EARS - Educational Agreement as a Response to School-dropout

Until recently, school drop-out was considered a localized issue, affecting specific regions and economies. However, EU efforts, particularly through CEDEFOP, have highlighted that exchanging best practices at the Union level is the most effective approach to tackling this challenge. The EARS partners advocate for an EU-wide strategy to reduce early school leaving, alleviating pressure on struggling regions by providing tools to meet EU targets. The project emerged from the recognition of the importance of sharing successful local practices in combating early school leaving, enhancing these practices by developing a common model that can guide national and regional education systems. This model includes designing and testing innovative training pathways for teachers and professionals working in secondary schools on projects aimed at reducing early school leaving. Additionally, the project's activities took place in inland areas of Europe, such as Copparo and Ferrara in Italy, which, due to geographical isolation, lack of services, and limited economic opportunities, face significant challenges with early school leaving. In these regions, young people are particularly vulnerable due to various structural and socio-economic factors.

The main objective of the EARS Project was to develop procedures, methods, and tools for secondary and higher education’s teachers against early school leaving. This was achieved through several specific goals: 1. Co-design of a common action protocol between the partners, summarizing and improving the single regional practices already in place. This “enhanced” best practice exchange produced one research and a school anti-dropout protocol beneficial for guidance services in schools. 2. Development of a platform offering various tools and resources for school staff, including teachers and professionals like psychologists and counsellors, to combat early school leaving. 3. Training on the procedures, tools and competences needed by teachers and administrative staff to closely follow up on high-risk students, leaning on the three pillars of the programme: 1. Learn the Future; 2. Local and EU Labour-Market; 3. Family Involvement. This LTTA (C1 and C2) allowed teachers and staff involved to design and experiment innovative pilots in the schools involved, as partner or associated partners, in the project. 4. To advocate the results in dialogue with major sectoral stakeholders, promoting it at a European level.

The EARS Project realized the following activities: - General management by CFP CESTA as a coordinator based on the detailed Work Plan, the Gantt Chart, and the Organisation Chart, updated during the project life. These documents were presented and shared during the kick-off meeting. This activity took place throughout the entire duration of the project (M1-M36). - Financial management by CFP CESTA as a coordinator and all partner organizations, for the correct management of expenses and the production of supporting documents. This activity included some changes of the budget among the partners for supporting the additional activities carried out by IC Copparo (Italy), SISERA and Open Up (Greece). It included the support for Interim and Final Reports, as well as the production of the final results, with a follow-up for the presentation of the Final Report to the Erasmus+ National Agency INDIRE and the submission of the final results (PR1-PR6) on Erasmus+ Project Results Platform. - Realization of a “Communication and Dissemination Plan” by Asociatia Edulifelong (Romania) with active involvement of all partner organisations. This activity included the design of the logo, the development of the official website (https://www.erasmusears.net/), the coordination of official social media with the involvement of all partners, the support for the three multiplier events (Italy, Greece, Romania). - Dissemination events in Italy, Greece, Romania, including production of communication materials aimed at promotion and dissemination of the project online. These events took place at the end of the project, between October and November 2024. We need to underline that the event in the Netherlands did not take place due to the impossibility of involving schools from the testing phase. - Realization of the “Monitoring and Evaluation Plan” by SISERA (Greece) with data collection tools and further detailing of the project’s KPI. This activity was carried out by SISERA in a very thorough manner, including a monitoring of the project actions (TPMs, LTTAs, Pilots in the different countries), peer review among partners, and a final evaluation of the results produced. EARS is designed to have a 4 phases structure. All project results and training activities might be conceptually categorized under one of the four project phases: Phase 1 - Research, Phase 2 - Development, Phase 3 - Pilot, and Phase 4 - Validation and advocacy. More specifically: - Phase 1 – Research included the WPs 1 and 2. Final results: R1. EARS Standardized 4-Countries Anti-Dropout Protocol and R3. EARS Impact Research. - Phase 2 – Development included the WPs 2 and 4, it means the design and development of the EARS Platform (R2. EARS Guidance Tool), the design of a training course addressed to teachers and school staff (R4. Scheme of training for Teachers and Admin Staff), the LTTAs activities C1 and C2, led by WUSMED in three different moments (Girona in April and October 2023), Copparo, Ferrara for their validation during the final meeting (November 2024). - Phase 3 – Pilot: Experimentation in Italy, Greece, and Romania with several pilots addressed to secondary school students (R6. Experimental Micro-pilot for Younger TG) and high school students (R5. Pilot Anti-dropout Program 1-Y). We need to underline that the Dutch partners, WEENER XL and TIRANTES, weren’t able to realize this experimentation due to schools being unable to participate. There were many reasons for this (primarily the workload of teachers with an inadequate number in service) and they were taken up in the final advocacy document. - Phase 4 – Validation and advocacy. The evaluation of the project and the final validation of all results (PR1-PR6) were the basis for the Advocacy Document: “GREEN PAPER on Preventing School Leaving in Europe – Lessons Learned from EARS Project”.

The results of the EARS Project have been: PR1. EARS Standardized 4-Countries Anti-Dropout Protocol. This publication aims to promote a comprehensive approach to addressing early school leaving by emphasizing that schools alone cannot tackle this issue. It underscores the importance of a 'whole school approach,' involving school leaders, teachers, students, parents, and external stakeholders, working collaboratively to enhance student engagement and success. The handbook provides valuable insights and best practices for educators to support students' participation and prevent early school leaving by addressing their psychological needs, such as security, identity, belonging, purpose, and competence. Furthermore, it offers a contextual adaptation of best practices from partner countries, aiming to strike a balance between various strategies, tools, and competencies to combat dropout rates effectively. The result is a 57-page pdf document, written in English, Italian, Dutch, Greek, Romanian, Spanish, available in free format on the official project website (https://www.erasmusears.net/ ) and on the Erasmus+ Project Results Platform. PR2. EARS Guidance Tool (https://www.erasmusears.net/ears-guidance-tool ). This platform is a personalized solution for navigating the world of education and careers. Tailored to the needs of teachers and professionals involved in anti-drop-out strategies, it is a web-based application, which offers a dynamic, interactive approach to help students, dropouts, and families make informed decisions about their future. The platform foresees three different Sections: 1) Profiling Session, 2) Training Course, 3) Forum. The platform is accessed via an online registration. The "Profiling Session" is a gateway to a personalized learning experience. By answering a series of tailored questions, it pinpoints participant’s specific knowledge and skills gaps. The “Training Course” is developed according to the three planned modules by WUSMED in PR4: Family Involvement, Labour Market, Learn the Future. This platform is in English, Italian, Dutch, Greek, and Romanian languages, available in free format on the official project website (https://www.erasmusears.net/ ) and on the Erasmus+ Project Results Platform. PR3. EARS Impact Research. This publication is a comprehensive research study that aimed to investigate the response of teachers, educators, and professionals to the school dropout phenomenon in European countries. It presents a comprehensive overview of the school dropout phenomenon in Europe and highlights the key factors contributing to it. It also provides a detailed analysis of the different approaches used by teachers to prevent dropout and support at-risk students. Overall, the report provides valuable insights into the complex issue of school dropout and the important role that teachers play in addressing it. It highlights the need for more targeted support and training for teachers to effectively tackle this issue, and calls for greater collaboration and coordination among policymakers, education authorities, and other stakeholders to ensure that all young people have access to quality education and the opportunities it provides. The result is a 189-page pdf document, written in English, available in free format on the official project website (https://www.erasmusears.net/ ) and on the Erasmus+ Project Results Platform. PR4. Scheme of training for Teachers and Admin Staff This result is an innovative training package tailored for teachers and education professionals, aimed at preventing student dropouts in educational settings. The EARS training program is grounded in a competency-based approach, following the Competence-Based Teaching (CBT) model. The CBT model aims to align education training with societal needs. It was also essential to consider the ECVET (European Credit System for Vocational Education and Training) and ESCO (European Skills, Competences, Qualifications, and Occupations) frameworks. Within the EARS framework, it specifically focuses on equipping teachers with the tools and insights needed to address school dropout effectively. This approach is designed to enhance their daily educational practices while fostering collaboration with all stakeholders involved in the process, including experts, advisors, families, and health and social workers. The result is an 85-page pdf document, written in English, available in free format on the official project website (https://www.erasmusears.net/ ) and on the Erasmus+ Project Results Platform. R5. Pilot Anti-dropout Program 1-Y This publication represents the experimentation based on the previous results and activities, in particular the PR4. Scheme of training for Teachers and Admin Staff with the relative LTTAs (C1 and C2, first phase), which realised the Training Course for teachers and school staff involved in anti-dropout activities, as well as the framework for the innovative pilots addressed to the students coming from secondary schools of first and second degree. More specifically, this PR5 concerns the activities for students 15-21 years old. The structure of this programme is built on a framework that identifies three key pillars as foundational to reducing early school leaving and fostering long-term student success. These three pillars—1. "Learn the Future", 2. "Local and EU Labour Market", and 3. "Family Involvement"—serve as interconnected strategies to address the multifaceted challenges of dropout prevention. While each pillar offers a distinct focus, together they form a holistic framework to enhance student engagement, guide career development, and foster supportive environments. Schools were encouraged to pilot the suggested activities, tailoring them to their unique needs or developing customized initiatives to better serve their students. The final PR5-PR6 document, a comprehensive 130-page PDF in English, is available on the Erasmus+ Project Results Platform. This document includes detailed route sheets and a dedicated chapter on evaluation, providing an in-depth overview of the program. As a practical guide, this report offers a field-tested application of best practices for those interested in replicating similar initiatives. It presents a thorough account of the activities conducted under each pillar and training module, highlighting the methodologies, results, and lessons learned. Designed to address the challenge of early school leaving, the report identifies both obstacles encountered and solutions implemented, making it a valuable resource for educators, policymakers, and other stakeholders. Teachers, counselors, and educators are encouraged to adapt the report’s content to their specific educational goals, leveraging its flexible framework to implement effective strategies in diverse contexts. R6. Experimental Micro-pilot for Younger TG This publication represents the experimentation based on the previous results and activities, in particular the PR4. Scheme of training for Teachers and Admin Staff with the relative LTTAs (C1 and C2, first phase), which realised the Training Course for teachers and school staff involved in anti-dropout activities, as well as the framework for the innovative pilots addressed to the students coming from secondary schools of first and second degree. More specifically, this PR6 concerns the activities for students 11-14 years old. The structure of this programme is built on a framework that identifies three key pillars as foundational to reducing early school leaving and fostering long-term student success. These three pillars—1. "Learn the Future", 2. "Local and EU Labour Market", and 3. "Family Involvement"—serve as interconnected strategies to address the multifaceted challenges of dropout prevention. While each pillar offers a distinct focus, together they form a holistic framework to enhance student engagement, guide career development, and foster supportive environments. Schools were encouraged to pilot the suggested activities, tailoring them to their unique needs or developing customized initiatives to better serve their students. The report with detailed route sheets and a chapter about evaluation are contained in the final PR5-PR6 document, a 130-page pdf in English, uploaded on the Erasmus+ Project Results Platform. This report serves as a practical guide and a field application of best practices for those seeking to replicate similar interventions. It provides a detailed account of the activities carried out under each pillar and training module. This resource aims to support educators by showcasing the methodologies, activities, and outcomes of these pilot initiatives. It offers valuable insights into addressing early school leaving by highlighting both the challenges faced and the solutions tested, making it a useful tool for educators, policymakers, and stakeholders. The report encourages teachers, counselors, and educators to adapt its content to align with their specific learning objectives, offering a flexible framework for implementing effective strategies in diverse educational settings. Advocacy Document: “GREEN PAPER on Preventing School Leaving in Europe – Lessons Learned from EARS Project” This Green Paper is intended for key stakeholders, including relevant Directorates-General, European Parliament Committees, EU agencies, and influential actors in Brussels, to ensure broad institutional engagement. Additionally, it targets educational networks to strengthen engagement and policy influence in addressing the phenomenon of early school leaving and school dropout.