Page 22 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 22
ear ly school leaving: contempor ary european perspectives
working with ESLers than on assessing measurable outcomes of policy ex-
periments (Edwards & Downes, 2013: 48).
Fields of TITA (scientific) backgrounds
The overriding goal of the TITA project is to support the implementation of
innovative policy solutions at the institutional level to reduce ESL, in line
with the priorities set out in Europe 2020 and ET 2020. By promoting and
supporting multi-professional teams in schools, it provides scientific sup-
port, tools for actions and training to address ESL. Therefore, the project
presents innovative responses to the generally identified problem of com-
mon EU cooperation in the field of education, and thereby addresses the
European goals.
Promoting and supporting the development of multi-professional
teams in schools at the EU level is identified as a key to successful strategies
to cut ESL. To work on ESL with other professionals and to establish stu-
dent-centred measures, education staff needs to understand ESL, the ba-
sic principles of multi-professional cooperation and develop or strengthen
special skills. Accordingly, the TITA comprehensive scientific base pro-
vides a detailed evidence-based understanding of: a) early school leaving
(as the core policy problem the TITA project addresses), presented in this
monograph; b) cooperation (as a promising solution to reducing ESL), pre-
sented in the monograph ESL: Cooperation Perspectives and training (as
a tool for arriving at solutions), presented in the monograph ESL: Training
Perspectives.
This monograph, focused on contemporary European perspectives of
ESL, is divided into four main parts. The first subsection provides an in-
sight into the EU and national context of ESL, including its policy frame-
work and development, as well as the specific ESL situation encountered in
the TITA consortium countries. These insights help understand the cur-
rent ESL situation in the countries participating in the TITA project and
are useful for exploiting the TITA results at the level of the EU and other
European countries. Since the reasons for ESL vary widely from country to
country and also within regions, policies to reduce ESL need to be adjusted
to the specific situation a local area, region or country finds itself in.
In the second subsection, special emphasis is devoted to understand-
ing the interplay of different factors related to ESL. ESLers are a heteroge-
neous group and the factors for leaving education prematurely differ vast-
ly. Theoretical assumptions (e.g. Dale, 2010) argue that ESL stems from the
22
working with ESLers than on assessing measurable outcomes of policy ex-
periments (Edwards & Downes, 2013: 48).
Fields of TITA (scientific) backgrounds
The overriding goal of the TITA project is to support the implementation of
innovative policy solutions at the institutional level to reduce ESL, in line
with the priorities set out in Europe 2020 and ET 2020. By promoting and
supporting multi-professional teams in schools, it provides scientific sup-
port, tools for actions and training to address ESL. Therefore, the project
presents innovative responses to the generally identified problem of com-
mon EU cooperation in the field of education, and thereby addresses the
European goals.
Promoting and supporting the development of multi-professional
teams in schools at the EU level is identified as a key to successful strategies
to cut ESL. To work on ESL with other professionals and to establish stu-
dent-centred measures, education staff needs to understand ESL, the ba-
sic principles of multi-professional cooperation and develop or strengthen
special skills. Accordingly, the TITA comprehensive scientific base pro-
vides a detailed evidence-based understanding of: a) early school leaving
(as the core policy problem the TITA project addresses), presented in this
monograph; b) cooperation (as a promising solution to reducing ESL), pre-
sented in the monograph ESL: Cooperation Perspectives and training (as
a tool for arriving at solutions), presented in the monograph ESL: Training
Perspectives.
This monograph, focused on contemporary European perspectives of
ESL, is divided into four main parts. The first subsection provides an in-
sight into the EU and national context of ESL, including its policy frame-
work and development, as well as the specific ESL situation encountered in
the TITA consortium countries. These insights help understand the cur-
rent ESL situation in the countries participating in the TITA project and
are useful for exploiting the TITA results at the level of the EU and other
European countries. Since the reasons for ESL vary widely from country to
country and also within regions, policies to reduce ESL need to be adjusted
to the specific situation a local area, region or country finds itself in.
In the second subsection, special emphasis is devoted to understand-
ing the interplay of different factors related to ESL. ESLers are a heteroge-
neous group and the factors for leaving education prematurely differ vast-
ly. Theoretical assumptions (e.g. Dale, 2010) argue that ESL stems from the
22
