBerater)LucZwartjes(EUROGEO)SohaElJammal(PistesSolidaires)FloraErrecart(PistesSolidaires)TrevorBrugess(RINOVA)DavidGarcia(RINOVA)NinaBiro(RIS)KatarinaJerebic(RIS)

The European Commission support for the production of thispublicationdoesnotconstituteanendorsementofthecontents,whichreflectstheviewsonlyoftheauthors,andtheCommissioncannotbeheld responsible foranyusewhichmaybemadeof the informationcontainedtherein.


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IO1Study:TellingdigitalstoriestofightagainstearlySchool-Leaving

Finalversion

TellYourStoryProject


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TableofContentsTableofContents.........................................................................................................3Summary:IO1Study:TellingdigitalstoriestofightagainstearlySchool-Leaving.......4Introduction.................................................................................................................4Purposeofthisreport..................................................................................................6EarlySchoolLeaving.....................................................................................................6FactorsAffectingESL....................................................................................................9Policiesforearlyleavingfromeducationandtraining...............................................10Nationalreviews.........................................................................................................12EarlySchoolLeavinginBelgium.................................................................................14EarlySchoolLeavinginFrance...................................................................................17EarlySchoolLeavinginItaly.......................................................................................19EarlySchoolLeavinginSlovenia.................................................................................21EarlySchoolLeavingintheUK...................................................................................23EarlySchoolLeavinginotherEuropeancountries.....................................................24Earlyleaverprofiles....................................................................................................26SuccessfulEducationActions.....................................................................................26StoriesandStorytellingineducation.........................................................................34DigitalStorytelling......................................................................................................37Storytellingthroughmaps..........................................................................................39Digitalstorytellingpedagogies...................................................................................40OnlineTools...............................................................................................................43Recommendations.....................................................................................................43Conclusions................................................................................................................44References..................................................................................................................45Annexes......................................................................................................................53


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IO1Study:TellingdigitalstoriestofightagainstearlySchool-Leaving

“Sivousnecommuniquezpasavecdeshistoires,vousnecommuniquezpas.Lesfaitsparlentmaislesimagesfontvendre”

“Ifyoudon’tcommunicatewithstories,youdon’tcommunicate.Facts

speakbutimagessell”

JamesCarville&PaulBegela,http://mag.formation-prise-de-parole.fr/s-inspirer-d-autres-speakers/storytelling-si-les-orateurs-devenaient-conteurs/

Summary:

ThestudylaysthefoundationfortheensuingdevelopmentworkoftheTellYourStoryproject. It sums up the results of national and transnational desk-based researchactivities.Thestateoftheartfocusesonthreekeyareas,firstlythecurrentsituationregardingpreventionof,interventionagainst,andcompensationofearlyleaversfromeducationandtraininginthecountriesparticipatingintheproject(FR,AT,BE,SI,UK,IT)andinotherEuropeancountriesandatEuropeanlevel.

EarlySchoolLeaversareanon-homogeneousgroup.Theyoungsterswithdifficultiesat school are mainly studying in a vocational high school rather than secondaryschools. Themain causesofdroppingoutare: i) the schoolenvironment, ii) pupil-relatedsuchaslowlevelsofperformanceandfamily-relatedlikesingleparenthood.

The research examines some solutions and progress made within the strategicframeworkEducationandTraining2020andsynthesisesthepresentstateofresearchonthepotentialforstory-tellinganddigitalstorymappingtoengageyoungpeopleatrisk.Thereportexplorespoliciesatdifferentscales,strategiesforengagement,thereporteduseof tools, pedagogical approaches, success stories and concludeswithrecommendationsthatinfluencetherestoftheTellYourStoryproject.

IntroductionTheTellYourStoryProjectfocusesonyoungpeopleeitherleavingschoolearlyoratriskofexitingtheschoolsystemwithoutgettingqualifications(Moulinetal.,2014).AccordingtoTimmermanetal.(2014),earlyschoolleaving(ESL)isaconceptcreatedbytheEuropeanUnion,whichreferstopeopleaged18to24wholeaveeducationandtrainingwithoutattaininguppersecondaryqualificationorequivalent.

CEDEFOP(2016a)usethecommonlyadoptedEurostatdefinitionofearlyleavingfromeducationandtraining,atermthatreplacedearlyschoolleaving,asthepercentage


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ofthepopulationaged18to24achievingalowersecondarylevelofeducationorless(ISCED0,1, 2and3c short) anddeclaredasnothaving receivedanyeducationortraininginthefourweeksprecedingtheEUlabourforcesurvey(LFS).

AccordingtoKuran(2013),suchyoungpeoplewholeaveschoolbeforetheendoftheeducationalprogramorbeforetheyfinishyearclass,withoutgoingtoanotherschooloranothereducationalareinstitutionarecommonlytreatedas"drop-outs"(Figure1). They areperceived tobe at risk ofmarginalisation, poverty andeconomic andsocialexclusion.Recognisingthesesocialimplicationsandthehighcostsofearlydrop-out rates meant that reducing the number of early school leavers has become acentralthemeinthestrategicframeworkforEuropeancooperationineducationandtraining,whichisknownastheEducationandTraining2020(EUCouncil,2009),andEuropeanStrategies2020(EuropeanCommission,2010).

Figure1:Earlyleaversanddrop-outs(Cedefop,2016)

Caruso(2015)consideredthatdealingwithearlyschoolleavingshouldbetheconcernofalleconomies.ItisforthisreasonthatEUauthoritiesdevelopedtheEurope2020strategyinordertosupportyouthandtoengageyoungpeopletodeveloptheirownopinionsandattitudesabout theeconomyand society.According to theE.C. StaffWorkingPaperonReducingESL(EuropeanCommission,2011a,b),reducingESLtolessthan10%by2020isaheadlinetargetforachievinganumberofkeyobjectivesintheEurope2020strategyandoneofthefivebenchmarksofthestrategicframeworkforEuropeancooperationinEducationandTraining2020.

TheplansforEurope2020proposethreemutualreinforcingpriorities:‘smartgrowth’based on knowledge and innovation, ‘sustainable growth’ promoting a greenereconomyand‘inclusivegrowth’fosteringhighemploymentandsocialcohesion.HighratesofESLaredetrimentaltotheobjectiveofmakinglifelonglearningarealityandaconstrainttosmartandinclusivegrowthinEurope.

Asaresult,undertheLisbonAgendathetargetofbeingthemostcompetitiveandsociallycohesiveregionintheworldhasbeenset,suggestedtherateofESLshouldbeatorbelow10%by2020ineachEUcountry.


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PurposeofthisreportThepurposeofthisstateoftheartreportistoinformtheoutputsandoutcomesoftheTellYourStoryProject.InordertodothisitexaminesEarlySchoolLeavingasasocialandeducationalissueinaninternationalcontext.Earlyleavingfromeducationandtrainingislinkedtoaviciouscycleofunemployment,socialexclusionandpoverty,with costs for the individual and society that include reduced levels of economicactivity, higher unemployment, poorer health outcomes and demands on Statewelfaresystems.

Thisreportreviewsrecentresearch,projectsandtoolsbeingusedindealingwithEarlySchoolLeaving,whilerecognisingthestronglinksbetweentheriskofESLandlackofengagementwitheducationprocesses leading to learningdifficultiesandpotentialdelinquency.

Thisreviewexaminesthepotentialofstorytellingasoneofthemostancientformsofeducation(Marta,2015),usedbyeverycultureonEarthtopassknowledgebetweenindividualsandgenerations.Thereviewexplorestheemergenceofdigitalmediathatbrought many new possibilities to tell stories, in serious and non-entertainmentcontexts and examines the possibilities of using digital storytelling with maps toengageyoungpeopleatrisk.

EarlySchoolLeavingThe concept of Early School Leaving is quite ill-defined. There are many possiblemeanings,eachofwhichdependonthecontextwhereESLtakesplaceandmeasuresareused.

The EU developed an indicator to monitor progress on early leaving. It has beencreatedaspartofapoliticalcompromise.ItenablesEUlevelcomparisonsbutitisnotsufficienttomonitoratnationalandregionallevels.TheEUdefinitionofearlyleavingcombinesthreemaindimensions:anageparameterofyoungpeople(18to24),theircurrent status (not in education and training) and a variable about educationachievement(completionofuppersecondaryeducation).ThisdefinitionwasdesignedforinternationalcomparisonsbetweendifferenteducationsystemsacrosstheEU.

TheOECDunderlinestheimportanceofeducationinavoidingNEETsituations(NotinEducation, Employment, or Training), as those early school leavers not finishingsecondaryeducation(OECD,2012a).TheyarethreetimesmorelikelytobecomeNEETwhencomparedwithyoungpeoplewhoprogresstotertiaryeducation.NEETratesamongmigrantyouthacrosstheOECDaremorethan1.5timeshigherthanthosebornintheircountryofresidence.Thereisalso,accordingtoTimmermanetal.(2014),acorrelationtobefoundbetweeneducationalsuccessandindividual’shealthstatusorpsychologicalwellbeing.

TheschooldropoutratehasbeendecreasingconsiderablyinOECDcountriesinrecentyears (OECD, 2016), although some EU countries have seen modest increases.National rates of ESL vary greatly between EU member states and also displaysignificantregionalvariationswithinstates.SomeEUcountrieslikeSpainandPortugal


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(Figure2)haveveryhighlevels,whileotherssuchasPolandandtheCzechRepublicESLisverylow.

Figure2:TherateofEarlySchoolLeaving(OECD,2014)

TheratesofESLratesacrosstheEUin2015areshowninFigure3(CEDEFOP,2016b).Overall there has been a reduction of early-school leaving rate since 2004, butdifferencesbetweencountriesremainshigh,andsignificantregionalvariationswithinstatesarealsoevident,whichaccordingtoMinguez(2013),areprimarilydependentontheamountofsocialspendingoneducation.

Figure3:EarlySchoolLeavingratesforEUcountries(Eurostat,2015)

AcrosstheEU,youngmenaremorelikelytobecomeearlyschoolleaversthanwomen.Indeed,thisgendergapinESLpersistsinallbutonememberstate,andisparticularlyhighinCyprus,MaltaandPortugal.DatafromFlanders(Belgium)andSpainsuggest


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thatmigrantsandethnicminoritiesexperiencehigherratesofESL,ascomparedtonativepopulations.

ResearchbyFortinetal.(2006)hastriedtoidentifythetypologyofearlyleaversandthosewhoareatriskofearlyleaving.AccordingtoCedefop(2016a),therearethreecategoriesthatseektoexplainearlyleavingbasedonacombinationoffactorsrelatedtoyoungpeople’seducationexperience,theiremotionalandmentalwell-being,theirbehavioursand,insomecases,theirfamilybackground(Figure4).Theyall indicatethatnotallearlyleavershavelowacademicperformance;someareaverageinschoolandothersmayhaveevenbeenstrongperformersinthepast.

Figure4:Characteristicsofearlyleavers(Cedefop,2016)


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FactorsAffectingESL“Schoolfailureisnottheconsequenceofonlyonecause,butfromacombinationandadditionofvariousobstaclesanddisadvantagespreventingthepathofthepupilsallalongtheirlives”(OECD,2012b)

Scientists, educators and policy makers have started to look for commoncharacteristics of early school leavers, on the basis of which might indicate thepotentialriskfactors.Muchoftheresearchtendstofocusonavoidingthestereotypedviewsofthosewhohavedroppedout.

Minguez (2013) examines the situation of early-school leaving in six differentcountries: Germany, Denmark, Spain, Finland, Belgium and the UK, studying the“impactof investment ineducation,gender,ethnicand familybackground” inESL.Theresearchshowedtherearebigdifferencesbetweenthecountriesbut recentlythereisamorenuancedunderstandingofearlyleaving,withtheinteractionoffamily,individualandpolicyfactorsfoundtoshapeagradualprocessofdisengagementfromschoolanddependingontheamountofsocialspendingoneducation.

ManyfactorscancausetheESLphenomenon.Cedefop(2016a)suggesttherearefourgroupsofthem:

1. Factorsrelatedtotheindividualandtheirfamilybackground2. Factorsrelatedtoeducationandtraining3. Factorsrelatedtoemployment4. Otherfactors–likechangingschool,movinghome

TheCedefopstudyfocusesonthecontributionthatvocationaleducationandtraining(VET) can make in reducing ESL. They highlight the need for better data and itssystematicuseforshapingtargetedpolicytotackleearlyleaving.

EL-MahdiandMoullet(2016)examinethecharacteristicsofschoolstoexplaintheirroleinthedropoutrate.TheyconfirmESLismorefrequentinvocationalsecondaryschools than in general and technical secondary schools and they attempt tounderstandthecausesofearly-schoolleaversinordertopreventearly-schoolleaving.They identify4differentcategoriesofearly-school leaversas i) theunexpected,astheyhaveasimilarprofileasthenon-ESL,ii)thedisengaged,whodonotgraduate,iii)theabandoned,whoarepredominantlymaleandiv)theexpected,wheredroppingoutispredictable.

Parents are one of the main factors that ensure and influence the harmoniousdevelopmentofchildren.TomiţăandPanzaru(2013)analysetheroleofparentingonEarlySchoolLeavingin27EuropeanUnionscountriesandassesstheimpactoffamilypoliciesonchildren’sacademicsuccess.Theyaddresstwocomponentsrelatedtotheenvironment in which the child develops: the affective component (given by theconstantpresenceoftheparentinearlylife)andtheeconomiccomponent(givenbythe financial support the family benefits from). They suggest that the physicalpresenceofparentswithchildrenand theiractive involvement isessential inchilddevelopment,withlong-termimpactonbehaviourthatdevelops.

Intermsof thevariablesthatcharacterisetheeconomicenvironment inwhichthechilddevelops,onlyfamilyorchildallowanceprovedtobeapredictorofearlyschoolleaving(TomiţăandPanzaru,ibid).Inaffectiveterms,thelongertheparentalleave


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was,themoretheESLratedecreased.Thisdemonstratesthatconstant,prolongedinteraction with children does have an effect on how they relate to school. ThisresearchsuggeststhatinordertoreduceESL,thedurationofparentalleaveandthelevelof familyandchildallowanceshouldbeelementstobetaken intoaccount indrawingupfamilypolicies.

TuminoandTaylor(2015)assessthe impactof local labourmarketonEarlySchoolLeaving.Theysuggestthatwhentherearerelativelyhighlevelsofunemployment,thedemand for education increases and the level of ESL is reduced, as education isperceived to significantly improve employment chances. Family resources and theenvironmental conditions inwhich the childrenare raised influence school leavingdecisions,solocallabourmarketconditionsmattermainlyincasesofyoungpeoplefrom disadvantaged socio economic groups. They suggest that economic recoverypoliciesshouldalsoseektoincreasetheexpectednetgainsfromeducationforyoungpeople,andfromlowersocio-economicgroupsinparticular.

Cedefop(2016a)assessthefactorsthatinfluenceearlyleavingamongVETstudents.Thesemayinvolvesimilarconditionstoschoolssuchasprioreducationfailure(classrepetition),lowersocio-economicbackground,migrationbackground,anddisability.But many early leavers from VET do not have these characteristics and leaveprematurelyforotherreasons,morespecifictoVET,suchas:

(a) VETisasecondchoiceandoftennotapositiveone(b) lackofapositiveperspectivefortheirowneducation(c) negativeperceptionoftheirowncapacities,oftenlinkedtopastfailures(d) mismatchbetweenexpectationsofaVETprogrammeorprofessionandits

reality,(e) lesspracticaltuitionthanexpectedand(f) specificissueslinkedtoapprenticeships,likethematuritytointegrateina

companyorthebasicskillstoconvinceanemployertohirethem;theavailabilityofplacements;workingconditionsandremuneration.

Burman et al. (2013) confirm ESL is the end point of a long and complex processwhereby the youngster increasingly retreats from education and training. In thisprocessindividualaswellasinstitutionalfactorsmayplayarole.Theschoolsituationcanenhanceorreducetherateofearlyleavers.

PoliciesforearlyleavingfromeducationandtrainingTheriseofearlyschool leaving isamulti-levelpolitical issueconcerningEuropean,national and local levelpolicy (Magalhãeset al. 2015). Every country is capableoftakingmeasuresagainstschoolfailureandlowperformanceofthepupilsregardlessoftheireconomicandculturalenvironment(OECD,2012b).NationalgoalsandpoliciesofEUMemberStatesinthefieldofearlydropoutrateshavebeenformedmainlyonthebasisofrecommendationsofCounciloftheEUonpoliciestoreduceearlyschoolleaving.

TheimportanceofthisissueforEUpolicymakersisapparentwhenlookingcloselyattheEU2020strategy.ThedecreaseoftheEUwideESLratesispartofthemaintargets


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ofthisstrategyforasmart,sustainableandinclusiveeconomy(EuropeanCommission,2010).However,even thoughreducingearly school leaving rates ispresentedasamainEUtargetthisdoesnot implythedifferentEUmemberstatesadoptasimilarviewpointandapproach.Insomecountries,suchasPoland,earlyschoolleavingisnotthecommonlyusedterminologyanddoesnotseemtobeapolicyissue,whileinthecase of theUK policy attention is focusedmore on the category of NEETs (youngpeoplenotineducation,employmentortraining).

Despite these differences, one recurring issue shared by all formal educationalsystems across Europe is how they deal with the processes of declining schoolengagement apparent among various socially vulnerable groups, including recentmigrants.ThiswasaddressedaspartofaFramework7researchproject“ReducingEarly School Leaving in Europe” (http://RESL.eu), nine European countriesparticipatedwiththeaimtogenerateasmuchaspossibleinnovativecross-countryand cross-case insights. They concluded that Early School Leaving (ESL) is amulti-facetedandcomplexproblemcausedbyacumulativeprocessofdisengagement.Itisa resultofpersonal, social,economic,educationor family-relatedreasons.Schoolsplay an important role in addressing ESL but they should not work in isolation.Comprehensiveapproachesarerequiredthatfocusontherootcauses.

ThestudyReducingEarlySchoolLeavingintheEuropeanUnion(GHK,2011),classifiesthe policy measures in school dropout situations into i) prevention strategies, ii)reintegrationstrategiesandiii)recoverystrategies.Thefirstseekstoframeandguide,thesecond,anticipatestheincidenceofthephenomenon,andthelatterreintegratesstudentsinschooldropoutsituations.However,successfuleducationalstrategiestolowerratesofESL,increaseinclusionandsocialcohesionshouldbebasedoninvestinginevidence-basedpoliciesandpractices.

BasedontheworkoftheThematicWorkingGrouponEarlySchoolLeaving(EuropeanCommission2013),thefollowingkeypolicymessageswereidentifiedforsuccessfulpoliciesagainstESL.

1. Ensurelong-termpoliticalandfinancialcommitmenttoreducingESLandkeepithighonthepoliticalagenda.

2. Ensure children and young people are at the centre of all policies aimed atreducing ESL. Ensure their voices are taken into accountwhendeveloping andimplementingsuchpolicies.

3. Develop and implement a sustainable national strategy to reduce ESL. Thisstrategyshouldaddressall levelsofeducationand trainingandencompass therightmixtureofpreventative,interventionandcompensationmeasures.

4. Invest in the knowledge base of ESL, through regular and timely collection ofaccurate data and information. Ensure that data and information on ESL isaccessibleandusedeffectivelyinpolicydevelopment.EnsurethatthemonitoringandevaluationofESLmeasuressteerspolicydevelopment.

5. Ensure policy development and implementation is based on strong, long-termcooperation between national, regional/ local authorities and stakeholders, aswellasbetweendifferentpolicies,throughforexampleestablishingcoordinatingbody.

6. Remove obstacles within the school education system that may hinder youngpeople in completing upper secondary education. Ensure smooth transition


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between different levels of education. Ensure access to high quality educationthroughoutlife(includingearlychildhoodeducationandcare),andtheprovisionofhighqualityVocationalEducationandTraining(VET).

7. Supportschoolstodevelopconduciveandsupportivelearningenvironmentsthatfocusontheneedsofindividualpupils.Promoteacurriculumthatisrelevantandengaging.

8. Promoteandsupportmulti-professionalteamsinschoolstoaddressESL.9. Supportcooperationbetweenschools, localcommunities,parentsandpupils in

schooldevelopmentandininitiativestoreduceESL.Promotestrongcommitmentfrom all stakeholders in efforts to reduce ESL at local levels, including localbusinesses.

10. Promote a better understanding of ESL in initial education and continuousprofessionaldevelopmentforallschoolstaff,especiallyteachers.Enablestafftoprovidedifferentiatedlearningsupportforpupilsinaninclusiveandindividualisedway.

11. Strengthen guidance to ensure young people are aware of the different studyoptionsandemploymentprospectsavailabletothem.Ensurecounsellingsystemsprovideyoungpeoplewithbothemotionalandpracticalsupport.

12. Reinforce accessibility to second chance schemes for all young people. Makesecondchance schemesdistinctiveandensure theyprovideapositive learningexperience.Supportteacherswhoworkinsecondchanceschemesintheirspecificrole.

NationalreviewsAspartoftheRESL.euproject,Ryanetal.(2014)undertookacomparativeanalysisofnine countries. They assessed the development and implementation of educationpolicies and political instruments dealing with ESL after the Lisbon Strategy andbuildingtowardsachievingthetargetsoftheEU2020Strategy(Figure5).Theytakeintoaccounttheinteractionsofsupranational,nationalandlocalinstitutionsinvolvingthereconfigurationofeducationalgovernanceandregulation.Theiranalysisshowedthatthedefinition,steeringandimplementationofpoliciesandpublicactionswereinformedmainly by the international setting and involvedmulti-scale governance(super-national,nationalandsub-national)bymanystakeholdersinthecountry.Theysay that Europeanisation of national policies has taken place on the basis of thecountries’diverseinterpretationandimplementationofcommondefinitionsandsetwithin the framework of funding programs of cooperation, support, research anddevelopment.

Thegoals,‘drivers’andrationalesunderpinningeducationandsocialpoliciesrelatedtoESLsuggestthatinallninecountrieseconomicconcernsprevailovereducationalandsocialgoals.Therearecloserelationshipsbetweensocialandeconomicpolicies,on the one hand, and educational policies, on the other. In line with the LisbonStrategy,educationispointedoutsimultaneouslyasafactorofeconomiccompetitionandafactorofsocialcohesion.EvenifanEUinfluenceonESLpoliciesandmeasuresis neither visible nor recognised by some actors, the ‘soft’ introduction and


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developmentofEUideasispresentinallcountriesinvolvedandreshapedthewaysinwhichdifferentcountriesaddresstheeducationalissuesofESLandseektomakethebestofEUfundingschemestodevelopandimplementitsideas.

Figure5:Policygoals,driversandrationalesin9EUcountries(Ryanetal.,2014)


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Minguez (2013) examines the complexity of education systems and Early SchoolLeavinginsixdifferentcountries:Germany,Denmark,Spain,Finland,BelgiumandtheUK, studying the impact of investment in education, gender, ethnic and familybackgroundinearly-schoolleaving.Therearebigdifferencesbetweenthecountries,depending on social spending on education. In Sweden, Denmark and Finland, acomprehensiveeducationsystemexistswiththehighestinvestmentineducationinEurope.InGermany,FranceandtheNetherlands,thereisaninclusiveandselectiveeducationsystemwithastrongemphasisonvocationaltraining.IntheUKandIreland,aparticularemphasis isplacedonyoungpeoples’personalresponsibilitytopursuetheirownwelfarebymeansofrapidandstableinsertionintothejobmarket.InSpain,Greece, Portugal, Italy, there is a rigid education system. InGermany,Austria andDenmark,thereisstrongdifferencebetweenacademicandvocationaleducation,thelatterbeinganopportunityforpotentialdropoutpupils,butthenwithlimitationsintheeducationalpathway.

EarlySchoolLeavinginBelgiumAccordingtoStatisticsBelgium(2017),thenumberofearlyschoolleaversinBelgiumhaddeclined from13,8% in 2000 to8,8% in 2016.However therewere still someinequalitiesasearlyschool leavingaffectedmoremen(10,2%)thanwomen(7,4%)andregionally,inFlanderstheamountwaslowest(Figure6):6,8%(men8,5%,women5,1%),andworstinBrussels14,8%(men16,3%,women13,5%).

Figure6:Percentageofyoungpeopleaged18to24in2014wholeftschoolearly,arenolongerinschoolorinatrainingcourse,andwhohavenomorethanalowersecondarydiploma,accordingtogender,inBelgiumandregions(Saccoetal.,2016)


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The key indicator, which appears to be important to Early School Leaving is theeducational deprivation indicator (onderwijs kansarmoede-indicator, OKI). Thisinvolvesthefollowingstudentcharacteristics:

• thelanguagethatthestudentspeaksinthefamily;• themother'seducationallevel;• theareawherethestudentlivesand• whetherthestudentisreceivinganeducationallowance.

Earlyschoolleaverstendtohavemoreofthesecharacteristicspresent.Thelevelofeducation shows differences. ESL is lowest in ASO (general education) and TSO(technicaleducation),butmost inBSO(vocational)andDBSO(part-timevocationaleducation)whereitismorethan50%.Thenationalityoftheleaverisimportant,itisleast ESLwith Belgians andmostwith non-European non-Belgians (migrants). Themothertongueathomeisimportant,leastwheresolelyDutchisspokenathome.Theeducationlevelofthemotheralsoshowsaclearcorrelation.

InFlanders,theregionalgovernmenthascompetenceovereducationpolicyincludingactionsthatweretakenspecificallytocombatESLandyouthunemployment.Thesecanbeclusteredintotwomaincategories:(i)afocusonconcreteactionsthatdirectlytargetstudentsleavingeducationwithoutanuppersecondaryeducationdegree,and(ii) a focus on the structures and particular educational pathways that are moreindirectlylinkedtotacklingESL.

Aspartofthe«ReducingEarlySchoolLeavinginEurope»(RESL.eu)researchprojectClycq et al. (2015a) assess the tensions between a social equity and an economicrationaleunderlyingthedebateonhowtotackleearlyschoolleaving,answeringthesequestions:

(1)IsearlyschoolleavinganissuediscussedbyeducationalstakeholdersinFlandersandtowhatextentdoestheEUpolicycontextinfluenceFlemisheducationalpolicyregardingESL?

FlanderstoalargeextentadoptstheEUpolicyinitiativesbyimplementingitspolicyframeworksandvocabulary.TheFlemishactionplanfortacklingESLtakesontheEUpolicy framework developed and disseminated by the EU Commission’s thematicworking group on tackling ESL by phrasing and classifying 50 concrete actionsaccording to themain headings and concepts in the EU Commission’s report: i.e.,identificationandmonitoring,coordinationofpolicies,prevention,interventionandcompensation.

(2)WhatarethemainrationalesunderlyingFlemishstrategiestotackleESL?

Although the first two years in secondary education are often presented as beingcomprehensive,studentsarealreadyenrolledinanA-trackoraB-track.TheB-trackisprimarilyforstudentsthatleaveprimaryeducationwithouthavingattainedspecificdevelopmental or curricular objectives and were advised to enter secondaryeducationbasedonagedifferencewithotherpupilsinprimaryeducation.Datashowsthat thosestudents starting secondaryeducation in theB-trackwillpredominantlyfollowthevocationalpathwayandhaveamuchlowerprobabilitytofinishsecondaryeducationwithaneducationalqualification,thusESL.


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There are specific structural risk factors of the Flemish hierarchical educationaltrackingsystem.Manystudentsandtheirparentschoosetostartsecondaryeducationinthehigherstatustrackofgeneraleducation,buttheyarereorientedtolowerstatustracks in vocational education. It is important to consider these structures andresultingeducationalpracticesareimportantinrelationtothenegativeeducationalexperiences of a large proportion of students (e.g., regarding grade retention andreorientationtodifferenttracks),whichhavebeenshowntoincreasetheriskofESL.

Clycqetal.(2015b)commentthateducationalissuesareoftenheavilypoliticisedinFlanders, and in particular concerning the fundamental restructuring of secondaryeducation.Researchshowsthatstrongsocialandethnicinequalitiespersist(Nicaiseetal.,2014).Theyconfirmthestructuralcharacteristicsofeducationareimportantindeterminingeducationalpracticesinrelationtonegativeeducationalexperiencesofa largeproportionof students,whichhavebeenshown to increase the riskofESL(Lamoteetal.,2014).

InFlanders,awork-basedvocationaltrackwaspartlydesignedasapolicystrategytoprevent ESL and compensate for it by offering students an opportunity to acquiresomework-experience starting from theageof 15.However, inpractice formanystudentsthistrackbecamethefinalstopbeforeleavingeducationwithoutanuppersecondaryqualification(EuropeanCommission,2014)andespeciallyforthemainatriskgroupssuchasboys,studentswithanotherhomelanguagethanDutchand/orwithanimmigrationbackgroundandthosefromlowerSESfamilies.

Clycqetal.(2015b)discussthemainviewpointsofFlemishpolicymakerstowardsEUand regionalpolicy initiatives in tacklingESLand the competingdriversunderlyingtheseinitiativesonEarlySchoolLeaving.TheFlemishQualificationsStructure(FQS)remains very rigid andnon-transparent. It doesnot allowa clear translationof alldifferent types and levels of professional qualifications within the secondaryeducationstructure.ESLisstillconceivedasacentralproblemforthefuturelabourmarketprospectsof youngsters in Flanders, inotherwordsunemployment, ratherthanaresultofsocialconditionsorthequalityofeducation.

As a result, in Flanders great emphasis has been placed upon the detection andmonitoring of early signals of disengagement measured through the truancybehaviourofstudents.Withthisaim,theMinisterofEducationlaunchedin2006aTruancy Action Plan to combat rising numbers of truants (Flemish Ministry ofEducationandTraining,2006).Theaimwastodesignaholisticandcontextualisedapproach of the phenomenon of truancy. In 2012 the newMinister designed anupdatedTruancyplanwithmoredetectionandmonitoringandwithastrongerfocuson raising awareness, prevention, supervision and repression. Local policymakersreceivedmorepoweronthisissueandfromSeptember2012onwardsallenrolments,school changes, presences and absences during the entire school year weremonitoredmoreclosely.Althoughtheunderlyingrationaleisthattruancyandschoolchangesneedtobeapproachedfromaholisticperspective,thefocusontheindividualpupilandhisparentsthatneedtobeheldaccountableremainscentralinthepolicydiscourses.

A holistic approach is also stressed in EU policy documents, arguing that onlycomprehensiveplanscanhavelongtermeffectsintacklingESL.InAutumn2013the


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FlemishGovernmentdraftedaFlemishActionPlanonEarlySchoolLeaving.ThisplanstronglyadoptstheEUpolicyframeworkandconceptsintacklingESLandpresentsaFlemish plan that stresses the identification and monitoring of ESL and thedevelopmentofdifferentprevention,interventionandcompensationsmeasures.Thisresulted in 50 concrete actions, often subdivided inmore specific actions, variousstakeholdersfromtheeducationalfield,thelabourmarketandcivilsocietyactorscan,or sometimes are obliged to, adopt.More structural actions, for instance throughapprenticeshipsfocusedonprovidinganalternativelearningpathwaysforyoungsterswhodonotfitinwellwiththegeneralprovisionofschool-basedlearningand/orareattracted by workplace learning. Current studies show that ESL is stronglyconcentrated inpart-timevocational tracks,mainlyduetohierarchicalstructureoftheFlemishsystem.Themainfocusremainsonopeninguptheworkplacelearningopportunitiestomorestudentsinavocationallyorientedstudytrackandtoincreasethequantityandqualityofapprenticeshipopportunities.

As a result, Flanders adopts many of the EU proposed education policyrecommendations, in particular with respect to ESL. However, the topic of earlytrackingisoneaspectFlandershasnotbeeneagertoadopt(EuropeanCommission,2013). Nor has the region adoptedmore holistic reform plans that providemoreflexible educational pathways. According to Nouwen et al. (2014) the FlemishGovernment, is enthusiastic aboutbroaderEUeducationpolicy,but there is somediscussionabout Flandersbeing tooeager tobeanearly adopterof EUeducationpolicy.

Saccoetal.(2016)examinethesituationofyouthinBrussels,aregionofveryhighESLcomparedwiththerestofthecountry.Theyunderlinethehighlevelofinequalityinterms of access to education in the region. They suggest the strong presence of‘ghetto’schoolsaswellas‘elitistschools’,whichcontributestotheethnicandsocialsegregation in the school system. This is exacerbated by unequal access toemploymentaswellasdiscriminationinrecruitment.

Several indicatorshighlight the issues for youngpeople, suchas theproportionofstudentswhoare“behind”intheirschooling.InBrussels,thefiguresarealarming,as50%ofstudentsinthefirstyearofsecondaryarealreadyatleastoneyearbehind.Therearesocialinequalitiesreinforcedbytheschoolsystemasdemonstratedbythestudy conducted by Pitts and Porteous (2006) that showed Brussels youth fromminoritybackgroundsexperiencemanyproblemswithrespecttointegration:ahigherrate of early school leaving, poorer academic performance and a higher rate ofunemployment.

EarlySchoolLeavinginFranceInFrance, in2013theunemploymentrateofearly-school leaversreaches50%(El-MahdiandMoullet,2016).HoweverMoulinetal.(2014)describehowthenotionofdropout is different in France when compared with other countries. The conceptincludesnotonlytheyoungpeopleleavingtheeducationalsystemwithoutadiploma,butalsoyoungpeopleindifficultsituationswhoneedhelpandguidance,sometimesreferredtoasschool failure,anddifficult teenagersabsent fromschoolbeforethelegalage,orschoolinterruption.


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The OECD (2012a) suggested particular attention needs to be paid to pupils indisadvantagedsituations inorder tocombat school failureanddroppingout.Theysuggesteducationalpoliciesshouldbeusedhelptobreakthelinkbetweenthesocio-economic background and educational success. A number of issues have beenaddressed,forinstancereducingthe‘repetition’ofclassesbyimplementingstrategiesbased on individual support and catch-up opportunities; increasing the choice ofcourses, with the introduction of a new guidance system in all colleges and highschoolssincethebeginningof2009;providingmorechoicesinselectingschools,butalsoensuringwellconsideredinstitutionstakedisadvantagedstudentsandmaketheirfacilitiesavailableforlow-incomefamilies.

Weixler and Soudoplatoff (2015) describe the French national plan launched onNovember21st,2014bytheFrenchPrimeMinisterManuelVallsandtheMinisterofEducation Najat Vallaud Belkacem, to defeat the dropouts. It includes severalinitiatives including the mobilization of educational teams in institutions, thedevelopmentoflinkswithfamilies,strengtheningpartnershipsatalllevels(national,regional, local) to foster collaboration between institutions, communities,associations,companies,etc.andtheestablishmentoftherighttoreturntotraining.

Thesituationofearlydropoutswas taken intoconsideration rather later inFrancethanothercountries(LandèsandLefeuvre,2014).Thegovernmentstartedtotacklethisissuebecauseofthedifficultyofsocialandprofessionalinclusionofyoungpeoplewithoutqualifications,schoolattendancebecameobligatoryandtheconcernaboutpublicorderandsecurity.

They report on the Early School Leavers Taskforce that acts in secondary schools.Where special coordinators (teachers) without any specific training are allocatedresponsibilityinordertobeabletohelpyoungpeopledroppingoutofschool.Thiswasbasedonaskillsandcompetencesframeworkbasedontheprofilenecessaryforworkingwithyoungstersatriskofdroppingout.Theonlytangibleaspectoftheirworkistheactivitiesandpracticestheydevelopwiththeyoung.Theirmissionistogettheyoung people focused on their image and their involvement and not on theirknowledge.

Newmechanismshavebeencreatedfor thereceptionofdropouts throughoutthecountry.Theaimistoincreasethedownwardtrendinthenumberofdropouts.TheNationalEducationsystemiscommittedtoincreasingthepossibilityofcarryingoutinitial training courses that give young people temporary alternative experiences,eitherthroughinternships,civicserviceetc.whileretainingtheirstudentstatus.Therearealsoback-to-schoolstructures,suchasmicro-lycées,secondchanceschools,andso on developed in complementaritywith E2C and Epide (CGET, 2016), aswell asvoluntarymilitaryserviceandcertainactionscarriedoutbycompanieswhowouldhostdropoutyoungsters.Thecommonobjectiveisfortheminorstokeeptheirpupilstatusanddevelopamoreinclusiveeducationalcareoftheyoungpersonwhethertheyarebeingeducatedornot.

Anothermeasureputinplaceistohaveatemporaryreceptiontopreparetheyoungpersonwhoisreadytoresumeatrainingcoursewhilefocusingonasocializationgoal.Anothertooldevelopedareonlineplatformsformonitoringandsupportingdropoutswiththeobjectiveofensuringthatyoungdrop-outsover16yearsofageareidentified


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andofferedthebestsupportingconditions fora returntoschoolor thesuccessfulintegration into society by benefitting from the fundamental right of access toknowledgeandtraining.

Boudesseul (2014) underlines the importance of the “innovation” and“experimentation”inthedropoutfield,stimulatedbytheMinistryofEducation.TheMinistryfostersinnovationthroughcallsforproposals,withavarietyofpartnerships,where not only schools are involved, but also public administration, NGOs andassociations. A large number of topic areas have been supported, includingorientation,health,professional inclusion,socialandspatial inclusion in thecityorruralareaandjudiciaryprotection.

TheOECD(2016)examinethesituationofNEETsinFrance.Theyareconsideredyoungpeople, 15-29 years old, who are not in education, employment or training. ThenumberhasincreasedinrecentyearsinFrance,fromlessthan14%in2008to16,9%in2012.NEETratesamongmigrantyouthacrosstheOECDare1.6timeshigherthanthosebornintheircountryofresidence,butthegapisevenlargerinFrance,whereNEETratesaremorethan1.8timeshigherformigrantyouth.So,ESListhree-timesmorelikelyamongmigrantsinFrancewhencomparedwithnative-bornyoungsters.

Four education challenges for French policy makers were identified by the OECD(2015):

1. to make the educational system fairer, supporting disadvantaged people andschools,forinstancetheysuggestedteacherswithexperienceshouldgetincentivestoworkindisadvantagedschools.

2.tofightagainstschoolfailurefromanearlyage,tohelpthepupilsinreadingandingettingthebasicsfromthestartofmandatoryschooling.Theyrecommendtokeepstartingschoolat2yearsoldandtofocusonteachingacommonsetofcoreskills,tolimittorepeatayearwhilepersonalizingtheteachingandencouragingdifferentiatedlearning.

3.toimprovethequalityofteachingandthetransmissionofknowledgeinprimaryandsecondaryschools,andreassertthevaluesoftheteacher.TheysuggestFranceshouldbuildcapacityamongteachersinteachingmethodologies,todeveloplifelonglearningforteachersandestablishaqualityassurancesystem.

4.toenhancethequalityandthevalorisationofvocationalpathwayinhighschools,soitisnotorientedtopupilswithpoorperformance.Teachinginvocationaleducationshouldbeenhanced.ThesuggestedFranceshouldstrengthentheacademicdemandofvocationaleducation,tomakepossibleforthepupilstogainbetterskillsandhaveaccesstotertiaryeducationviaavocationalrouteandtomakesureteachershaveasolidprofessionalexperience,withqualityteachingmethods.

EarlySchoolLeavinginItalyInItaly,theproportionofearlyschoolleaversishighbyEuropeanUnionstandardseventhoughtherateofearlyleavershasdecreasedoverrecentyears(from19,2%in2009to15%in2014).AsaresultofLawno.296ofDecember27,2006,boththeschoolleavingageandtheminimumagetoaccessthelabourmarketwereraisedto16years.


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BesidestheEurostatdefinitionofearlyleavers,inItalytheconceptof'at-riskofdrop-out'isalsousedforstudentswholeaveschooleducationduringtheacademicyearwithoutanyofficialcommunicationwithaneducationalinstitution.

In2013,17%ofthewholepopulationaged18-24didnotachieveanyqualificationbeyond the 3C ISCED Level (“Scuola Secondaria Inferiore”), while the EUmembercountriesaverageschooldrop-outratewas13,5%andItalywasinfifthworstpositionintheEU.However,ESLisnotuniformlydistributedacrossthecountry:inSouthernregions, it isalmostdoublethatoftheCentre-Northernarea.Droppingout ismostsevereinSicilyorSardinia(25and25,1%respectively),whileitisleastinregionssuchasUmbriaandEmilia-Romagna(11,6%and13,9%respectively).

LookingattheEurydicestudy(EuropeanCommission,2014),droppingout isalsoagenderedphenomenon,affecting20,2%ofthemalepopulationaged18-24 in Italywhen compared with 13,7% of the female population (EU28 13,6%males, 10,2%females).Again this isnotuniformlydistributedacross thecountry,as inSouthernregionsitisalmostdoublethatoftheCentre-Northernarea.

Amongseveraldeterminants is the roleplayedby familyorigin.According toAina,CasaloneandGhinetti(2015)youthsbornintheCentre-NorthwithbothparentsfromSouthernItaly,inotherwordssecondgenerationinternalmigrants,behavesimilarlytothosebornandlivingintheSouth.Forthisreason,theyaremorelikelytoleaveeducationearlierthancomparableindividualsbornintheCentre-Northwithparentsfromthesamearea.

In Italy, 34,4%of studentswhodonot get any school-leaving certificatewasbornabroad,whileamongnativestudentsthispercentagedecreasesat14,8%.

Across Europe, several countries have a national strategy in place that has as oneobjectivetoreduceearlyleavingfromeducationortraining,ortheyareintheprocessofadoptingone,butinItalythereisnocomprehensivestrategytotackleearlyleaving.

TheMinistryofEducation,UniversityandResearch (MIUR) is currentlyworkingonmerging inasingleframework,allthestructuralmeasuresalready implementedtotacklethisissue.Followingaseriesofinitiativesalreadyundertaken:

- intervention and economic measures against drop-out, such as integrativeteachingincompulsoryeducationintheareaswithhigherriskofdrop-outandtheextensionofschooltimetableforgroupsofstudents;

- implementingextra-curricularactivitiesintheafternoon(sportive,cultural,artisticandleisureactivities);

- increasing flexibility of the education system through the full integration andrecognitionofnon-formalandinformalpathwayswithintheeducationsystem;

- reorganisingtheadulteducationsystem:Formercentresandeveningclasseswillmerge intothenewCentres forAdultEducation (CPIA)providingyoungpeopleand adults with personalised learning paths for obtaining lower and uppersecondary education qualifications. Centreswill also offer literacy courses andItalianlanguagecoursestoforeignadults;

- integratingclassesininstitutesforthedetentionofminorsandadults.- targetedmeasuresforgroupsatrisk(sociallydisadvantaged,migrantsandRoma

backgroundsandstudentswithspecialeducationalneeds).


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EarlySchoolLeavinginSloveniaWiththegrowingnumberofpeoplewithcompletedtertiaryeducationandlowESLSloveniahasreachedthenationaltargetsforEurope2020.However,theproportionoftertiaryeducationgraduatesamongtheunemployedisincreasing,whichsuggestsproblemswith youth employability. The proportion of youngpeople (aged 15-24),who are not employed or included in education or training is low by Europeanstandards(9.5%in2015),buthasbeenconsistentlyrisingsince2008.

EarlySchoolLeavinginSloveniaisararephenomenon,whichin2015accountedonlyfor5%ofyoungpeopleagedfrom18to24.ThispercentageisthesecondlowestintheEUandrepresentslessthanhalfoftheEUaverage(11%in2015).Dataforchildrenbornabroadarelessreliable,butsuggestthatearlyschoolleavingthereofisamuchmoreextensive(16.5%).AselsewhereintheEUearlyschoolleavingismorecommonamongmen(6,4%)thanamongwomen(3,4%).

Sloveniahasdevelopedatwo-stageactionplantofacilitatetheintegrationofrefugeesand migrants in education. In accordance with this plan, all children of migrants(beforethestartoftraining)takeacourseofSlovenianlanguage.DuringthetrainingtheyattendextrahoursofSlovenianlanguage,fullyintegratedintotheregularschoolprogram.

InSlovenia, theemploymentrate forthosewhohaverecently finishedhighschooleducationis69.7%,whichislowerthantheEUaverage(73.9%).

Kuran(2013)confirmedSloveniahasthesecondlowestdropoutrateintheEUandthedegreeofpost-secondaryeducationisabovetheEUaverage.Sloveniahasensuredconditions in which almost all youngsters continue their education in secondaryeducation after compulsory primary school education. There is also an increasingnumbercontinuingtothetertiarylevel.Regardingaccesstoeducation,SloveniawhencomparedwithotherEuropeancountriesshowsrelativelyfavourablepictureintermsof both indicators: involvement and the impact of socio-economic situation in theeducationalopportunitiesofyoungpeople(Rakar,2009).

Rakar(ibid)comparesthemovementofyoungpeopleinvariousformsofeducationinEuropeancountriesandthesuccessofyoungpeopleatdifferent levelsofstudy.Separateemphasiswasplacedontheanalysisofthesocialdimensionineducation.The data showed that the involvement of people in education and educationalattainmenthasbeenanimportantstep.

ComparedwithotherEuropeancountries,Sloveniahasallocatedsignificantresourcesto education and the country has regularly been near the top of the list for thesuccessful completion of secondary education (OECD, 2008) with 97% of thepopulationintheagegroup18-19yearsfinishinghighschooleducationincomparisonwith86%forthecorrespondingEuropeanaverage.

Kuran (2013) suggests the fact thatmanyyoungpeopledrop-outof schoolbeforeobtainingtheircertificateinuppersecondaryeducationisevidenceforaneducationaldeficit that can have serious long-term consequences in terms of unemployment.Particularemphasishasbeenplacedonapplyingnon-formaleducation inSlovenia,especiallyinsolvingtheproblemwithdrop-outs.ResourcesfromtheEuropeanSocialFund (ESF)were allocated to stimulate the return of early school leavers into the


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schoolsystemorthelabourmarket.Otherprojectsweresupportedtopreventearlydrop-outs:PUPO(preventiveactionforpreventingdrop-out), ISM(Informationandadvice foryoungpeople),whichestablishedacounsellingnetworkaimedatyoungpeople who ‘Stepped Out’ of the school system. Additionally, those who do notsuccessfullycompletethetrainingcanobtainacertificateNVQ(NationalVocationalQualification),whichallowsthemtoenterthelabourmarket.Aformalsystem(calledNefiks)wasestablishedforrecordingnon-formalskills.

Bezjak(2014)undertookaqualitativesurveyofschoolleaversinSlovenia.Theresultsshowedthatpersonalfactorswereasimportantasinstitutionalfactors,includingthemethodof teaching in schools. Thiswas similar to findings fromextensive surveysamongschoolleavers(Beltrametal.,2014),whereyoungpeoplegaveastheirmainreasons for leaving secondary school as the lack of will and perseverance; themismatchbetweenschool,workandfamilyobligations;inadequatewaysofteachingin school; and the lack of time for learning. Young people considered interestingpedagogical approaches were necessary that would be interactive, picturesque,practicalandindividualized,establishedaccordingtotheirneedsandinterests.Theseare also approaches that engage and stimulate youngpeople andencourage theirdesiretobeactivelyinvolvedintheirownlearning.

An early study by Marinšek (2001) confirmed that satisfaction with their workstrengthenedself-confidenceandwouldcreateasenseofsatisfactionwithlife.Henceaprofessionalrolewasanimportantelementinshapinganindividual'sidentity.Theworkof theyoungpeople is therefore thebasis for survival,material and spiritualexistence,theexerciseneedsofprofessionalmaturityandassumefullresponsibilityforoneselfandsociety.

Dropoutscanbejustifiedbecauseofthedisparitiesbetweenthestudentinterestforaspecificoccupationorstudyandtheirrealpossibilityto integrate intheirdesiredprogram.Therefore,oftenstudentswhoenrol inotherprogramsavailabletothemhavelittlemotivationfortheeducationthatisprovided.Educationforunemployedyoungpeopleshouldbebasedoncreationofpersonalitycharacteristics.

InSloveniathe"Youth5000"projectwassetupin1998.Itincluded6189unemployedpersons(61.9%ofwomen).Themostrepresentedgroup(58%)werethosewithoutvocational or professional education. The program sought to prevent long-termunemployment,soeveryunemployedpersonshouldmakea freshstart ina jobortraining before the endof the year. Thiswas related to a ‘SecondChance School’programme, based on a local partnership with cooperation between therepresentativesoflocalauthoritiesandpartnercompanies,non-profitorganizations/expertsinthefieldsofhealth,socialproblems,schoolandyoungpeopleasequalandresponsible partners. In general, through high-quality and largely individualizededucationprogramsinschoolsandtraininginpartnercompanies,schoolleaversseekto recover their self-confidence, strengthen communication and social skills. Theprogrammotivatesthemtolearn,torecognizetheirtrueabilitiesandinterests,andexpandbasicknowledge.Kotnic(2004)indicatesmorethan5000youngpeoplewereincludedinthisSecondChanceSchoolProgrammeandonlyasmallpercentagedidn'tcompleteit(6%).


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The‘Projectlearningforyoungadults’wasdesignedtogiveyoungpeople(between15and25yearsofage),whoforvariousreasonshavedroppedoutofschoolandthusremained without a (professional) education, and in the labour market withoutsuitablecertificatesandwithinadequateexperience,helptoreturntosociallifeandtheeducationarena.Theresultsshowedthemajorityofschoolleaversinvolvedintheprogramengagedbacktotheeducationalprocess,whileachievingexcellentresultsinthe field of general education and professional identity and in particular in theirpersonality.

To summarize these findings, teachers said the biggest obstacles for successfuleducation of unemployed young people were psychosocial and personalitycharacteristics.Thelackofeducationwasnotconsideredtobesoimportant.

EarlySchoolLeavingintheUKDataonESLintheUKishardtofind.Itmayberepresentedintermsof‘retentionrate’or‘participation’.AccordingtoRyanEtal.(2014)theUKpolicydiscourseinterpretstheroleofeducationprimarilyfromalabourmarketperspectiveandtendstodefineproblematicand/orvulnerableyouthpredominantlyintermsoftheirlabourmarketoutcomes. Therefore, the youth policy agenda focuses on young people Not inEducation,EmploymentorTraining(NEETs).

ReducingESLhasnotbeenanexplicitaimofeducationreformsintheUK,andthetermESLishardlymentionedinpolicy.However,thisissuehasmainlybeenaddressedbyraisingtheparticipationageto17in2013,thento18in2015.Participationdoesnothavetobeinfulltimeeducation;alternativeoptionsincludework-basedlearning,including apprenticeships, and part-time education for those employed, self-employedorvolunteering.

The UK government has also introduced a new initiative to raise test resultsspecificallyinMathematicsandEnglish,wherebystudentswhofailtoachieveagradeCintheGCSEwillberequiredtocontinuestudyingthesesubjectsuntil18yearsold,evenaftertheyprogressontothenextstageofstudy.Therealsoisapushtoequipyoungpeoplewithin-demandskillsthroughreformoftheapprenticeshipprogram.However, raising the importance of examination results appears to reinforce theimportanceofformal,academicratherthanvocationandinformalqualifications.

In 2010 the most severe cuts to the education budget in over fifty years wereannounced. The 16-19 age group was one of the most affected sectors in thesereforms.ForexampletheverysuccessfulEducationMaintenanceAllowanceschemewas cancelled and spending on further education and youth services - includingcareersguidance–wasreduced.

RossandLeathwood (2013)suggest there isa 'blamethevictims'mentalitywhereausteritypoliticsandcutstowelfarearejustifiedbyaccusinganyonenotinworkaslazy,fornottryinghardenoughtogetajob,forrefusingtoworkforfree,orforbeingillordisabled.Atthesametimethemythofgenerationsoffamilymemberswithoutwork is promoted as part of an attack on the poor (Shildrick et al. 2012) anddemonstrates the results of an unequal education system that fails working-classpeople.Forinstance,thecompetitiveculturethathasbeencreatedbetweenschools


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means that those who are anticipated not to succeed are discouraged fromattemptingtoseekqualifications,orevenshuffledofftoothereducationalproviders,soasnottolowerthesuccessratingoftheinstitution.SuchpracticesintheUKhavehadparticularlydamagingconsequencesforcertaingroupsofyoungpeople.

Nevertheless,EUobjectivesandmeasuresdoshapetheseUKinitiatives,butthishasbeenmainlyachievedthroughEUfundingschemeslikeESFprojectsandnotbydirectlegislation.BothlocalandnationalpolicymakersoftencitegoodpracticeexamplesfromEuropeancountries.

Howieson(2003)confirmedlowattainmentintheUKnotonlyincreasesthechancesofearlyleaving,italsoinfluencesearlyleavers’post-schoolprospects.Thosewithlowattainment, about a third of the early leaver group, are the ones most likely toexperienceunemploymentandtohaveunstablepost-schoolcareers.Theyalsohadapoorerchanceofaddingtotheirqualificationsandthoseinemploymenthadpoorerprospects of training. Although youngwomenwere less likely to be early leavers,thosewhodidleaveschoolearlyhadpooreroutcomesthantheirmalecounterpartsdespitetheirhigheraverageattainment.

AreductioninESLinsomepartsofBritain,suchasScotland,hascoincidedwiththewidespreadimplementationofthe“Skillseekersinitiative”,wheremorethanhalfoftheearlyleaversincreasedtheirqualificationsbytheageof19.

EarlySchoolLeavinginotherEuropeancountriesSzalaiandKende(2014)examineESLinHungary.In2013,theESLratewasaround11per cent. During the past ten years the trend in the EU has shown continuousimprovement,whileinHungaryithasbeenfluctuating:theperiodbetween2004and2006wasmarkedbystagnation,andthenfrom2006to2010bydecrease,andsince2010byincrease,i.e.thesituationhasbecomeworseinrecentyears.Theysuggestthe labour market participation rate of those having completed only elementaryschoolisextremelylow;theiremploymentrateis20percentbehindtheEUaverage.

IvanandRostas (2013)examine theparticipationofRoma inRomanianeducation.Theyconfirmtheresultsareextremelyunequal,bothintermsofschoolabandonmentandschoolperformance.TheriskofschooldropoutwasmuchhigheramongRomastudentscomparedtothenon-Romaones.Thestudyrevealedthatin2011theriskofdroppingoutofschool inthenexttwoyearswassixtimeshigherforaRomachildenrolledinlowersecondaryschool.Thecauseslieinthesocialbarrierstriggeredbybelonging to an ethnic group and there was a certain influence from peers andcommunityregardingthelevelofschoolabsenteeism.

TheyalsosuggesttherehasbeenaverystrongfocusonthediscriminationofRomastudents in the Romanian school system confirming that school is not an equallyfriendly environment for all students, regardless of their ethnicity. TheyrecommendedareviewoftheNationalStrategyfortacklingschooldropoutrateandincreasingschoolattendance.

SebastiãoandÁlvares(2015)examinetheEarlySchoolLeavingsituationinPortugal.TheydescribehowPortugalunderwent changes in theeducation system in recentyears,toaddresstherelativelowlevelsofschooling.Nevertheless,thelevelofearly


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school leaving is still very high in Portugal, due to historical, economic and socialreasons.Theyconfirmschoolleavingdependsonthreecharacteristics,theattitudesof families regarding its relevance, the contradictory position of the political,economicandculturalelitesontheneedtodemocratizeschoolknowledgeandthefinancingofeducation.

ThereductionofESLratesinPortugalisbasedonpoliciesseekingtoimprovethelivingconditionsofthePortuguesepopulationandsocialchangesonthefamilyunit,whichmade increased demands on education. Now Portugal tends to follow Europeanstandards, so there has been greater investment in terms of preventive policymeasures,mainlyfocusedonthesupporttostudentswithsocialanddisadvantagedfamilybackgrounds,astheTEIPProgram(specialsupporttoschoolsindisadvantagedareas), the enlargement of the ASE (socio-economic support to disadvantagedstudents)andthePLNM(specialsupporttostudentswithdifferentmothertongue).Intermsofpreventivemeasures,twobroadinitiativeshavebeenimplementedwithstrongpublicinvestmentandstrategicchange,theincreaseofcompulsoryeducationto12yearsin2009andtheexpansionofvocationaleducationinpublicschools.

Magalhãesetal.(2015)analysestheESL-relatedpolicies,measuresandinstrumentsinPortugal.Theyshowthattheenactmentofthesepoliciesiswidelydependentontheactorsatdifferentpolicymakinglevels.Therationalesanddriversorientingthesepolicies–socialinclusion,educationalqualityandeffectivenessandqualificationsforworkandthelabourmarket–setupattheEuropeanandnationallevels,weremoreor less successfully implemented at the local level depending on the how wellembeddedtheinstrumentswereinthespecificcontextsandwhethertheycouldbeaccessed and used by local actors. They found therewas a consensus among theactors at different levels about the use of education as a tool for inserting youngpeopleintothelabourmarketevenifdissonancescouldbefoundinwhatconcernsthepracticeandthepotentialexclusionarydimensionsinherentintheseprocesses.

Cyprus carried out a reform of education, leading towards a more interculturalorientation. Hajisoteriou and Angelides (2013) examine the politics of thedevelopment of this policy and comment on the gap between policy rhetoric andpracticeasthereisanabsenceofconcreteimpactofthisreformontheintegrationofimmigrantfamilies.Theyshowthedifferentobstaclesimpedingtheeffectivenessoftheobjectivesofthiseducationreform,suchasthehistoricallinkswithGreeceleadingtoalackofappropriationtothelocalcontextandpolicyobjectivesthataredifferentfromtheoutcomes.

Fernández-Macías et al. (2013) warn that Spain may be doomed to suffer theimplicationsforeconomicandsocialdevelopmentofhavingneglectedtheneedtoprepareitspopulationforaknowledgesociety.Theoverallpictureisthatdroppingout from compulsory education is mainly due to family background, where themother’s educational level has the greatest impact on theprobability of followingpost-compulsoryeducation,withgenderandtheemploymentconditionsinthelocalregion.Malemigrantsaremorelikelytoleaveschoolearlyandtheabsenceofoneofthe parents from the household clearly reduces the probabilities of finishingsecondaryeducation.


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EarlyleaverprofilesTheprofiles of youngpeoplewhodonot continue in education and training vary.While some experience difficult personal situations that lead them to quittingeducationearly,othersaresimilartothosewhoeventuallypersistineducation.TheCedefopstudy(2016b) identifiedsixprofilesofearly leaversand learnersatriskofearlyleaving.Theseprofilesillustratehowdifferentriskfactorscaninteractandleadtoearlyleaving(Figure7).

Theprofilesshowdifferentlevelsofdisengagementanddifferenttypesofchallenge.Professionals who designmeasures to tackle early leaving need to reflect on thespecific characteristics of their target group/s and select actions accordingly. Thisapproachalsorequirespolicy-makerstorefineandtargettheirresponses.

Figure7:EarlyLeaverProfiles(Cedefop,2016b)

SuccessfulEducationActionsTheEUresearchproject INCLUD-ED,Strategies for InclusionandSocialCohesion inEuropefromEducation(EuropeanCommission,FP6,2006–2011)identifiedaseriesofSuccessfulEducationalActions(SEAs)thathaveimprovededucationaloutcomesformanychildrenandyoungpeopleinEurope(FlechaandSoler,2013).TheSEAswere


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derivedfromarigorousanalysisoftheeducationalsystems,theoriesandpractices,particularly, from the successful actions identified in 27 case studies across theEuropeanUnionof schools serving families from low socio-economic statuswherechildren achieve excellent results (Valls and Padrós, 2011). Instead of segregatinglearners according to ability or by lowering down their educational opportunities,these actions were characterised by reorganising available school and communityresourcestosupporttheacademicachievementsofallpupils.

Halba (2014) presents the European strategy in the struggle against Early SchoolLeavingasimplementedbytheEuropeanCommissionandspecificallyitsimpactonthe French education system. The purpose of the research was to enhance anapproach focused on skills and competences, with volunteering suggested as analternativepedagogicalstrategyamongstpupilswhofacedifficultiesatschoolorwhohave alreadydroppedout.Hedescribes the specific ESLperspectives volunteeringmay tackle, for instance in enhancing social inclusion and by taking into accountinformalandnon-formallearning.

ApedagogicalapproachtovolunteeringispresentedthroughtheSuccessatSchoolproject (http://www.successatschool.eu/) in six EU countries (UK, France,Bulgaria,Italy, Portugal and Slovenia). The project identified and developed both learningstrategiesandmethodsthathelpstudentsatriskofESL,developwaystosupportandmotivate students with migrant or Roma background to fulfil their educationalpotential, develop strategies to tackle gender stereotypes and support thedevelopmentofinclusiveteachingandlearningapproachesthatcaterfortheneedsofallstudents.

Kotnik (2004) describes how youngsters withdraw from the system of formaleducation,sometimesfindingtheirwayintoparallelchannels.Theyareinastateofrisk, losing their traditional bonds to the formal education system. These youngpeople,tobecompetitiveonthelabourmarketandsufficientlyequippedforeverydaylife in the future, must develop inventiveness, autonomy, self-confidence, criticalthinkingandmotivationforlearning.Shesuggeststhatforthoseyoungpeoplewhodon't fit in the traditional school arena,who are continually unsuccessful and arestaying inthissystemonlytogain»certificate«, isundoubtedlybettertowithdrawfrom this system – temporarily – to supportive environment of non-formal andinformaleducation.

AccordingtoCedefop(2016a),researchhasshownthatwork-basedlearningcanhavepositiveeffectsonmotivationandprofessional identity,andultimate retention, sothere is expectation that work-based learning tracks should retain young peoplebetterthanschool-basedones.AnalysisofdatasetsinFranceandtheNetherlands–where qualifications can be achieved through school- and work-based forms oftraining–showedthereverseas inFrance,77%ofstudents inschool-basedtracksqualified compared to 73% of students from work-based tracks; and in theNetherlands,84%ofstudentsfromschool-basedtracksqualifycomparedto77%ofstudentsfromwork-basedtracks.Thisdifferenceinretentionratescanbeexplainedbywork-based learning tracksattractinga greater shareofdisadvantage students,olderstudents,whoarelikelytobethosewhorepeatedaclass,orthosefacingotherdifficulties. The difference in retention rates could also be a matter of studentselectionratherthantheactualprogrammes.


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Many early leavers completed lower secondary education but do not make thetransition to upper secondary education and never start an upper secondaryprogramme.WiththeexceptionofRomania,dualeducationsystemsappeartoreducedropoutrates,countrieswithhighwork-basedlearningtendtohavelowernumbersofearlyleavers.Manyearlyleaverscompletedashort,oftenvocational,programme.Work-based learning has motivational potential because being engaged in realworking processes enables young people to construct ameaningful vision of theirlearningandfuture.Positiveworkingrelationshipsandvalorisationoftheirworkbyotheremployeescanbemotivatingandcontribute topositiveself-perception.TheoutcomesoftheCedefop(ibid)studyarepresentedinFigure8.

Figure8:DataforbetterunderstandingofESL(Cedefop,2016b)

Not all countries have experienced the same positive outcomes with vocationalpathways. The reform plan for Flemish secondary education was originally torestructuretheearlytrackingofstudentsandpreventESLbyprovidingmoreflexible


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educationalpathways.Clycqetal.(2015a)showedthatspecificpoliticaldiscussionstook over the design and implementation process and became an obstacle to theimplementation of EU and OECD education policy recommendations regardingstructuralreformsthatcanreducetheregionalratesofearlyschoolleaving.

Using a communicative approach, the results from the INCLUD-ED Project(https://www.includ-ed.eu/)havedocumentedSuccessful EducationActions (SEAs)showedahugeefficiencyintermsofabsenteeism.Thesehavesincebeenreproducedin several European Commission ESL recommendations and resolutions. Theirresearchfoundthatfamilyinvolvementinschoolsimproveschildren’sachievementandapplyingdialogueandparticipationindecisionmakingandinteractiongroups.

Dialogueandparticipationindecision-makinghasbeenshowntobeaverysuccessfultooltoincreaseengagementineducation.Watkins(2007)suggestslearningoutcomescanbeimprovedbyestablishingschoolsas“learningcommunities”thatpromoteasenseofbelongingamongtheirmembers,supportscohesionthroughcommitment,andembracediversity.Thesecouldbeonlineeducationofferedasanalternativetoregular schooling. Interactive groups can be developed in classrooms in order toaccelerate children’s learning, increase academic achievement, and improve socialrelations.

Flecha (2014)explains theconceptofdeveloping schoolsas learningcommunities.Theresearchdescribeshowthereweremorethan130schools,publicandprivate,located inwealthy and low-income areas,with different levels of diversity, and indifferentcountries,thathavecompletedthistransformationandare implementinglearning communities and achieving excellent academic and emotional results fortheirpupils.Communityinvolvementbecomesimportantnotonlyfortheschoolbutalsoforthetransformationofthatcommunity.

Dialogic learning between Parents-Teachers-Pupils is one of the documentedSuccessfulEducationActions (SEAs)usedwithRoma familiesandstudents. (FlechaandSoler,2013).Theinteractionsbetweenteachers,learners,familymembersandcommunitymembersintheschoolledtoeducationalsuccessandsocialcohesioninschools (Figure 9). From a communicative methodology approach, scientificknowledgeisconstructedthroughdialoguebetweenthesocialactors.

Learning communities seemed to inspire both teachers and pupils to seekimprovements and take ownership of their learning processes. It also createdfavourableconditionsforreducingschooldropoutandforhelpingpupilsatrisk.Morespecificallytheyassessedthewaysinwhichschoolsworkingaslearningcommunitiesimpacted on teachers, children and families’ beliefs and the ways in which thisconnectstochildren’sdiverseout-of-schoolknowledgeandactivities.


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Figure9:Thevalueofdialogicinteractioninschools(FlechaandSoler,2013)

It seems that thesecommunitieshavea senseofagency; they canact,promoteasenseofbelongingamong theirmembers, supportcohesion throughcommitment,andembracediversity.Theresearchrecommendsthetransformationofschoolsas‘learningcommunities’toreduceearlyschoolleavingandimprovelearningoutcomes.In schools that function as a learning community, teachers, families, pupils, andcommunitymembersworkinclosecollaborationtoimplementsuccessful,evidence-basedactionsintheirschools.

Downes (2014) suggested a holistic focus is needed that includes family support,bridging health and education domains to meet complex needs of those at risk.Professionaldevelopmentisrequiredtoimproveteachers’conflictresolutionskills,neutralmediatingspacesareimportantforcommunicatingwithsocio-economicallymarginalised familiesandcommitment toemotional support for studentsat risk isessential.Inensuringtheinvolvementofparents,theircooperationwiththeschoolisreinforced,creatingschool-parentpartnershipscanalsoincreaselearningmotivationamongpupils.

Learning communitiesmayalsobedevelopedonline.Oneof theearliest Internet-based virtual online community to address ESL was Notschool.net(http://www.notschool.net/). It offered an alternative to conventional classroom-basededucationforyoungpeoplewho,foravarietyofreasons,cannolongercopewith school orwith complementary provisions such as home tutoringor specialistunits.Participantsenteredinformationaboutthemselvesontheirownpage,andthencommunicatedwith fellowparticipants,mentors,orbuddiesviaemail, sound files,videoandonlinecommunityconversations(Figure10).Mentorsdevisedanindividualplanforeachparticipant,accordingtopersonalinterests,needsandabilities;theseset out learning gains which can be achieved within a short period of time. Theparticipantthencompileandpresenttheirworkasdocumentsorontheirownpages,whichareaccessibleonlytothemselves,theirmentor,TeamLeaderandcurriculumexpert.


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Figure10:Thenotschool.netprojecthomepage(http://www.notschool.net)

Manyoftheparticipantswhoenteredtheprojectshowedlittleevidenceofliteracy,butdemonstratedsubstantialgainsthroughincreasedself-confidenceinexpression,spellingandkeyboardskills.Personalmentoringempoweredvulnerableyoungpeopletoengagesociallywithothers.Digitalskillswereenhancedasparticipantsmustcometo gripswith e-mail andword processing, andmanywent on to experimentwithcomplexmultimediatools.Thennotschool.netlearnercentredapproachprovidesthelearnerwiththeskills,toolsandconfidencetoproactivelyparticipateintheirlearning,shiftingthemoutofamodelofdependencyandnon-achievement.

According to Weixler and Soudoplatoff (2015), the French initiative"masecondchance"presentstheopportunitiesforcontinuingorresumingstudies.TheWebportalbyOnisep,abodyunderthesupervisionoftheMinistryofEducation.Itprovidesaservicethatdeliversinformationandallowsdialoguetomeettheconcerns,demandsandneedsofusersbasedontheir location. Itconsistsofawebsiteandamobileapplicationwhoseobjectiveistoprovideuserswithbenchmarksandadviceinordertorapidlyestablishcontactwiththehostorganizationsclosesttotheirhomes(Figure11).

Figure11:MasecondchanceWebsite(http://masecondechance.onisep.fr/)

Non-formallearningmethodsarefrequentlycitedassuccessfulsolutionsforworkingwithstudentsatriskfromleavingeducationandtraining.Forinstance,Bezjak(2014)


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explores the informal or alternative pedagogical approaches that proved to beefficientandeffectiveinworkingwithyoungdropouts,basedonthefindingsofaninternational researchprojectentitledSuccessatSchool,whichbetween2012and2014inSlovenia.Caruso(2015)confirmedfacilitatingtherecognitionandvalidationof knowledge, skills and competences acquired through non-formal and informallearninganditspermeabilitywithformaleducationpathwayswasveryimportant.Anapproachforthevalidationofnon-formallearningscenariosforyoungstudentslessthan16yearoldlocatedinaformalsetting,i.e.insecondaryschools,andatriskofbecomingESLwaspresented.

Inthiscontext,Hungetal.(2012)suggestedstorytellingisaneffectiveinstructionalstrategyforpromotinglearningmotivationandimprovingthelearningperformanceof students (Schank, 1990). It can enhancememory by allowing learners to recalllearningandhelpdevelopinteractionamongstudents(Zull,2002)andwithothers.

Flecha(2014)focusesontheneedtoinvestinevidence-basedpoliciesandpractices,as a means of improving educational outcomes and reducing costs. Therecommendationsforeducationalpolicydevelopmentincluded:

• Encourageinclusivesuccessfulactionsthateliminatebothstreamingandmixturepractices.Mixtureisthetraditionalwayoforganizingheterogeneousclassroomsand does not guarantee that each of the pupils’ needs receive attention.Streaming or ability grouping widens the achievement gap in academicperformance and legitimizes the low attainment of some pupils. There areinclusionactionsthathavealreadydemonstratedtheirsuccessforchildren.

• Developinteractivegroupsinclassrooms.Interactivegroupsacceleratechildren’slearning,increaseacademicachievement,andimprovesocialrelations.

• Encourage decisive, evaluative and educative types of family and communityparticipation.Schoolsshoulddevelopmechanismsfortheparticipationoffamilyandcommunitymembers

• Supportthedevelopmentofschoolsaslearningcommunities.Schoolsaslearningcommunitiesagreeonacommonvisionandincreasethecommitmentofpupils,parents,teachersandstakeholderstosupportingschoolquality

• Facilitate Integrative Successful Actions. The implementation of SuccessfulEducational Actions in schools leads to social transformations in the samecommunitiesinotherareasofsociety,suchasemployment,health,housingandpoliticalparticipation.

A wide range of prevention, intervention and compensation measures arerecommendedbyCEDEFOP(2016b).Buttheysuggestthereisnosingleblueprintofan effective intervention to tackle early leaving as the detail of successfulinterventionsdiffersbytargetgroupandsetting.Theirstudyanalysed44successfulmeasurestotackleearlyleavingthroughVETandderivedfromtheselessonsforpolicydesign,implementationandevaluation.

TheOECD(2012a)recommendedfiveresponsesthatcancontributetopreventfailureandpromotecompletionofuppersecondaryeducation1. Eliminategraderepetition


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2. Avoidearlytrackinganddeferstudentselectiontouppersecondary3. Manageschoolchoicetoavoidsegregationandincreasedinequities4. Makefundingstrategiesresponsivetostudents’andschools’needs5. Designequivalentuppersecondaryeducationpathwaystoensurecompletion

Theyalsosuggestedfivepolicyrecommendationsthathavebeeneffectiveinsupportingtheimprovementoflowperformingdisadvantagedschools:i. Strengthenandsupportschoolleadershipii. Stimulateasupportiveschoolclimateandenvironmentforlearningiii. Attract,supportandretainhighqualityteachersiv. Ensureeffectiveclassroomlearningstrategiesv. Prioritizelinkingschoolswithparentsandcommunities

Kuran(2013)commentsthatkeycompetences(DeSeCo,2005)arebecomingaveryimportant issue in European education and particularly the European referenceframeworkthatthememberstatesareexpectedtoadaptaccordingtoculturalandeducational specificities of their countries. The key competences for early leavingwere assessed by examining the social integration program created under the“Project Learning for Young Adults” initiative(http://ec.europa.eu/social/main.jsp?catId=1070&langId=en&newsId=1963&furtherNews=yes).

Indealingwithprevention,interventionandcompensationforearlyleavingCedefop(2016b)identifyaseriesofkeyfeatures:

i)forsuccessfulpreventionmeasures:- engageinadiscussionwiththeyoungpersontoshowinterestinhim/herand

alsotounderstandhis/herchallenges;- reviewtheplanningofeducationandtrainingtoensurethatyoungpeoplecan

constantlymakethelinkandthetransferbetweentheoryandpractice,improvingtheperceivedrelevanceofthemoretheoreticalpartsoftraining;

- provideyoung-person-drivencounselling,mentoringorcoachingtohelphim/herdevelopapositivevisionofhis/herfuturewhichincludeslearning;

- raiseawarenessamongteachersabouttheimportanceofcombatingearlyleavingandtheirroleinthiscontext;

- developschool-levelcommitmenttopreventionactivities;- involveparentsindiscussionsabouttheirchildren’sorientation.Makethem

betterinformedabouttheeducationalchoicesavailableandraiseawarenessoftheimportanceoftheircommitmenttotheirchild’seducationpathway

ii)forsuccessfulinterventionmeasures

- organisationofearlyremedialsupporttoavoidthemaccumulatingwidecompetencegapscomparedtothecurriculum

- possibilitiesforyoungpeopletotryseveralprofessionstohaveamoreconcreteideaofthefitbetweenpersonalprofileandthework

- clarifyaspirationsanddevelopapositivelearningprojectforoneself- acquirethebasicroutinesneededtointegrateintoaprogrammeand

succeed,includingwork-readinesstoenrolinapprenticeships- providepsycho-pedagogicalsupporttohelpdevelopeffectivestrategiesto

dealwithlearningdifficultiesandadjustthetrainingprogrammeand


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- motivationandengagementmeasurestodeveloppositiveattitudetoeducationandtraining;work-basedlearningandotherformsofpracticebasedtrainingcanbeincluded

- identifyhealthandwell-beingchallengesandsupporttheyoungpersoninovercomingthese,including,ifneeded,byadjustingtheeducationprogramme

iii)forsuccessfulcompensationmeasures

- trainingthatgivesaccesstoaqualificationbutwhichissufficientlyflexibletoenablethetargetgrouptoattendtoexistingobligationsorwhichprovidesanalternativesourceofrevenue

- tailor-madetrainingtoimprovebasicskills- motivationalactivitiestohelpbuildconfidenceandself-efficacy;- supportwithnon-educationchallengessuchashealth,housing,social

benefits- developingsocialcompetencestoenableyoungpeopleintegrateintoa

groupofstudentsoragroupofemployees;- acquiringbasichabitswhichareneededfor(re-)integrationintoeducation

andtrainingand/oremployment,suchaspunctuality,planning,learning-tolearn.

StoriesandStorytellingineducationStorytellingistheartoftellingstories.Storiescanmakedifficultandabstractsubjectseasier to understand. Storytelling is a tool for preservingmemory,writing history,learning,entertaining,organizingandalsohealing(Raimist,2010).Itisinthetellingofstoriesthatcommunitiesbuildidentities,constructmeaning,andmakeconnectionswithothersandtheworld.Storieshelpcapitaliseonthepowerofnarrative,helpbringlogic, and facilitate access to information. Storytelling is a social transaction thatengagespeopleinacommunicativerelationship.Throughtheactoflisteningtoandsharingeachother’sstoriesasenseofbelongingandcommunitybuildingcantakeplace.

There aremany different ways of telling stories, such as oral, written and digitalstorytelling.Bordeau (2008) suggests therehasbeena revival in theuseof storiessincethe1990’swithbothpositiveandnegativeeffects.Ontheonehandpeoplecanunderstandandmakesenseoftheworldaroundthem,ontheotheritispossibletousestoriesformanipulation.

Storiesaregenerallywritten in the firstperson.Manyof thestorytellingprocessesfollow the cognitive processes in Mezirow’s ten transformational learning steps(Merriam,2004)(Annex2).Thestorytellingprocessinvolvesexploringandcollectingdata,makinga storybyconstructing the storylineorplotbyordering,establishinglogical connections, developing flow, formulating amessage, andmaterializing theplot. Then a presentation needs to be built and the results shared before finallyreceiving and handling feedback from the audience. The external factors involvedinclude taking the target audience into account, the setting or way the story ispresentedandthemediumthestorymaterialwillbecreatedinfor instancevideo,images,text,narration.


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Storytellingisdescribedasastrongtoolforcommunity-buildingbySwerts(2015).Itisoneofthemostancientformsofeducationusedbyeveryculturetopassknowledgebetweenindividualsandgenerations. It isapowerfulpoliticaltoolformarginalizedpopulationswhoseektopromotenarrativeinthesocialconstructionoflifestories.These are normally collaborative productions that involve emotional transactionsbetweenthestorytellerandtheaudience(EwickandSilbey2003).

Storytellingcanbeusedasadidacticalapproachineducation.Itsmainstrengthsarein their appeal, variety and accessibility. Stories are also engaging and easy toremember.Storytellinghelpsshareexperiences,explaineventsandphenomenaandtransferknowledge.DifferenttypesofstorytellingaredescribedinAnnex2.

De Caril (2013) reports on the results of the pilot EU Dedalus project(http://www.cittastudi.org/dedalus) that used a storytelling method to reducedropoutratesfromschool.Afteroneyear,only3%of324studentsatriskleft,whilethenational averagewas18%. These results suggestednarrative anddialoguearegoodwaysforengagingyoungsters,helpingthemtoreflect,organiseandmemorizeinformation.

The idea was to use storytelling to deal with choices and career transitions in adifferentway.Ratherthanusestandardtests,thepupilstelltheirownstoriesaboutthechallengestheyface,their friendsandtheobstaclestheytrytoovercome.Theproject created a toolbox to be usedwith school guidance counsellors to identifypossible routes. Through the act of listening to and sharing one another’s stories,storytelling involves community building through the collectivisation of personalexperiences and personalisation of collective experiences. A sense of belonging isenhancedasemotionsplayakeyroleinlinkingthe“storyofme”withthe“storyofus”. However, according toBordeau (2008), the relationshipbetween stories andemotionsisnotthesameindifferentcountriesandcultures.

Researchers like Hung et al. (2012) have shown that storytelling has been widelyapplied to learning, and has favourable effects on knowledge construction andmotivation. Stacey and Hardy (2011) confirm digital storytelling is an effectiveapproach for helping students collect information, create new ideas, and organizetheirknowledge,whichcanimprovetheircomprehensionofthelearningcontent.

Narrativeanddialoguearegoodwaysforengagingpeopleandhelpingthemorganizeand memorize information. However, with the development of communicationmedia,arapidlyincreasingrateofnewinformationbeingproducedandtheeaseofduplication and transmission of data across the Internet generates considerableinformationoverload.Thecurationofdigitalcontentrespondstothisissue.Contentcurationisatermlinkedtocreatingabetteronlineexperienceandamoreorganizedandaccuratemanagementof theonlinecontent.Si (2016)explainshownarrative,storytellingandcontentcurationtechniquesareusedforbetterengaginganaudienceand helping the audience digest and remember content. He presents a narrative-basedpresentationtoolforhelpingpeopleexplorelargeamountsofinformationbyproactivelyconstructingnarratives.Ittakesinformationasanetworkoftopicsfromavarietyofsources,andperformsnarrativeplanningasitisinteractingwiththeuser.Sisuggeststhissystemcouldaidpeopleininformationexplorationbyprovidingtheinformation in the form of an interactive visualization presenting topics in a


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meaningfuland interestingsequencewhile illustratingtherelationshipsamongthetopicsintroduced.

Story-based learning (SBL) creates space for story telling (MacKinnon and Young,2014).Ratherthanjustwritingthestoriescanberecordedorguestscanbeinvitedtoclass to share their personal experiences. In addition, short video-clips or storiespostedontheInternetand/orstoriesinbookscanbeusedwiththeSBLmodel.Theydescribe a six-phase process used with trainee nurses (Figure 12), incorporatingelementsofnarrativepedagogy,casemethodteachingandproblembasedlearning.

Capuanoetal.(2014)introducealearningmodelbasedonstorytellingthathelpstobuild challenging and highly engaging training resources in the context of legaleducation forcitizenswith littleornobackgroundon the topicsorconcepts.Theysuggestthisestablishestheuseofastorytellingparadigminlinewithatraditionofnarrativepedagogy.

Figure12:Story-basedlearning–blendingcontentandprocesstolearnnursing

(MacKinnonandYoung,2014)

Lugmayretal.(2015)introducethetermseriousstorytellingasanewgenreofmedia,defined as storytelling without an entertainment purpose. It is considered to be“thoughtful”,“impressiveinquality”,and“relatingtomattersofimportance”.Seriousstorytellingconcernsthecontext:situation,space,placewherethenarrativeistakingplace, the course: the plot and events, the content expressed through variouslanguageandmediaelementsandthechannelortypesofmedia(Annex3).


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DigitalStorytellingNewdigitaltechnologieshavemodifiedthemodesandprovidemanynewpossibilitiesofbuildingnarrativesandtellingstories.OntheInternetusersarealsotheco-creatorsofinformationtheycanreadandcriticize,postandshare.Thisopensdifferentmorefragmentedformsofstorytellingthatareopentocollaboration(Lits,2012).

Digital storytelling is defined as an integrated application of multiple media andsoftwarethatutilizestheartofstorytellingandtechniquesofdigitaltoolswithnewmethods,contributingtohelpinglearnersbecomeinvolvedinthelearningsituation(LowenthalandDunlap,2010).Itisabranchofstorytellingthatusesdigitalmediatotellastory(Heo,2009).Thestoriesareexpressedthroughart,oralhistory,creativewriting,speaking,photographs,music,newsclippings,digitalvideo,theWeb,graphicdesign, sound engineering, or animation. The technique utilizes multimediatechnologytofosterhigherordercognitionandhelpstudentswithvariouslearningstyles.

Meadows (2003) considers digital stories as short, individual multimedia piecesbeneficial forconnectingwithpreviousexperiences (MalitaandMartin,2010).Theuse of multimedia in digital storytelling encourages participants to communicatemeaningonmultiplelevels,forexamplesound,point,emotionalcontent,tensionandstory arc. It allows them to take fresh perspective on their story. Robin (2008)identifiessevenelementsofdigitalstorytelling(Annex4).

Digital storytelling has been treated as an effective approach to promotingcooperationandknowledgeconstructioninclassrooms.LowenthalandDunlap(2010)developed a Community of Inquiry framework based on the digital storytellingapproach to provide a way for teachers and students to communicate and shareknowledgeontheInternet.GyabakandGodina(2011)employeddigitalstorytellingasaninstructionalinterventionforbridgingthedigitaldividebetweenruralandurbanelementary school students to help those who have never had the chance toexperiencecomputertechnology.

Hungetal.(2012)proposedaproject-baseddigitalstorytellingapproachappliedtoasciencelearningactivity.Theaimwastocomparetheperformanceoftheapproachwiththatofconventionalproject-basedlearning.Theauthorsexploredtheeffectsofintegrating digital storytelling and project-based learning on problem-solvingcompetencesandstudents’learningachievements.Theexperimentalresultsshowedthat the project-based learning with digital storytelling engaged learners andeffectively enhance the students’ science learning motivation, problem-solvingcompetences and learning (Stacey and Hardy, 2011). Through digital storytelling,studentslearntotellastory,andindoingso,becomemoreeffectiveincollaborativeworkingenvironments.

Barrett (2006) states that digital storytelling can support four types of learningstrategies:i)studentparticipation,ii)reflectingiii)deeplearningandiv)project-basedlearning.Theimportantissueistoensuretheeffectiveintegrationoftechnologyinteachingandlearningprocess.Shepresentsdigitalstorytellingasadeeplearningtool,where students learn by designing and constructing actual solutions to real lifeproblems(Figure13).


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FreidusandHlubinka(2002)proposethedevelopmentofdigitalstoriesasimportantnotjustinitsproductbutalsoinitsprocess,inthiscaseofreflectivepractice.Theysuggestdigitalstorytellingforreflectivepracticecanbeavaluable,transformativetoolforpersonal,professional,organisational,andcommunitydevelopment.Asstoriesareshared,thesenseofcommunityisstrengthened.Thestoriesmediaterelationshipsindifferentcircumstancesandacrossdifferentgenerations.Throughreflectivepractice,individualsandgroupsgive theirworkconsciousattention, therebyexaminingandimprovingtheirpositionsaslearnersintheircommunities(Schön,1983).

Figure13:Componentsofdigitalstorytelling(FreidusandHlubinka,2002)

Raimist(2010)showedhowaclassondigitalstorytellingcanbeusedtohelpstudentsexpandunderstandingsofthemselvesandtheirrolesincommunitiesinsideaswellasoutside the organization. For some students, digital storytelling was a process ofsynthesis,inwhichtheymadesenseoftheirownstoriesthroughadeliberatesortingof multimodal content (Lambert, 2006). For others the process was one of self-definitionwherebyelementsof narrative and visual expressionencourage identityrevision(Lundby,2008).Inbothcasestheprocessofstorytellingwassaidtobeoneof“vernacularcreativity”(Burgess,2006)inwhichthestudentstransformedtheirowneverydaystoriesintoa“sharedpublicculture”,aspaceforsortingthroughconflictingmediamessageswhilealsoforgingnewpossibilitiesforseeingthemselvesandothers.

Bran(2010)suggestedthatdigitalstorytellingwithacombinationofimages,sound,and texts could attract student interest and enhance their learning achievements.Throughdigitalstorytelling,individualslearntotellastory,andindoingso,becomemoreeffectiveactors incollaborativeenvironments.Digitalstorytellingencouragesparticipantstocommunicatemeaningonmultiplelevels.Itoffersacreativechallengeto reflective practice and as such is a valuable, transformative tool for personal,professional,organisationalandcommunitydevelopment.

Skarpasetal.(2016)studiedwhetherandhowdigitalstorytellingcancontributetooccupationaltherapystudents’learningthroughreflectionsonexperiencesfromtheir


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placements. They found the students learned through the reflection of theirexperiences in the digital storytelling process. They highlighted the importance ofcreativity when sharing thoughts and reflections with peers. The stories providedpowerfulwaystoaidreflectionandgiveattentiontofeelings,thoughts,andemotions(McCorquodale&Kinsella,2015).Suchreflectionisbasedonlearnerconstructivism,where learning is an active process of constructing knowledge andmeaning frompersonalexperience(Heo,2009).Throughmoreexperiences,individualsbecomeableto construct deeperunderstanding and interpretation. Theybecomeable tomakesenseoftheirexperiencesandareabletotransfertheirknowledgetootherareas,whererelevant.

StorytellingthroughmapsKerski (2015) suggests ‘storytelling’ is one of five converging global trends thatincrease the importance of geography and the use of maps for telling a story.Geographictools,data,andmultimediaontheweboffertheabilityandaudienceforstorytellingthroughmaps.Digitalmapsareagatewaytodiscoveryabouttheworldand local communities inwhich youngpeople live.He stressesmapsareuseful tobroadsectorsofsocietyasessentialtoolsforunderstandingissuesandforsolvingrealproblems,theycanbeagatewaytodiscoveryaboutthephysicalandculturalworldandlocalcommunitiesinwhichwelive.Mapsaretoolstotransmitspatially-relatedinformation, like oral orwritten stories they stimulate the imagination,while alsoprovidingorientationtoknowngeography(Fox,2016).

Today,Geo-ICT tools,opendata,multimediaon thewebandWeb2.0expand theabilityandaudienceforstorytellingthroughmaps.Therearemanydifferentexistingplatformsthatenablecitizenstotellstoriesthroughmaps,these includeEsriStoryMaps (http://storymaps.arcgis.com), Map Story (http://mapstory.org), and othertools.Eikenes(2015)linksStorymapstotheresearchprocessasithelpstoorganizethoughts,evaluate the strengthsandweaknessesofa situation, givea clear visualreferenceforexploringpotentialnewdirectionsandaninstrumentforunderstandingandaddressingcomplexissues.

Strachan (2014) confirms that Story Maps are perceived by teachers to be user-friendly, interactive, and engaging.However several obstacles stand in theway ofsuccessfulimplementation,includinginadequatetechnologyresourcesatschools,aneed for additional training, and a lack of curriculum time. Eikenes (2015) linksStorymapstotheresearchprocess,asavisualmodelthathelpstoorganisethoughtsandtotellaclear,compellingstory.AStorymapcanhelptoevaluatethestrengthsandweaknessesoftheproject,provideaclearvisualreferenceforexploringpotentialnewdirectionsandletsyouidentifyanymissingpiecesofthatneedattentionandfornarratingthestoryinaclearandeffectiveway.TheStorymaphighlightsthequestionsandanswersthatanchorthepresentation.Inthisway,themapbecomesatoolthatcommunicates, andmoreover, encourages communicationaboutaspects generallyomittedbecausetheyarepersonal,evenintimate(Martouzetetal.,2010).

Strachan (2014) researches teachers’ perceptions of Esri Storymaps as effectiveteachingtools.Asarelativelynewwebapplicationtheycombinedigitized,dynamicmapswithotherstoryelementsi.e.,title,text,legend,popups,andothermultimedia


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visuals tohelp the storyteller effectively convey amessage.Analysis revealed thatStorymapswereperceivedtobeuser-friendly,interactive,andengaging.Teachersfelttheir students would enjoy using the technology. Several obstacles to successfulimplementation were highlighted, including inadequate technology resources inschools,aneedforadditionaltraining,andalackoftime.Nevertheless,theteachersagreedthattheirstudentspossessedtheaptitudeandskillstobeabletosuccessfullydevelopStorymaps.

Storytelling with maps and multimedia encourages visualization as a storytellingmedium to tell compelling data stories. Lee et al., (2015) confirm visualizationresearchonstorytellinghasmainlycenteredonhowdatavisualizationcomponentscontribute to communication and the delivery or presentation of information. Itshouldalwayscontainscomponentsthatformthestory,likestructures,elements,andconcepts,andthosethat influencethe“telling”partofstorytellingsuchaspeople,tools,andchannels.Thusvisualizationhasbothdesignelementsthatformastoryandpresentationmethodsthathavebeenusedto“tell”it.

Visualdatastoriesincludeasetofstorypiecesorspecificfactsbackedupbydataandinformation,Mostofthestorypiecesarevisualizedtosupportoneormoreintendedmessages.Thevisualizationincludesannotationsaslabels,pointers,text,ornarrationtoclearlyhighlightandemphasizethemessage,andtoavoidambiguity.Storypiecescanthenbepresentedinameaningfulorderorconnectionsmadebetweenthemtosupport high-level communication goals of the creator. This could range fromeducating or entertaining the viewerwith an illustration of facts to convincing orpersuadingthemwiththought-provokingopinions.

Boyetal. (2015)presenttheresultsofweb-basedfieldexperiments, inwhichtheyevaluate the impact of using narrative visualization techniques and storytelling onuser-engagement with exploratory information visualizations. The Informationvisualization(Infovis)canbeinteractiveandexploratoryasusersexplorethepotentialofnarrativevisualizationtechniquesandstorytellingtotriggeruser-engagement.

Chavez et al. (2015) found that the use of Storymaps increased readingcomprehension, on-task behaviour and positive attitudes towards reading. ThedisplayandarrangementofthestoryelementsonaStorymapassiststhestudentstovisualizethestorystructureandtoidentifythekeystorycomponentswithinastorypassage(Boonetal,2015).

DigitalstorytellingpedagogiesNarrativesandstoriesconstituteanalternativeapproachtoknowledgeandlearning.Thenarrativeprovidesacognitiveorganizationalschemethroughwhichthenarratorcansubjectivelyorganise, shape,andstructureexperiences intoacoherentwhole.Bezjak(2014)reviewstheStorymappingpedagogicalapproachesthatyoungpeoplehave an affinity with. Four main characteristics of the approach are identified,interactive content, more dynamism in the ways of teaching, less traditionalpedagogical approaches and challenges that provoke greater creativity andempowermenttoparticipatesindecisionsonmanyaspectsoftheirlives.Narrativesand stories are powerful aids to understanding and reflection as they can giveattentiontofeelings,thoughts,andemotions.


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ThepedagogyofStorymappingoffersasocioculturalperspectiveonlearning,implyingthatknowledgeisconstructedinasocialandculturalenvironment.Itrelatescloselywith social pedagogy that considers the person as a whole, without separatingknowledge,feelings,andactions(Úcar,2013).Itischaracterisedasahybrid,complexinterdisciplinary, inter-professional, open, dynamic, changing, alive andextraordinarilyversatilesubject.Eachofthesedimensionsofthepersonareactivatedand developed by their relationships with others. So relationships that occur inpeople’s everyday lives are, at the same time, vehicles, contexts, and contents ofsocio-pedagogicalactions.

Heo’s(2009)researchisbasedonlearnerconstructivism,wherelearningisconsideredto be an active process of constructing knowledge and meaning from personalexperience.Throughmoreexperiences,individualsbecomeabletoconstructdeeperunderstandingandinterpretation.Theybecomeabletomakesenseoftheirlearningandtheywillbeabletotransfertheirknowledgetootherareas,whererelevant.

Calvard(2016)concentrateson‘sensemaking’asakeyprocessforeffectiveorganizingandcreatingmeaningthroughcyclesofinterpretationandaction.Theresultisamoreorderedenvironmentfromwhichfurtheractionandreflectioncanbedrawn(MaitlisandChristianson,2014).Sensemakingisthusretrospectivebutalsoongoing,itissocialandlinkedtoidentityandenactment(Weicketal.,2005).Sensemakinghasthusbeenidentifiedasausefulprocessduringcrises,periodsofchange,learningandcognition(SandbergandTsoukas,2014).

Capuanoetal.(2014)suggestsnarrativepedagogieshaveincreasedinimportance.Ithasbeeneffectivelyutilisedinseveraldisciplinarycontextsanddomains,itguaranteesahighdegreeof learner involvementandofskillsdevelopment(Blissenden,2007).Holland (2017 suggests Design Thinking can be used to generate empathy withyoungsters.Itisaconstructiveapproachthatwouldhelptoengageinconversations.TheapproachhelpstomoveawayfromassumptionsandgeneralisationsandstartsonthepathtoasktherightquestionsthatcanaddressthechallengesfacedbyESL.Theapproachdeepensempathy towardsoneanotherand fostersmore innovativemindsets.

Reinertsen (2014) considers the importance of teachers developing self-assessingrecursive pedagogies and case / action research practices in schools. Teacherssimultaneously producing and self-evaluate their own practices, developing self-reflexiveandrecursivepracticesinsearchofbetterquality.

Raimist(2010)describestheuseofa‘StoryCircle’asanimportantpartofthedigitalcomposingprocess.Thisisanin-classworkshopwherestudentssharetheirstoryideasandgetfeedbackfromothersintheclass(Annex5).AftertheStoryCirclestudentscangothroughtheprocessofbuildingtheirdigitalstorieswithextensivefeedbackfrom the teachersand fromeachother. The students could thenpost theirdigitalstoriestoapublicspaceorblog,andoffercommentsonotherstudents’digitalstories.Commentscanalsocomefromotherpeoplelikefamiliesandfriends.

Timmermanetal.(2014)proposesthereisapositivecorrelationbetweeneducationalsuccess and an individual’s health status or psychological well-being. Dean andGoldspink(2014)confirmtherelationshipbetweentheeducatorandthe learner isinevitably and necessarily deeply relational - dealing with each learner’s sense of


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themselves. Ignoringthequalityofrelationships,ortheemotionalandexperientialresourcesthelearnerbringsisperhapsoneoftheshortcomingsofpedagogyframedinthecontextofmodernitywherethefocusisonthetransmissionofknowledge,withthepurposeofachievinganarrowsetofmeasurableoutcomes.

Heo(2009)confirmsthatstudentstodayarenothesitantinusingdigitaldevicesforcommunication, socializing, entertainment and information sharing viaWeb 2.0 /Cloud technologies. However they do not exhibit such high self-efficacy in usingtechnologyinaformalenvironmentlikeineducation,orinexpressingtheiropinions.Theyarethuslessconfidentabouttheirowncapabilitiesandperformancecapabilitiesinandasaresult,theirlevelofmotivationandengagementwillbereduced.

Heo’sstudy(ibid)examinedtheeffectsofthedigitalstorytellingexperienceonpre-serviceteachers’self-efficacyandengagementtowardseducationaltechnology.Theresultsindicatedthatparticipants’technologycompetencyandopennesstochangetowardseducationaltechnologyimprovedwiththeexperienceofdigitalstorytelling.Transferring technology knowledge and skills that they already possess into thelearning environment by digital storytelling is important as it promotes authenticlearningexperiences,whichallowstudentstotakemoreownershipoverwhattheylearnandto integratemultiplecontentareasandmultipleskillsholistically(Maina,2004).Theauthorssuggestthatdigitalstorytellingisapotenttechnologythatcanhelpimprovetechnologycompetenciesanddispositionstowardseducationaltechnology.

Design thinkingmayoffer key cognitiveandbehavioural componentsnecessary toreduce early leaving and engage those at risk. Schweitzer et al (2016) discuss thedesignthinkingmindset,whichisanintegralcapabilityforinnovationandadaptation.Designershaveasetofskillsthatcanbeappliedtoawiderrangeofchallengesandusedtosolvecomplexsocialproblems(BrownandKatz,2011).TheDesignThinkingprocessisexploratory(Brown,2009)thatusuallybeginswithaninitialdefiningoftheproblem,followedbyexplorationoftheuseranddesignspace,generatingpossibilitiesthroughbrainstorming,buildingprototypesthatarethentested,oftenanumberoftimes,andthefindingsusedtorefinetheproblemresolution.Human-centerednessisattheheartofDesignThinking.

Wooff (2016)alignsdesignthinkingwithessential21stcenturyskills.Pedagogicallydesignthinkingisprevalentinclassroomsthroughreflectivepracticeandtofocusonthecompetenciesneededtoengagewith21stCenturylearningexperiences.Holland(2017)considers theuseofdesignthinkingto facilitatediscussionswithmillennial.Usingdesignthinkingeducatorscanstarttobuildmoreeffectiveenvironmentsasitstartswith empathy and is a highly constructive approach that helps to engage inconversationsbyasking the rightquestions toaddress the challengesbeing faced.Vandecandelaereetal.(2016)proposeaUniversalDesignforLearning(UDL)model.UDLstates thateducationshouldbetailoredascloselyaspossible tothedifferentneedsofeachstudent.

Deakin Crick andGoldspink (2014) underline the importance of deep engagementwith the students at risk and that learning is most engaging when it is placed,purposeful,pervasive,andprincipled.


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• Placed learning reaches and has relevance to students in the space that theyinhabit, connectingwith the student’s family/community and interests outsideschool.

• Purposefullearningabsorbsthestudentinactionsofpracticalorintellectualvalue,fosters a sense of value and agency – students have the chance to work likeprofessionals;

• Pervasivelearning:extendsbeyondschoolexaminations,issupportedbyfamily,carers, and peers, and can be prolonged through independent andinterdependentinformallearning;

• Principled:appealstothestudent'spassionsormoralpurpose–itmatterstothelearner.

Theyconclude:

“therelationshipbetweentheeducatorandthelearnerisinevitablyandnecessarilydeeply relational - dealing with each learner’s sense of themselves. Ignoring thequalityofrelationships,ortheemotionalandexperientialresourcesthelearnerbringsisperhapsoneoftheshortcomingsofpedagogyframedinthecontextofmodernitywherethefocusisonthetransmissionofknowledge,withthepurposeofachievinganarrowsetofmeasurableoutcomes.”

OnlineToolsAlistofonlinetoolsrecommendedintheliteraturewasproduced.ThesearelistedinAnnex6.

OtherSourcesAseriesofESLWebsiteswasexamined.ThesearelistedinAnnex7.OthersourcesarelistedinAnnex8.

RecommendationsInordertocombatEarlySchoolLeaving,therecommendationsfromthisextensivereviewofliteratureareto:

• Usestorytellingtounderstandobstaclestocompletionandtheneedsoftheyoungpeople

• Use storytelling to develop a transformative learning environment forindividuals

• Usestorytellingtoenablealearningcommunitytodevelop• UsestorytellingtobetterunderstandESL• Ensureacreativestorytellingprocessisused• Describeanduseinnovative,interactivestorytellingpedagogies• Ensurethetechnologiesareintegrated,ratherthanthefocusoftheactions,

tomaketheminvisible,bothintermsoftellingthestoryandsharingthestory


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• Provideopportunitiesfromatechnicalperspective–notprescriptive–highflexibility

• Showstorytellingmattersandthatithasmeaningtotheyoungpeople• Makesurethatstudentsaretreatedasprofessionals,whichislinkedtonon-

formalapproachessotheyhaveownership

ConclusionsPolicymakersandeducationstakeholdersrecognisetheroleofICTasakeyenablerofinnovation and change in Education and Training and for learning in general. ThisimpliesthatStorytellingwithMapsoughttobetrailedforusewithyoungpeopleatrisk of early leaving. However if it is to be successfully implement, innovation ineducationneedstobeencouraged.

Innovation can be described as an intentional activity where new ideas areimplemented to address specific problems. It is about change as innovation is adynamic and unpredictable process involving complex interactions. In education itnormally requiresde-centralisationofdecisionmaking (Ellison,2009)allowingnewideasandpracticestoemerge.

Bezjak (2014) comments on the four characteristics of pedagogical approaches inconnectionwiththeuseofICTthatyoungstershaveanaffinitywith:

i) theywantmoreinteractivecontent,moredynamisminthewaysofteachingandaslesstraditionalapproaches

ii) theywant tobe stimulatedbydifferent visual and audio stimuli and related tointeractive and participatory teaching approaches that encourage inclusion andengagement

iii) theyneedapproachesthatchallengethem,forexamplethroughdidacticgames,whereyoungpeoplecanstayactivefor longerandtheycanseeadirectbenefitfromtheapproachesandcontent

iv) theywantapproachesthatcanempowerthemindividuallytomonitorandmanagetheirlives.

The most successful pedagogical approaches for the reintegration of early schoolleaversineducationarethereforeflexible,inclusiveandparticipatory,tailoredtotheneeds of young people, aimed at the development of their careers, and include avarietyofpossibleapproaches,suchasmentoringorindividuallearningplan.

Bocconietal.(2013)proposethatESLinitiativesshouldfocusonthenon-formalandinformal learning rather than the relevanceof theuseof technology. Indeed,overrecent years, Early School Leaving (ESL)hasbeen transformed inpolicy terms intoEarlyLeavingfromEducationandTraining(ELET)incorporatingvocationaleducationandnon-formalapproachesoutsidetheclassroom.ThisisnowunderstoodatEUlevelasafailuretocompleteuppersecondaryeducationorafailuretogainqualificationsorschoolleavingcertificates.


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AnnexesAnnex1:Mezirow’stenstepstotransformationallearning(fromhttps://www.linkedin.com/pulse/fire-crackers-learning-hans-van-den-berg)


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Annex2:Differenttypesofstorytelling(afterBordeau,2008)

Differenttypesofstorytelling:

- StorytellingmanagementThestorytellingoriginated intheUSAaroundtheturnofthetwentiethcentury,asastrategyofManagementandMarketing.Itwasalsowidelyusedinthefieldofpolicy,forexampleduringhispresidentialcampaignBarackObamamadeextensiveuseofstorytellingtechniques.

- Digital storytelling that employs digital technologies to create hypermedianarratives

- Monomyth,alsocalledthehero’s journey,astorystructurethat isfoundinmanyfolktales,mythsandreligiouswritingsfromaroundtheworld

- Themountainstructure,awayofmappingthetensionanddramainastory.It’ssimilartothemonomythbecauseithelpsustoplotwhencertaineventsoccurinastory

- Nestedloopsastorytellingtechniquewhereyoulayerthreeormorenarrativeswithineachother

- Sparklinesawayofmappingpresentationstructures.GraphicdesignerNancyDuarte uses sparklines to analyse famous speeches graphically in her bookResonate

- Inmediasresstorytellingwhenyoubeginyournarrative intheheatoftheaction,beforestartingoveratthebeginningtoexplainhowyougotthere.

- Convergingideasaspeechstructurethatshowstheaudiencehowdifferentstrandsofthinkingcametogethertoformoneproductoridea

- A‘falsestart’story iswhenyoubegintotellaseeminglypredictablestory,beforeunexpectedlydisruptingitandbeginningitoveragain

- Thepetalstructure,awayoforganisingmultiplespeakersorstoriesaroundonecentralconcept.

- The Storymapping is a form of storytelling that uses geographic maps orimagestoincludeinthemaseriesoflinkstowebresourcesrelatedtoaspecifictopic in order to get a navigable route. Mass media and journals makeextensiveuseofthisformofstorytellingfortheirinvestigationanddossier.

- VisualStorytelling,storiestoldbyimages.Thepossibilitiesofhowanimagecanbeusedarevaried:a) images in a series of presentation or slideshow with links, texts, the

recordedvoiceofanarrator;b) accompaniedbylinkstomultimediaresourcesand/ortherecordedvoice

ofanarrator;c) interactiveimagebyclickingonit,youopenresourcesontheweb.

- VideostorytellingbyusingWebBrowserBasedServicesorinwhichthestorytakesplacethroughtheabilitytomanipulatethevideobyinsertingtext,links,annotations,images,questions,etc.


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Annex3:Thecomponentsofaseriousstory(afterLugmayr,SuhonenandSutinen,,2015)

Context: situation, space,place,applicationcontext,andparticularcontext relatedmodalities are where the narrative is taking place (e.g. TV, advertising, sports,household,festivals,learning,urbanenvironments,learningetc.);

Course: sum of plot (explicit, and non-diegetic events), in addition audienceinterpretedandinferredeventsofD.Bordwell’smodelofnarrative–howcontentisevolvinginacause-effectrelationshipaspartoftheapplicationcontext,andcontent;aswellashowtheaudienceinteractswithcontent.

Content:theactualcontentofthenarrative,thusthehumanperceptivecomponentsoftheplotofthenarrationexpressedthroughvariouselementsfrommediagenres,ase.g.filmlanguage,naturallanguage,literature,orubiquitousmediaobjects;

Channel:indifferencetoothertypeofmedia(however,notalltypesofmedia),mediachannels gain importance, as serious storytelling can happen across variousdistributionchannels,orchannelswheremediaobjectscanbeperceived.

Seriousstorytellingisalsoaboutthethreecomponentsofnarration,interaction,andcontentandtheirrelationtoeachotherintimeandspace.


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Annex4:Elementsofdigitalstorytelling(afterRobin,2008)

1. Pointofview:What is the threadof thestoryandwhat theperspectiveof theauthor?

2. Dramaticquestion(complication):Keyquestionthatkeepstheviewer'sattention,whichwillbeansweredbytheendofthestory.

3. Emotionalcontent:Thestorydealswith important issuesthatcometo life inapersonalandmeaningfulwayandconnectsthestorywiththeaudience.

4. Thepowerofthevoicethatnarrates:Adaptationofthestoryinawaythatviewersunderstandthecontent.

5. Powerofsound:Musicorothersoundsthatsupportthestoryandgivethestoryanemotionalcomponent.

6. Efficiency: Using just the right amount of components to tell the story (less ismore)

7. Therhythmofthestory:Howquicklythingshappen?


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Annex5:StoryCircleGroundRules

(afterRaimist,2010)

ThegroundrulesoftheStoryCircleare:

(1)leteachpersonpresenttotheendwithoutinterruption;

(2)giveanaffirmingcommentasthefirstresponsetoaparticipant;

(3)framecriticalfeedbackwiththeconstruction,“Ifitweremystory,Iwould…”;and

(4)assertiveparticipantsshouldtrytoletthemoreshyonesspeakfirst.

WeaddedafifthgroundrulewhenweusedtheStoryCircletechniqueinour“DigitalStorytellinginandwithCommunitiesofColor”class:

(5)whilesomestoriesmayappeartobemore“serious”thanothers,theyallreflectthespeakers’truths,sodon’tjudgethemagainstoneanother.

Inaddingthisfifthrule,theyintendedtocreateaspaceforstudentstobeginresolvingthe various tensions involved in the conflicted cultural and identity-basedwork ofdigitalstorytelling.


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Annex6:OnlinetoolsandWebsites

Severalonlinetoolscanbeusedtotellstoriesthroughthreemainsteps—importdata,selectthevisualizationtype,andconfigurethevisualattributes(e.g.,colorpalettes)Forinteractionsandanimations:D3(www.d3.org),Ellipsis,StoryPoints-Mostoftheexistingtoolsaremeanttohelppeoplecreatematerialthatcanbesharedonthewebasynchronously.StoryPoints|TableauSoftware,http://www.tableausoftware.com/about/blog/2014/5/82preview-tell-story-your-data-story-points-30761.

CenterforDigitalStorytelling(www.storycenter.org),whosepurposeistosupportindividualsincreatingandsharingpersonalstoriesabouttheirlives.Anexampleofadigitalstory:http://www.patientvoices.org.uk/flv/0566pv384.htmsoftwareused:Moviemaker,iMovie

EsriStoryMaps(http://storymaps.arcgis.com)

MapStory(http://mapstory.org)ExampleStorymapaboutRhodeIslandhttp://arcg.is/1TdHSjZ

Toview“ThePedagogyofDigitalStorytellingintheCollegeClassroom”digitalstorygotohttp://tinyurl.com/DSpedagogy/.

OnlineMediaReferences

“ThePedagogyofDigitalStorytellingintheCollegeClassroom”digitalstory:http://tinyurl.com/DSpedagogy/

“DigitalStorytellinginandwithCommunitiesofColor”blog:http://blog.lib.umn.edu/afroam/storytelling/

“DigitalStorytellinginandwithCommunitiesofColor”digitalstories:http://tinyurl.com/UMStories/

“LettertomyMother”digitalstory:http://tinyurl.com/JacobsDS

http://www.psych.rochester.edu/SDT/

http://schlechtycenter.org

http://www.qca.org.uk/afl/(outdated)

http://www.bie.org/pbl/index.php

http://www.bie.org/research/pbl/index.php

http://www.edutopia.org/php/keyword.php?id=037

http://rubistar.4teachers.org

http://www.storycenter.org

Caruso2015,http://www.non4lesl.eu

http://LearningEmergence.net


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RESLeuproject:https://www.uantwerpen.be/en/projects/resl-eu/

Sigarchianetal.2015

Ane-bookhasastaticandadynamiccomponent:

• staticcomponent:it’sadigitalobjectwithtextualand/orothertypesofcontent.

• dynamic component: it canhave technology-dependent features thatmakeitmoreinteractiveanddynamicthanitspapercounterpart.

EPUB3isapowerfulformatforeBooks,basedonHTML5,JavascriptandCSS.

Inthecaseofdigitalstorytelling,enhancede-bookscanconnectstoryentitiesand emotions to real-world elements. In this paper is presented the novelconceptofaHybridBook,agenericInteractiveDigitalNarrative(IDN)artefactthatrequiresseamlesscollaborationbetweencontentandsmartdevices.

A Hybrid Bookmakes it possible to provide human sensible feedbackwhileflippingpages,enablingamoreenjoyablereadingexperience.

Fiveaspectsareimportant:

• narrativeanalysis

• interoperability between different implementations: the use oftechnicalstandardse.g.fordataexchange

• sustainabilityofdigitalartefacts

• author-centeredview

• user-focusesperspective

Reference:Sigarchian,H.,DeMeester,B.,Salliau,F.,DeNeve,W.,Logghe,S.,Verborgh,R.,Mannens,R.,VandeWalle,R.,Schuurman,D.,2015.Hybridbooksfor interactive digital storytelling: connecting story entities and emotions tosmartenvironments

Šerbec2014

Softwarefordigitalstorytelling:LiveMovieMaker,DomoAnimate,ZooBurst,StoryJumper,ToonDoo,StoryBird,LittleBirdTales,Bookbuilder.

Fortheassemblyofstory:iMovie,WindowsLiveMovieMaker,FinalCutExpresscanbeused

Visual software tools for creating interactive stories: Scratch, Kodu,StoryTellingAlice,Alice.

http://it.masternewmedia.org/content-curation-come-perche-utilizzarla/

https://www.brainpickings.org/2011/08/01/networked-knowledge-combinatorial-creativity/

https://storytellingpolitico.wordpress.com/

http://www.sparkol.com/engage/8-classic-storytelling-techniques-for-engaging-presentations/


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http://gianfrancomarini.blogspot.it/2011/10/generatori-di-timeline-1-parte.html

https://it.pinterest.com/robingood/storytelling-plots-and-structures-for-writing-grea/

Howlandetal.2016

ThispaperdescribesNarrativeThreads;asuiteoftoolstosupportmultimodalinteractivestorytelling(writingacomputergame)Participantsare11–15yearsold, itgivesadetaileddescriptionof thetoolsusedfordevelopingthegameandoffersavisualpresentationofthegame.Thisisaverytechnicaldescriptionofthedevelopmentprocessofthesystem

Narrative Threads is a suite of tools designed to encourage young gamedesignerstoapproachthegamecreationactivityasastorytellingexercise,andbydoingsotoimprovetheirmultimodal,interactivewritingskills

Reference:Howland.K.,Good.J.,duBoulay.B.2016NarrativeThreads:AToolto Support Young People in Interactive Digital Storytelling. University ofBrightonhttp://users.sussex.ac.uk/~bend/papers/toe12.pdf


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Annex7:WebSitesReviewed

7BestStoryMappingToolsforDistributedAgileTeams

http://blog.venturepact.com/7-best-story-mapping-tools-for-distributed-agile-teams/

howtomakeyourownstory

Artsworkwithsociallyexcludedyoungpeople

http://www.nya.org.uk/resource/arts-work-socially-excluded-young-people/

5casestudiesofartsprojectswithyoungpeople

CentreforDigitalStorytelling(CDS)

http://www.storycenter.org/ Training,healththroughstorytelling

DigitalStorytelling http://courseweb.ischool.illinois.edu/~jevogel2/lis506/howto.html

howtocreate/evaluateadigitalstory

Empower:DigitalStorytellingandYouth

http://www.empoweryouth.info/wp-content/uploads/2012/03/Empower-Digital-Storytelling-and-Youth.pdf

Canadianproject.Basicguidelinesondeliveringadigitalstorytellingproject

FullyFocused http://www.fullyfocusedproductions.com/

Usingfilmtochangemindsets

HowTo:HoeeenStory-mapbouwen

http://practicalgeo.be/nl/how-to-s/details/8/17/how-to-s-hoe-een-story-map-bouwen

howtomakeyourownstory

INCLUD-ED http://creaub.info/included/ StrategiesforinclusionandsocialcohesioninEuropefromEducation

NON-FOR-LESL https://www.non4lesl.eu non-formallearning

RESL.eu https://www.uantwerpen.be/en/projects/resl-eu/

Earlyschoolleavingproject

SevenWaystoCreateaStorymap

http://schoolofdata.org/2014/08/25/seven-ways-to-create-a-storymap/

howtomakeyourownstorymap

StoryA/Storyabroad

http://digi-tales.org.uk/storyastory-abroad/

ErasmusPlusproject:digitalstorytellingwithyoungpeopleindifferentcountries

StorymapJS https://storymap.knightlab.com tellingstorieswithmaps

Storymaps https://storymaps.arcgis.com/en/ howtomakeyourownstory

SuccessatSchoolproject

http://www.successatschool.eu/ Strategiesforreducingearlyschoolleaving

T-Story http://www.tstory.eu/project promotesuseofstorytellingineducationandtraining


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TalentMatchLondon

http://www.talentmatchlondon.org PartofUK-widealternativeapproachtotacklingyouthexclusion-focusonemploymentoutcomes

Tales http://www.storiesforlearning.eu/ Aprojecttoinvestigatetheimpactoforalanddigitalstorytellinginformaleducation

TellameaningfulstorywithGoogle

https://www.thinkwithgoogle.com/articles/tell-meaningful-stories-with-data.html

Forbusinessbutsomegoodideas

Tenantspin http://alandunn67.co.uk/incompletearchive.html

20yearsofacommunitybroadcastingprojectinLiverpool


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Annex8:Othersourcesreviewed

title URL comments

EarlySchoolleavers

http://ec.europa.eu/education/policy/school/early-school-leavers_en

EuropeanCommissioninitiatives

Policyreports EarlySchoolLeavingin9EUcountries,http://ec.europa.eu/research/social-sciences/pdf/policies_early_school_leaving.pdf

Projectreport2016

Reducingearlyschoolleaving

Keymessagesandpolicysupport,http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/esl-group-report_en.pdf

Policyrecommendations2013

Toolforjournalists

CreateinteractiveswithStoryMapshttps://www.journalism.co.uk/news/tool-for-journalists-story-maps-from-esri-for-interactive-storytelling/s2/a563581/

newspaperarticleonjournalistsstorytellingwithmaps

6examplesoftellingstorieswithmaps

http://www.jellyfish.co.uk/news-and-views/6-examples-of-story-telling-with-maps

Howtocraftstorieswithmindmaps

http://www.mindmeister.com/blog/2016/09/13/how-to-craft-better-stories-with-mind-maps/

approachestomindmapping

Storymapexercises

http://www.josephkerski.com/data/storytelling_with_esri_story_maps_kerski_workshop.pdf

HowtomakestorymapswithESRIArcGISOnline

Narrativesinspaceandtime

Storytellingwithmapshttp://hippasus.com/rrpweblog/archives/2015/04/NarrativesInSpaceAndTime.pdf

spatialthinkingideas

FindaStory...MapaStory...TellaStory...

http://www.rebooting.ca/place/ creatingastorymapwebsiteandteacherresources

Interactivemaps

Storytellingtools,http://www.pearltrees.com/apressense/interactive-storytelling-tools/id12660202

linkstotoolsandexamples

SevenWaystoCreateaStorymap

http://schoolofdata.org/2014/08/25/seven-ways-to-create-a-storymap/

tools,examples

Maps:Acreativewaytotellyourstories

http://www.mobilisationlab.org/maps-a-creative-way-to-tell-your-stories/#.WI436jmLR0s

advice


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Innovationreport

Sharples,M.,deRoock,R.,Ferguson,R.,Gaved,M.,Herodotou,C.,Koh,E.,Kukulska-Hulme,A.,Looi,C.K.,McAndrew,P.,Rienties,B.andWeller,M.,2016.InnovatingPedagogy2016:OpenUniversityInnovationReport5.InstituteofEducationalTechnology,TheOpenUniversity.https://repository.nie.edu.sg/bitstream/10497/18319/3/IP_2016_OUIR5.pdf

innovativepedagogy

EarlySchoolleavers

PreventingearlyschoolleavingbytheuseofICTinEducation,https://www.csee-etuce.org/images/attachments/ICT_ESL_Practical_Guidelines_EN.pdf

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