Page 25 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 25
team cooper ation to fight ear ly school leaving: tr aining, innovative tools ...
In order to provide a comprehensive review of the ESL phenomenon,
the TITA scientific base consists of scientific review articles that are organ-
ised in the sections and subsections already described above. Each scien-
tific review article consists of the title, a key message in which the article’s
main idea is highlighted, an abstract in which the substance of the article is
summarised, and the core of the article which elaborates on specific TITA-
related content.
Based on the wide and deep pool of knowledge contained in the TITA
scientific base, the authors have summarised its main findings in Practice
Briefs (Scientific Abstracts on Early School Leaving). These Briefs summa-
rise key (policy) messages of each scientific review article and make rec-
ommendations for practice deriving from the scientific findings. The TITA
consortium believes it is important for strong and robust evidence to be
presented to practitioners, policymakers and other interested members of
the public in an easy-to-read format to attract their attention to the top-
ic and enhance the opportunities to translate TITA’s innovative measures
into ESL policies and practices at the school, local, regional, national and
international (EU) levels.
Possible uses of the TITA scientific base
The TITA consortium contends that ESL policies and practices should be
evidence-based and adaptable to local, regional and national conditions.
Developing such policies requires a strong political commitment but also
solid knowledge of ESL processes among the wide range of actors involved.
The TITA scientific base has therefore been prepared as:
− Scientific input for the TITA consortium when preparing and im-
plementing evidence-based and targeted policy experiments for
addressing ESL by promoting and supporting multi-profession-
al teams in schools and for successfully conducting other project
tasks.
− Scientific input for practitioners, implementing policy exper-
iments in three consortium countries (France, Luxemburg,
Switzerland). To work on ESL with other professionals and es-
tablish student-centred measures, education staff need to under-
stand ESL and develop or strengthen special related skills. The
scientific and comprehensive database on ESL, as summarised in
25
In order to provide a comprehensive review of the ESL phenomenon,
the TITA scientific base consists of scientific review articles that are organ-
ised in the sections and subsections already described above. Each scien-
tific review article consists of the title, a key message in which the article’s
main idea is highlighted, an abstract in which the substance of the article is
summarised, and the core of the article which elaborates on specific TITA-
related content.
Based on the wide and deep pool of knowledge contained in the TITA
scientific base, the authors have summarised its main findings in Practice
Briefs (Scientific Abstracts on Early School Leaving). These Briefs summa-
rise key (policy) messages of each scientific review article and make rec-
ommendations for practice deriving from the scientific findings. The TITA
consortium believes it is important for strong and robust evidence to be
presented to practitioners, policymakers and other interested members of
the public in an easy-to-read format to attract their attention to the top-
ic and enhance the opportunities to translate TITA’s innovative measures
into ESL policies and practices at the school, local, regional, national and
international (EU) levels.
Possible uses of the TITA scientific base
The TITA consortium contends that ESL policies and practices should be
evidence-based and adaptable to local, regional and national conditions.
Developing such policies requires a strong political commitment but also
solid knowledge of ESL processes among the wide range of actors involved.
The TITA scientific base has therefore been prepared as:
− Scientific input for the TITA consortium when preparing and im-
plementing evidence-based and targeted policy experiments for
addressing ESL by promoting and supporting multi-profession-
al teams in schools and for successfully conducting other project
tasks.
− Scientific input for practitioners, implementing policy exper-
iments in three consortium countries (France, Luxemburg,
Switzerland). To work on ESL with other professionals and es-
tablish student-centred measures, education staff need to under-
stand ESL and develop or strengthen special related skills. The
scientific and comprehensive database on ESL, as summarised in
25
