Lifelong Learning Programme

This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Lifelong Learning Project - School Inclusion - Preventing Early School Leaving

Database delle pubblicazioni

TITOLO DELLA PUBBLICAZIONE:

Squaring the Circle

NOME E COGNOME DELL’AUTORE/I:

Ted Fleming and Mark Murphy

EDITORE:

Ted Fleming and Mark Murphy

LUOGO E DATA DELLA PUBBLICAZIONE:

Ireland 2000

TIPOLOGIA DELLA PUBBLICAZIONE:

An analysis of programmes in Dublin Schools

LINGUA DELLA PUBBLICAZIONE:

English

DESCRIZIONE DEI CONTENUTI:

The aim of the study is to examine the
nature and structures of preventative education measures in Dublin in order to make recommendations regarding models of best practice. The findings are based on the available documentation produced by Dublin-based preventative education measures. Evaluations, interim reports, proposals, progress reports to funders, and other useful written material were gathered for the purpose of this review. Section One outlines the policy context of early school-leaving, preventative education and educational disadvantage. Section Two outlines the different types of preventative education measures currently being implemented in Dublin. Section Three summarises the survey of reports and evaluations of these measures and outlines a number of elements that have been identified in the literature as contributing to a model for best practice. The Conclusions and Recommendations Section provides a summary of the report, and sets out recommendations for the development of models of best practice in early school-leaving and preventative education programmes

COMMENTO SULLA PUBBLICAZIONE:

This is a comprehensive overview of the issue of early school leaving in Dublin. The researchers introduce the concept of the overall ‘capital context’ of early school-leaving, involving personal, social, cultural and economic factors. Each type of capital plays a role in deciding whether or not a child stays on at school. They stress that all of these capital elements must be included in any interventionist programme and to omit any one of them fragments and reduces the effectiveness of the response

AUTORE DELLA RECENSIONE:

Ann Caulfield

ISTITUZIONE:

Mayo Education Centre

RUOLO:

Researcher



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15 November 2012

[email protected] at the Future of Education Conference

The [email protected] projet will be presented at the third edition of the “Future of Education” international conference, held in Florence, Italy, on 13 - 14 June 2013. Over 250 participants from all over the world will attend the conference. The conference participants belong to the sectors of higher education, school education, vocational education and training as well as adult education, therefore representing all of the target groups of the [email protected] project.

School Inclusion - Copyright 2008 - This project has been funded with support from the European Commission

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