Guidelines for the organization of the training course “Preventing and combatting early school leaving”

Abstract

Nowadays the scientists in education, the international organizations, the national educational policies study the subject of early school leaving. Most countries have developed their own national definition of early school leavers. But leaving education and training early is a complex issue et vary student from student. There are still a lot of challenges in establishing the effective strategies. The main strategy of this training course is to ensure collaboration between different educational actors, to establish partnership between different entities: school, community, parents. The originality of our work depends on the approach of the training. Achieve, through reflective work by all participants and through the collaboration approach, to identify different strategies to tackle ESL. Much work on ESL focuses largely on "tools", the question of "how to". The training course ““Preventing and combatting early school leaving” highlights the “what” and the “why” without setting aside the “how”. Thus, the reflective work proposed at the beginning of each module constitutes the common thread of the training. The exchange between the participants, their different reflections is an essential part of this training. So the Guidelines for the organization of the training course “Preventing and combatting early school leaving” is dedicated to the teachers, youth workers and training professionals but also to the principals and different educational bodies. The objectives of this guide are the following: to facilitate the implementation of the training and to be active in its diffusion; to provide a tool directly applicable by professionals and the organization interested by the training; to assess the acquisitions of people who have completed the training and the impact of the training. The Guideline is composed of three chapters: Implementation of the training course. Advice on implementing training and adapting it to different audiences of young people (depending on their age, their social origins, the types of difficulties they encounter; support for the training program designed by the project. It must allow a precise outlook on the progression of each participant; Assessment of the training Implementation of the sensibilization sessions for the parents.