Preventing Early School Leaving

Erasmus+ course summary
Slovenia has one of the lowest rates of the early school leaving among EU countries. The reason behind it is not only because of the policy measures, but also because of a high capacity of schools to tackle the dropping-out. To prevent early school leaving schools need to develop a systemic approach that includes simultaneous activities on multiple levels: work with teachers and counselling service, parents and pupils. Part of the course is devoted to building relational competence, which is the glue of preventing early school leaving. The second part of the course is devoted to participatory learning methods with the purpose of greater inclusion of students who are in risk of leaving the school. We use various working methods to foster the growth of course participants: lecturing, working in pairs or groups, role play, discussion, expert consultations and examples from practice.

​"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole live believing that it is stupid." – Einstein

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Session dates

Ljubljana

20. 11. 2023 - 25. 11. 2023
25.11.2024 - 30.11.2024
24.11.2025 - 29.11.2025

Open for registration. 

PRE-REGISTER (No deposit required)

Features

Documentation
​Courses Calendar

Related

• Learner Voice
• Growth Mindset
• Teaching Character

Create a safe environment in which you will be able to hear your learners' voices.

The root cause of early school leaving lies in unfulfilled psychological needs of students such as security and beloningness.

Needs

Experience how to address your students' psychological needs.

Participation

Methods to enhance collaboration and participation in learning.

Capacity

New ideas for changes in your school to reduce drop-out.

Course Content

Full Programme

OBJECTIVES

The course is designed to recognise and raise awareness of behaviourally challenging children. We consider what is going on within them and how to handle and treat such emotionally vulnerability. We learn to realise what else is behind the “formal” or “psycho-medical” diagnosis of children with special needs and how to organise the work and responsibilities of the wider team that is dealing with the pupils. We base our understanding and reflecting on the so-called systemic approach in treatment of these children and adolescents.

METHODOLOGY

The course is designed as an interactive process with emphasis on establishing a mentor relationship between the participants and the trainer. It follows a two-way communication process, including discussions, interactive games, working in groups and pairs, presentations, case studies, thinking techniques and individual activities. The focus is on experiential learning and workshop approach. The participants receive a workbook with sessions' summaries and descriptions of activities used. We recommend interesting literature for further study.

PROGRAMME DAY-BY-DAY

Training usually takes place between 9:00 am and 14:00 pm, followed by after-class activities, that are optional.

DAY 1 
We start off with an introductory meeting, explanation of practical arrangements and presentation of the participants and timetable. The participants are encouraged to express their expectations, needs and wishes regarding the content of the programme and learning methods.​ *

We continue with the Theory of Three Participants, relational values, straightforward and inverted imitation/cooperation, existential needs, self-awareness.

DAY 2
Relational competence – the ’craft’, how to establish the contact, the professional dialogue, beginning the dialogue, dialogue progression, attitudes and approaches, team work.
​
DAY 3 
Phases of conversation and practicing visualisation, mindfulness, metallisation, empathy, being and doing.
Handbook of tools for preventing early school leaving.

Half-day excursion. 

DAY 4
​Facts about effective communication with parents, common mistakes and hurdles and how to avoid or correct them, techniques of active listening and constructive feedback, techniques of effective questioning, supporting and empowering parents to set goals and prepare an action plan and to build independence and responsibility in their children.

DAY 5 
Participatory learning methods: a motivating way to host learning and create learning communities.
Circle practice: The Circle, or council, is an ancient form of meeting that has gathered humans in respectful conversations for thousands of years.
Appreciative inquiry: Appreciative Inquiry is a strategy for intentional change that identifies best of ‘what is’ to pursue dreams and possibilities of ‘what could be.’ AI is a cooperative search for strengths, what is known, what is right.
World Café:World Café is a method for creating a collaborative learning conversation around questions that matter by innovating instruction in the classroom.

DAY 6
​Evaluation and farewell. 
Documentation and certificates of attendance.

* Some changes in the programme are possible - the content of the course is always adapted to the participants previous knowledge, expectations and requirements. 
​The participants receive the Informational Booklet a few weeks prior to the start of the course. ​

ERASMUS+ COURSES BY PRIMERA

Address students' basic needs for safety and belongingness to keep them in school.

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BLOGS

Read about some topics of the Preventing Early School Leaving course.

Multilingual Resources to Prevent Dropout

Every Student Matters

Five Components of the Self-Esteem

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ERASMUS+ COURSES BY PRIMERA

Get effective tools which will help you to identify and work with students at risk of dropping out.

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