Projec dration:<\/strong> 1 October 2018\u20133 September 2021<\/p>\n Project co-funder:<\/strong> EU program Erasmus+<\/p>\n Project cordinator:<\/strong> ILMIOFUTURO (Italy)<\/a><\/p>\n Project partners:<\/strong><\/p>\n Istituto d\u2019istruzione Superiore \u201cV. Crocetti \u2013 V. Cerulli\u201d (Italy)<\/a><\/p>\n Psient\u00edfica (Portugal)<\/a><\/p>\n Agrupamento de Escolas de \u00c1gueda Sul (Portugal)<\/a><\/p>\n Universitatea Valahia Targoviste (Romania)<\/a><\/p>\n Theoretical High School \u201dIon Ghica\u201d R\u0103cari (Romania)<\/a><\/p>\n \u0160al\u010dininkai Janos Sniadeckis Gymnasium (Lithuania)<\/a><\/p>\n Modern Didactics Centre (Lithuania)[\/vc_column_text][vc_empty_space][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_single_image image=”15992″ img_size=”large” qode_css_animation=””][vc_column_text]<\/p>\n Project team<\/p>\n [\/vc_column_text]<\/span><\/span><\/a><\/span><\/i><\/span><\/a><\/span><\/span><\/span><\/a><\/span>[\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n \u0160tai teksto vertimas \u012f angl\u0173 kalb\u0105:<\/p>\n One of the goals of the Europe 2020 strategy is to reduce the number of early school leavers from 14.4% in 2009 to less than 10% by 2020. The latest research report (NESET II, Publications Office of the European Union, 2017), which reviews documents from the Thematic Working Group on Early School Leaving (2011\u20132013) and the ET2020 Working Group on Schools Policy (2015), establishes 10 principles for reducing early school leaving. These include: the application of appropriate preventive measures, a holistic approach, the development of strengths, interdisciplinarity, and collaboration among various specialists to meet the complex needs of students.<\/p>\n Significant attention is given to preventive measures intended for everyone, i.e., not just for students in risk groups. There are several school-related factors that influence early school leaving: the school climate, which includes, for example, conflicts with teachers; poor academic performance; lack of motivation; and students’ perception that methods and curricula are uninspiring and unnecessary.<\/p>\n Research indicates that secondary education does not sufficiently meet students’ needs. However, educational curricula play a vital role in engaging young people in learning. Therefore, a challenge arises: to offer young people stimulating and interesting ways of learning so that they are motivated to study and obtain a secondary education.<\/p>\n It is also important to consider the specifics of the younger generation, which lead to:<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]To address the problem of early school leaving caused by school-related factors. The issue is tackled through preventive and early intervention measures, enhancing the quality and innovation of pedagogical activities, improving teacher competencies, and creating a positive learning environment. [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n 1.To increase knowledge and understanding of the causes leading to early school leaving.<\/p>\n 2. To structure a periodic monitoring process designed to identify and provide preventive support in a timely manner to students at risk of early school leaving.<\/p>\n 3. To improve teachers’ skills in 3 areas:<\/p>\n 4. To strengthen cross-sectoral territorial cooperation between schools and external institutions, taking into account the specific situation of each country.<\/p>\n 5. To create an international learning community across various fields of education.<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]The project is intended for teachers and school support specialists (social educators, psychologists, career counselors, etc.). The indirect target group of the project is students.[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”16062″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]Theoretical and Typological Model Regarding the Target Groups at Risk of Early School Leaving (2020)<\/strong><\/p>\n <\/p>\n This publication presents a comprehensive theoretical and typological model designed to identify and support students at risk of early school leaving (ESL) across Italy, Portugal, Romania, and Lithuania. It integrates comparative quantitative and qualitative research findings to categorize specific risk factors and student profiles, providing teachers with a structured framework for early detection. By offering evidence-based insights into the socio-psychological and institutional drivers of school dropout, the document serves as a practical guide for developing targeted intervention strategies and fostering a more inclusive educational environment.<\/p>\n Download <\/strong>EN<\/a>, LT<\/a>, IT<\/a>, PT<\/a>, RO<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”16060″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]A.C.C.E.S.S. System of Monitoring and Preventive Support Against Early School Leaving (2020)<\/strong><\/p>\n <\/p>\n The Early School Leaving Monitoring and Preventive Support System is a tool that allows schools to detect at-risk students at the earliest stage and prevent dropout. The system facilitates continuous monitoring of students using a clear set of indicators, enables timely assessment of risky behavior, and helps implement targeted support programs for the student.<\/p>\n A specialized application has been developed for the monitoring process, which allows for data collection and, based on defined indicators and risk thresholds, provides information regarding a specific student’s risk of early school leaving. Within the app, each student is assigned early school leaving risk indicators, which are linked to various behavioral descriptions. The teacher monitors student behavior and enters the data into the application. When a student’s behavior reaches a risk threshold, it serves as a signal to initiate the intervention program and support steps.<\/p>\n Download\u00a0<\/strong>EN<\/a>, LT<\/a>, IT<\/a>, PT<\/a>, RO<\/a><\/p>\n Risk Factor Monitoring App (LT, EN, IT, RO, PT)<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”16064″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]A.C.C.E.S.S. Toolkit: Supportive Teaching and Assessment Strategies (2020) <\/strong><\/p>\n <\/p>\n The toolkit presents teaching strategies that facilitate the creation of a supportive and positive learning environment aimed at preventing early school leaving. The proposed strategies integrate different teaching methods that are closely related at a conceptual level but are not yet common in schools. These strategies include: educational methods focused on developing teachers’ communication skills to ensure students’ social-emotional and relational well-being; educational methods focused on fostering critical thinking to increase the value and appeal of the curriculum; and non-formal education methods.<\/p>\n Download <\/strong>EN<\/a>, LT<\/a>, IT<\/a>, PT<\/a>, RO<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n The project brought together 8 partner institutions (NGOs, general education schools, and higher education institutions) from 4 countries (Italy, Portugal, Romania, and Lithuania).<\/p>\n Three intellectual outputs were developed:<\/p>\n The project contributed to addressing the issue of early school leaving by applying an integrated approach to the problem. It improved teachers’ skills in creating a positive classroom microclimate and a motivating, participation-oriented, and collaborative learning environment. Furthermore, it proposed a practically implementable early school leaving monitoring and preventive support system.<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1\/3″][vc_column_text]Newsletter No. 1<\/a><\/p>\n Newsletter No. 2<\/a><\/p>\n Newsletter No. 3<\/a>[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_column_text]Newsletter No. 4<\/a><\/p>\n Newsletter No. 5<\/a><\/p>\n Newsletter No. 6<\/a>[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_column_text]Newsletter No.\u00a07<\/a><\/p>\n Newsletter No. 8<\/p>\n Newsletter No. 9[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_text_separator title=”Participants feedback” border=”no” el_class=”H4″][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1\/3″][vc_column_text] Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency. Neither the European Union nor National Agency can be held responsible for them.<\/p>\n [\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":" [vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” background_color=”#f7f7f7″ z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text] A.C.C.E.S.S. \u2013 Active Cross-sectoral Cooperation for Educational and Social Success [\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_single_image image=”4374″ img_size=”large” qode_css_animation=””][vc_empty_space][vc_column_text]Project No. 2018-1-IT02-KA201-048481 Projec dration: 1 October 2018\u20133 September 2021 Project co-funder: EU…<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":911,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full_width.php","meta":{"footnotes":""},"class_list":["post-16014","page","type-page","status-publish","hentry"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/16014","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/comments?post=16014"}],"version-history":[{"count":3,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/16014\/revisions"}],"predecessor-version":[{"id":16016,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/16014\/revisions\/16016"}],"up":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/911"}],"wp:attachment":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/media?parent=16014"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}PROJECT RELEVANCE<\/h6>\n
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PROJECT AIM<\/h6>\n
PROJECT OBJECTIVES<\/h6>\n
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PROJECT TARGET GROUPS<\/h6>\n
PROJECT INTELLECTUAL OUTPUTS<\/h6>\n
PROJECT RESULTS<\/h6>\n
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PROJEKTO SKLAIDA<\/h6>\n
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As a mentor, I hoped to identify at-risk students at an early stage, learn to understand the root causes of their problems, and reduce the risk factors for early school leaving. Being a mentor was quite challenging, as it required presenting the student with several possible solutions to their problems. Furthermore, some students found it difficult to articulate their issues and choose the best course of action. To me, a mentor is someone who opens doors to new opportunities for a student. What was very important is that the teachers participating in the project established a close collaboration. Being a mentor gave me a sense of self-confidence.<\/span><\/em><\/span>[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_column_text] When the mentor invited me to participate in the project, I was quite skeptical. Throughout ten years of school, I got used to teachers teaching, making demands, and giving grades, and suddenly \u2013 a mentor offered me help. At first, I didn’t understand why I was having difficulties and why I no longer wanted to study. Furthermore, it was hard for me to talk to the mentor about my personal life. Later, I got used to our meetings, and they helped me realize that I actually want to learn, I was just afraid of failing. We tried several ways to deal with my problems. The mentor helped me improve my relationships with the teachers. I realized that it is better to stay in school and obtain a secondary education than to leave and go to work. Thank you for changing my life.<\/span><\/em><\/span>[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_column_text] As a mentor, I hoped to learn how to address the issue of early school leaving. Additionally, I was interested in the tools and measures needed to work with students facing difficulties. During the pilot testing, I experienced a wide range of emotions \u2013 from inspiration and happiness at the beginning, to fatigue and helplessness during remote learning, and finally, gratitude and joy at the end of the school year when my students successfully completed their studies.<\/span><\/span><\/em><\/span>[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column width=”1\/4″][vc_empty_space][vc_empty_space][vc_single_image image=”12610″ img_size=”medium” qode_css_animation=””][vc_empty_space][vc_empty_space][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n