Within the RESL.eu research project we expect to:

  1. increase knowledge on how Early School leaving effects overall EU policy making and how various European Member States with country-specific ESL-profiles engage this issue;
  2. innovate and make coherent the fragmented nature of European educational systems through significant, broad and in-depth long-term research aiming at involving the commitment of all stakeholders at all levels and taking into account processes of resistance to change;
  3. to increase the potential of youngsters, especially social groups most vulnerable for ESL, by making educational systems more inclusive and raising skills of youngster with respect to their position in different life domains;
  4. to encourage research which directly supports European national or regional policymaking by providing comparative data collection and interpretation methodologies and measurement tool

RESL.eu will address key thematic areas by

  • demonstrating the importance of developing and collecting comparable data and evidence concerning the issue of early school leaving in different European countries with specific profiles;
  • providing the academic world with a much needed empirically based multidisciplinary, multi-level theoretical framework that approaches the issue of early school leaving from the perspective of the individual embedded in various social institutions such as the family, the school, the peer group and the community.
  • helping to overcome policy compartmentalization and encourage greater policy coherence and coordination through the development and mobilization of cross-cutting forms of knowledge, especially on the basis of interdisciplinary and mixed method perspectives. In this sense the project will also have a demonstration effect and thus contribute to the establishment of new benchmarks in researching the interplay between individual agency and structural surroundings on the issue of early schooling leaving and in understanding the complex processes of micro, meso and macro levels of influence.
  • providing tools and instruments to measure, foresee and understand (future) ESL processes and evolutions in various European countries. It will help decision-makers to design and implement the most effective policy relating EU level benchmarks to country-specific processes.
  • providing researchers, policy makers and civil society actors micro, meso and macro level insights to induce a critical self-evaluation of Europe’s mission to innovate educational systems in the 21st century.
  • supporting capacity building in various European countries to research phenomena that are of particular relevance for their society.