To design common EU definitions and concepts on early school leaving and conduct comparative policy analyses;
To collect data on youngsters, families, schools and particular research areas across partner countries in Europe;
To identify characteristics of youth at risk of ESL as well as protective factors (such as social support mechanisms, resiliency and agency of pupils, etc.) which may encourage potential ESL pupils to gain qualifications via alternative learning arenas;
To examine ESL prevention in schools and ESL remediation through alternative learning arenas in seven EU member states in order to let good practices inform a EU policy on early school leaving.