Eurydice

The importance of national data collection systems that gather a range of information about learners in school is widely recognised. Systematic data collections focusing specifically on risk factors associated with ELET are commonly referred to as early warning systems. Such systems monitor, amongst others, learners’ school attendance/truancy, problematic behaviour, low overall marks, grade repetition, social-emotional problems, or contact with social services. Other elements that may be captured by early warning systems include learners’ sense of well-being and belonging at school, and experiences of bullying or discrimination. Recognising early signs of disengagement can help schools provide a rapid response to these issues, in collaboration with the concerned learners, their parents and other relevant professionals.

This indicator presents the European education systems with top-level policies on early warning systems to prevent ELET. It also presents countries that have no policies on early warning systems, but policies on other measures aiming to monitor some of the ELET risk factors.

Learners who are at risk of ELET often face complex and multi-faceted challenges related to personal, social, economic, or family-related factors. As a result, they may experience a process of progressive disengagement from education, usually set off by poor academic performance. In order to mitigate the risk of ELET, schools can develop individual education plans, i.e. personalised and comprehensive plans of action that outline the instruction, adaptations and support mechanisms to be provided in order to ensure learners’ progress and development. Individual education plans are traditionally developed for learners with special educational needs or disabilities. However, guaranteeing that such plans are developed for any learner who needs it can contribute to inclusive education that addresses everyone's needs.

This indicator presents the number of European education systems targeting different groups of learners in their top-level policies on individual education plans.

Reducing ELET requires a holistic approach to support provision when students show signs of learning difficulties or disengagement. A shift from multiple service providers to multidisciplinary support teams working in or with schools can ensure a coordinated response from professionals to address the complex needs of learners at risk of ELET. The work of multidisciplinary teams occurs in close collaboration with school management, teachers and parents. It involves contributions from various professionals, such as teachers specialised in dealing with language and learning difficulties; teachers specialised in special needs and inclusive education; psychologists, counsellors, medical professionals; education and career guidance specialists; social or youth workers; local community services; etc. Monitoring and evaluating learners’ access to multidisciplinary support teams can be an important element to ensure the support teams’ availability and services.

This indicator presents the European education systems where learners’ access to multidisciplinary support teams is monitored and evaluated by top-level authorities.

The role of education and career guidance to prevent ELET is widely acknowledged. Helping learners understand their strengths and the different study options and employment prospects they have provides them with the information they need to make informed education and career choices. Having a career plan, in turn, increases the likelihood that learners remain in school and engage more positively in education. Education and career guidance should be offered throughout education and training. It may be taught as a compulsory part of the curriculum (either as a separate subject, integrated into other subjects, or as a cross-curricular topic); it should begin early (i.e. starting in primary education, and intensify at key transition points, e.g. from one education level or form to the next); and it should give learners the opportunity to explore potential future workplaces, thereby acting as a bridge to help young people see the links between education and the professional world.

This indicator - presented in the form of two maps, one for primary education (ISCED 1) and one for secondary education (ISCED 24 and 34) - shows European education systems’ top-level policies related to education and career guidance in schools. It highlights, in particular, where education and career guidance are promoted through a compulsory part of the curriculum, through guidance services that either operate within schools or in collaboration with schools, and/or through work placements or job shadowing.