Support for Success Project

Проект Подкрепа За Успех

Country:

Territorial Level:

Bulgaria
National

ESL Europe Average in 2022:

9,6 %

Country ESL rate in 2022:

10.5 %

Policy Description:

The reduction of early school leaving was an expected result. The educational stages covered were primary and secondary education. The Project was focused on schools with a high concentration of vulnerable students. It was cofounded by the European Union.

Weblink:

Policy Body of Reference:

Ministry of Education

Time period:

2019-2022

Active/Inactive:

Active

Vulnerable Population mentioned:

Yes (the project operates in schools with high concentrations of vulnerable students, but the vulnerability is measured by educational characteristics)

Most important Let's Care Pillar:

Safe Learning

Safe School Dimensions covered:

  • Training for teachers: in the functioning of toolkits for early identification of students at risk of dropout.
  • Family involvement in the school community: strengthening activities for working with parents.
  • Training and advice for families: developing materials for helping families with students at risk of leaving education.
  • ESL early warning system: developing a toolkit for early identification of students at risk.
  • Educational support: additional training to overcome learning and competencies gaps.
  • Specialized and support personnel: hiring of educational mediators and social workers.
  • Offer educational and professional guidance: career guidance to prepare transitions to other educational stages or the labour market.
  • Individualization of learning: enhancing interest-based activities.
  • Language support: helping those students whose mother tongue is not Bulgarian.
  • Links between school and other actors: campaigns, lecturers and meetings to enhance cooperation between schools and municipalities.
  • After-School activities: interschool competitions.

Methodogical Note:

More than 60 policies from 11 countries have been examined to detect the top ten most comprehensive (considering what ESL policies’ dimensions have been prioritized, what vulnerable groups are considered, and what systemic levels stand out). 
 
The template dimensions analysed are training for teachers; teachers’ well-being; teacher participation; family involvement in the school community; training and advice for families; family participation in the educational process; identification of risks and educational needs; early school leaving warning system; educational support; emotional support; financial support; specialized and support personnel; offer educational and professional guidance; make curriculum flexible; make the management of times and spaces flexible; individualization of learning; permeability of educational system; facilitate transitions between school stages; exploration-based learning; develop socio-emotional skills; avoid segregation; language support; expert support to inclusion; institutional sensitivity; links between school and other actors; after-school activities; working in the school coexistence climate; physical characteristics of the school; and enable student participation in school.  The vulnerable circumstances studied are gender, migrant background, ethnicity, disabilities, and non-parental care. The systemic levels considered are individual, relational, community, and political.
 
The whole Database is available in Excel files in this HUB in case someone would like to consult them. In these Excel files, detailed methodological clarifications can be found. Bear in mind that the Policy Database is linked to the Let’s Care project Deliverable D2.2. entitled “Policy paper: economics of early school dropout: impact assessment and policy recommendations”. Therefore, the whole explanation of the methodological criteria applied can be found in Deliverable D.2.2 Annex III.
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