Here you can find results of Working Group on School Policy that deals with initial teacher education and early school leaving. Key points and respective documents that summarize these results are following:
Initial Teacher Education:
Initial teacher education is key field in education policy, since it should:
– support transition to new working culture and school practice,
– make basis for enabling teachers to adapt to changes in context and to different circumstances
– make teaching more attractive profession by diversification of careers of teachers
Key challenges in the field of Initial Teacher Education:
How can we ensure initial teacher education becomes starting point for making career-long perspectives on teaching?
How can we build up teaching based on cooperation, instead of isolated cases?
How can we empower management of initial teacher education using cooperation?
Cooperation and learning by using good practice examples can provide answers to these key questions.
Shaping career-long perspectives on teaching – A guide on policies to improve Initial Teacher Education
Shaping career-long perspectives on teaching – A guide on policies to improve Initial Teacher Education (Executive summary)
Shaping career-long perspectives on teaching – A guide on policies to improve Initial Teacher Education (Summary) – Serbian
Early school leaving
Best results in decreasing dropout of students are provided by enhancing cooperation on school level and local community, which is proved in many European countries successfully dealing with this issue.
Key points in the field of early school leaving:
– Every young person should have equal chances to participate in high-quality inclusive education and benefit from it.
– Students and their need should be in focus and schools should set great expectations so every student can express maximum potential
– Effective leadership and management is needed in order to promote team work and cooperation, which is helpful for gathering partners inside and outside school in prevention of early school leaving.
– Continuing professional development of school principals, teachers and other school staff is needed and it should be focused on identification of early school leaving as well as on competencies needed for identification of lack of educational processes and lack of student engagement.
– Quality education is shared responsibility of both school and parents, therefore, a closer cooperation and mutual trust should be built between them.
Comprehensive school approach is essential, where whole school community is engaged in cohesive and cooperative activities, while it also works closely with variety of out-of-school partners.