Together for Every Child Program

Програма Заедно За Всяко Дете


Territorial Level:


ESL Europe Average in 2022:

9,6 %

Country ESL rate in 2022:

10.5 %

Policy Description:

The main objectives of the Program were to improve access to education and to dropout from education. It operated in preschool and compulsory schools.


Policy Body of Reference:

Ministry of Education

Time period:




Vulnerable Population mentioned:

No (it is implicitly understood that the Program acts on vulnerable populations, but there is no mention of a specific group).

Most important Let's Care Pillar:

Safe Schools

Safe School Dimensions covered:

  • Teacher participation: reinforcing teachers’ teamwork.
  • Family involvement in the school community: lectures (or other activities) at school to keep parents involved.
  • Training and advice for families: offering training for families on violence prevention at school and organising information campaigns to enhance the importance of education.
  • Individualization of learning: developing special measures according to the needs of students at risk of dropping out.
  • Links between school and other actors: increasing good practices sharing between educational institutions.
  • Working in school coexistence climate: parents’ training on early identification of situations of violence or discrimination among peers.

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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