Objectives Challenges Participants Phases of development Expected outputs

Addressing early school leaving is a political challenge at the European level. Of the factors linked to early leaving, a lack of, or misdirected, ‘orientation’ (personal, educational, or career, guidance) has been identified as a key intervention point. Orienta4YEL aims to train and support educational agents in the delivery and evaluation of an intervention plan designed to address the risk of early leaving through ‘orientation’ and ‘tutorial actions’.

Our goal is to develop, implement and evaluate a set of innovative strategies and practices focused on facilitating student guidance. This will be delivered through tutorial actions designed to promote the inclusive education of young people who are early leavers, or who are at risk of early leaving; either in formal or non-formal educational contexts.

Our preliminary research aim is to develop a diagnostic of risk factors and support mechanisms to prevent early leaving, to support educational agents in dealing with young people who are early leavers or who are at risk of early leaving. We also aim to establish learning networks, as well as to identify effective leadership in educational institutions that promote young people’s educational and social inclusion.

Our main target group is young people who are early leavers or at risk of early leaving within different educational stages such as secondary compulsory education, initial/basic vocational education and training (VET) programmes (level 1), intermediate VET programmes (level 2). We can also identify the educational stakeholders who are involved in working with and supporting this group of young people.

Orienta4YEL is a project of 3 years (january 2019 – december 2021).

Orienta4YEL works on an intervention proposal that aims to develop good practice that can be applied in any member state. We seek to contribute to the improvement of initiatives addressed to early leaving.

  • Project
  • Objectives
  • Challenges
  • Participants
  • Phases of development
  • Expected outputs

The percentage of young people who leave education and training prematurely continues to decline, so there is a theoretical possibility of reaching the benchmark in 2020. However, some member states are still far from reaching this goal (European Commission, 2018).

1. To develop a set of qualitative and quantitative data collection tools to identify the risk factors and support mechanisms to address early leaving.

2. To develop, implement and evaluate mechanisms of ‘orientation’ and tutorial action with young people who are early leavers or at risk of early leaving.

3. To develop a training handbook for educators to support young early leavers or those who are at risk of early leaving through orientation and tutorial actions

4. To establish learning networks with a focus on tackling early leaving through mechanisms of ‘orientation’ and tutorial actions.

5. To identify the aspects of effective leadership in educational institutions that foster the educational and social inclusion of young people who are early leavers or those who are at risk of early leaving.


To explore the contextual reasons as to why disadvantaged young people are at risk of leaving education early within the various case study regions, as well as to explore the parallels and contrasts between nations.


To identify educational and training strategies that have a positive impact for minimizing early leaving rates, increasing education levels and improving these young people’s access to the labour market.


To Develop and implement an intervention plan that is based upon mechanisms of orientation and tutorial actions, understood as innovative methods and practice, to promote inclusive education and training.


To involve various stakeholders, from both formal and non-formal education and training sectors in order to work together to ensure that the intervention plan is sensitive to local context and to the barriers to educational success for all learners.

Youngsters aged between 12-21 who:

  • 1. Do not finish lower secondary education (compulsory secondary education)
  • 2. Are at risk of not finishing lower secondary education (compulsory secondary education)
  • 3. Finish lower secondary education (compulsory secondary education) but do not make the transition to upper secondary education
  • 4. Make the transition to upper secondary education and are at risk of early leaving

Educational agents

Teachers, trainers, other professionals and practitioners, service leaders, and leaders of educational institutions

Formal and non-formal educational institutions and organizations

Phase I. Monitoring early leaving

This phase concerns the need detection process necessary for informing the design and coordination of effective mechanisms of orientation and tutorial action to meet young people’s needs.

Phase II. Designing orientation and tutorial action proposals

These intervention proposals will be in line with: 1. The Tutor/mentor figure and ‘orientation’ support teams; 2. Second chance measures; 3. A variety of guidance activities to support young people to make positive and empowering choices; 4. Multidisciplinary Tutorial Action Plan; 5. Support teachers and trainers to understand, tackle and ameliorate early leaving from education and training; 6. Learning pathways to young people’s interests and learning styles.

Phase III. Implementation of the proposal

The implementation of the proposal will be run by the educational stakeholders in each one of the centres/institutions/organizations that are involved, with the support of the national research group of this project, within the different countries. Educational stakeholders, who will implement the proposal, will be trained in order to allow the establishment of networks among the different agents, professionals, centres, services that will be involved.

Phase IV. Evaluation of the proposal

The last phase of this project is the assessment of the proposal. The design of the evaluation will take into consideration the following expected outputs.

To improve the social, educational and labour inclusion of young people at risk of early leaving.

Networking training between agents and educational institutions

Design of diagnostic and evaluation tools

Design of training actions (guidance and tutorial action proposals)

Intervention practices for fostering inclusive education

Bank of resources and good practices


UBremen (Deutschland)

The Institute of Technology and Education (ITB) is a central research unit at Bremen University. The ITB specializes its research on vocational education and training in the broadest sense. The underlying central idea of ITB's vocational training research is the analysis, design and evaluation of the interaction between work, technology and education. The research programme is firmly established in five fields: (1) work and technology, (2) occupational competence research, (3) vocational learning and teaching, (4) pre-vocational education and transitions and (5) competence-oriented vocational training systems.

ITB’s research is based on multidisciplinarity and internationality. The institute conducts a wide set of research and development projects on regional, national and international level. Projects usually are run in co-operation with industry and VET bodies. 

During the last years ITB has coordinated or participated in numerous projects, of which the following are more closely related to the O4YEL project: IMPLEMENT, a project on developing and implementing a mentoring system for apprentices; MIDIA,  a project on differences in company-based training preparation in societies with increased migrant population; DIVERSITY, a project on education and training for pedagogues to better deal with diversity in vocational schools and companies. 

Klaus Ruth
Raphael van Galen
IPLeiria (Portugal)

Polytechnic of Leiria (IPLeiria) is a public institution of higher education, dedicated to the production and diffusion of knowledge, creation, transmission and diffusion of culture, science, technology and arts, applied research and experimental development. IPLeiria develops its activities in the aim of education and training, research, provision of services to the community and extending cooperation in educational, cultural and technical areas.

IPLeiria has a dynamic and robust ecosystem of Research and Innovation (R&D+i) strongly orientated to the economy and society. This R&D+i ecosystem is composed by one Knowledge Transfer Centre, more than 130 laboratories, fifteen Research Units, two of which dedicated to education and inclusion: Interdisciplinary Centre of Social Sciences ( that promote scientific research in the area of identity reconstruction from a personal, professional, social and cultural perspective and includes the Observatory of Inclusion and Accessibility in Action (; Center for Studies in Education and Innovation ( that develop research in education sciences, produce and increase knowledge of education current reality, dvelop interventional strategies to improve education and training quality and implement cooperation tactics with the community.

Catarina Frade Mangas
Sandrina Diniz Fernandes Milhano
Rita Alexandra Cainço Dias Cadima
Carla Freire
Sara Mónico Lopes
UBuc (Romania)

Faculty of Psychology and Educational Sciences is part of the University of Bucharest (, the leading public university in Romania. The Faculty offers studies in the full 3 cycle Bologna structure in 5 departments: Psychology, Educational Sciences, Special Needs Education, Teacher training - initial training for kindergarten and primary school teachers and initial training for future teachers and continuous training for teachers in the secondary education. As the institutional practice and behaviour is oriented towards assimilation of new ways of delivering better education and training to the students, as future professionals in their work, it is of utmost importance to  deliver a conceptual framework to guide future professionals in the field of education and teacher training (

Mihaela-Monica Stîngu
Elena Marín
Miruna Miulescu
Romita Iucu
UAB (Spain)

The Orienta4YEL project is led by the Organizational Development Team [EDO] ( from the Department of Applied Pedagogy, the Autonomous University of Barcelona ( EDO is specialized in the analysis of training organizations, change processes and the design of strategies for organizational improvement. In recent years, EDO has coordinated numerous projects ( linked to the analysis of situations of vulnerability in the context of secondary education and higher education. Example studies include; the MISEAL development project ( and the coordination and direction of the IDEAS projects (, Access4All (, ACCEDES ( and ORACLE (

Joaquín Gairín Sallán
Patricia Olmos Rueda
Aleix Barrera Corominas
Project Manager
Jordi Codina Hernández
Support technician
Anna Díaz Vicario
José Luis Muñoz Moreno
Óscar Mas Torelló
UBath (United Kingdom)

Work package two is led by researchers in the Department of Education, University of Bath [UoB]. The Department of Education is a centre of excellence for research into international education and has developed a critical mass of researchers in this and related fields over the last three decades. The department undertakes distinctive research which aims to interrogate educational inequalities in a globalised world and has developed research strengths in Education and the Labour Market; Student Motilities; Higher Education; Applied Linguistics; and Educational Policy (including language policies). These areas have coalesced into four research clusters Educational Leadership, Management and Governance (ELMG); Internationalisation and Globalisation of Education (IGE); Language and Educational Practices (LEP); and Learning, Pedagogy and Diversity (LPD) .

Ceri Brown
Nicola Savvides
Ioannis Costas Batlle
Lucy Cox


Universität Bremen
Politécnico de Leiria
University of Bucharest
Universitat Autònoma de Barcelona
University of Bath
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