Recommendations and resolutions from EU on tackling early school leaving which include this research results:

-   Council conclusions of 11 May 2010 on the social dimension of education and training (2010/C 135/02). Link

-   Communication from the EC (January 2011). Tackling early school leaving: A key contribution to the Europe 2020 Agenda. Link

-   Council Recommendation on policies to reduce early school leaving (June 2011) (10544/11). Link

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Last May 9^th 2012 the results of Conexito project were presented. “Conexito: Improving immigrant students’ coexistence and learning in primary and secondary schools” in Tarragona-Spain was part of the Spanish RTD National Plan (2008-2011).

The project was focused on the analysis of one of the vulnerable groups analyzed in INCLUD-ED, i.e. migrant students. Conexito extends in the analysis of the experiences identified in Spain by INCLUD-ED Project, focusing on the practices that generate conflict and school failure, with the aim of identifying those that may promote educational success and improve coexistence in schools with a large presence of immigrants.

For further information:

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13:30 – 14:00 Opening session

Dr. Ramón Flecha, Main researcher of INCLUD-ED Integrated Project.

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Members of the European Parliament, representatives of different Member States and regional Parliaments, European Commission representatives -DG Research, DG Education, DG Employment, among others- policy makers, researchers, teachers, family members, citizens, NGOs, companies and children have participated, today 6^th of December 2011, in the INCLUD-ED Final Conference at the European Parliament Headquarters.

A number of 284 attendees had the opportunity to listen how Successful Educational Actions (SEAs) overcome educational and social exclusion, even in the most deprived neighbourhoods in Europe. Rafael Layón, a family member from La Paz school, one of the case studies analysed in INCLUD-ED, explained the enormous improvement experienced in his school after five years of implementation of the SEAs. The school widely reduced early school leaving, improved pupil’s academic results and eradicated conflicts fostering social cohesion in the community. These successful actions do not require additional resources but rather a reorganization of the existing ones in the classroom and in the school. For instance, in Saint Thomas More College Zejtun in Malta, the proportion of pupils who pass the 11+ examination increased from 39% in 1999 to 69% in 2009; in La Paz School in Spain the average achievement in reading passed from 1.4 (over 5) in 2006-2007 up to 3.0 in 2007-2008. In all the cases analysed, when the SEAs were implemented, the pupils’ enrolment increased considerably, without increasing the number of teachers. With same resources, these schools get better results. The story of Layón, his children and their school is an example of the evidences provided by INCLUD-ED that improvements are experienced in any context across EU geography where SEAs are implemented.

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The new begins with the following words:

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