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Newsletter No 6: The Toolkit and the Handbook 

PREDIS Project

PREDIS – Prevention of Dropout from Vocational Education through inclusive strategies of migrants and Roma is a project funded by the European Commission and coordinated by Professor Dirk Lange at the Leibniz Universität Hannover.

The Toolkit and the Handbook

We have successfully reached the end of our Project. The toolkit and the handbook are available for free downloading and sharing from our website from the end of August 2018. The Handbook is a summary of the toolkit and is translated into the four languages of the consortium partners (German, Romanian, Slovenian, and Italian). The Toolkit consists of six modules and the Blended Learning Course (BLC).

The modules are beneficial to VET trainers, teachers and other professionals involved in VET, employment integration, general education, youth and empowerment programs, diversity and intercultural trainings, social pedagogy, social work, Roma migration, refugees and settlement, etc. Curriculum developers, policy makers, VET/ school leadership and  employment counsellors are particularly invited to familiarise themselves with the contents which highlight relevant problem contexts and demonstrate some of the ways forward for entrenching ESL prevention, labour market integration of disadvantaged groups,  diversity, inclusion  and interculturally.   The contents are focused on an increasingly diverse society; and although they purposely have migrant youth and ethnic minority youth in focus, they are valuable for the support of other disadvantaged learners.  All units are internally differentiated, handle central themes, and use the most current methods, information and didactic approaches. Module I handles pedagogical background knowledge on structural frameworks of migrants and Roma, forms of (subtle)discrimination, racism, culture as dynamic category, reflection of stereotypes, self and curricular reflection, etc. Module II has a specific focus on the inclusion of Roma. Cultures, history, current situation, educational situation, gender specific in reference to education, ‘Antiziganismus’: meaning and function yesterday and today. Module III transfers intercultural and conflict management competences. Module IV transfers approaches for youth empowerment, civic education, and integrative learning, internal differentiation of curricular and handling of heterogeneous learners. Module 5 handles concrete methods of integration into the labour market and takes the aspect “work related instruction” into focus. Module VI focuses on transition into VET and handles concrete risk factors and measures for prevention and support in teaching and learning contexts. All modules were evaluated multiple times by the consortium and the BLC participants. The basis of the modules is an empirical needs analysis at the beginning of the project. Interviews with trainees, vocational training staff and other experts, asked for the reasons for the high dropout rates.

For the transfer of contents, the consortium designed and implemented a 10 month on-the-job-accompanying-professional development program for teachers, VET professionals, employment counsellor  and other multipliers, which uses the innovative blended learning concept.


In the EU, 6 million youths between 18 and 24 do not have a finished VET or another secondary school. Consequently, they face deprivation and unemployment, which in turn influences the social and economic development of a country. Migrants and Roma are disproportionately impacted. They face discrimination at the transition from general school to VET and the labour market.  The ET 2020 strategy now aims at reducing the dropout rate to below 10% by 2020. In response, PREDIS works towards:  (1) Professional development and further training of teachers and professionals involved in the area of vocational education; (2) Reduction of inequality in outcomes for learning amongst learners of a socially disadvantaged background; (3) Development of new approaches for the strengthening of future oriented vocational and professional development for vocational educationists and teachers as well as professionals in youth work.  

Learn more about the project and the Blended Learning Course by visiting our website:




This project has been funded with the support from the European Commission. This publication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein.