The DROP-IN project aims at (re) introducing dropouts and ESLs in informal and non-formal learning, using multilingual e-platform modules to enhance the basic and transversal skills and competences of young people, to better prepare them to secure a job and progress in their career. Based on an innovative, tailor-made capacity-building model and facilitating their labour market integration, this co-funded project from the Erasmus+ KA2 programme, was coordinated by the IARS International Institute (UK), and delivered in partnership with KMOP – Social Action and Innovation Center (Greece), InEuropa (Italy), Schottener Foundation (Romania) and CARDET (Cyprus).
DROP IN legacy is presented in an E–book which depicts its impact in local, national and European level since its inception in September 2017. Launched successfully at the 7th Annual IARS International Conference, the “Drop-In E-book – Towards social inclusion of early school leavers in Europe” has since been published in two separate versions: a shorter version with the executive summaries from all countries in English, and a longer version including chapters from all participating countries written in native languages. “Offering this E-book in more than one language is inspiring and speaks to the issue that this phenomenon of youth unemployment and early school leaving is not just a national issue, but a global one,” one Youth Advisory Board Member writes.
The common structure in all chapters and executive summaries allows the reader to compare the results and findings in all countries in order to understand the dropout phenomenon across Europe and to identify the relevant context, measures, alternative pathways to education and employability, as well as the suggested policy recommendations.
DROP-IN not only provides measures to prevent ESLs and dropout rates, but also produces a valid and systematic counter measure against the disparity in skills learned from formal schooling and the skills available to ESLs in the UK and across Europe. Conclusively, all participating countries have been able to integrate the two years of evidence, such as successes, practices and obstacles that aid to prevent early school leaving and offer young people with other options for education, training and entering the labour market.
IARS Founder and Director, Dr. Theo Gavrielides notes, “At a critical point in time for the UK and Europe, we hope that our youth-led approach and the Erasmus+ project results will help alleviate poverty and disadvantage for young people.”
Notes to Editors
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