Study support is universally recognised as a key tool which cements a child's formalcurriculum learning, through informal out of hours learning programmes. Although theUK has developed systems at national level to ensure consistency and quality indelivery, similar efforts in Lithuania, Poland, Romania, Spain and Bulgaria, varydramatically due to lack of local, regional or national co-ordination, support and funding.In many cases the initiative is supported by private schools to the detriment of the statesystem. In spite of this within each of these countries there is recognition at nationallevel that study support must be implemented (or re-implemented) in order to raise pupilachievement. No Child Left Behind will investigate the provision of, and teachingapproaches to study support within the partner countries; compare strengths andweaknesses and agree a series of good practices which are internationallyexchangeable. The partners will devise a training programme for teachers and trainersof study support, which will offer a structure containing imaginative and flexiblemethodologies, including latest ICT technologies, and in-built quality assurancemechanisms aimed at motivating teachers and trainers into producing an enriched andmore stimulating study support curriculum for their own school. Within the thread of thepedagogy will be woven an appreciation of the European dimension of culture. Oncecreated the training package will undergo an independent scrutiny exercise using anorganisation experienced in scrutiny of teacher training at national level. The resultsfrom this will be fed back to the partners and the programme will be adjusted in line withrecommendations. The teacher-training course will then be piloted locally throughouteach partner country via trainers identified by the partners as suitable for the pilot. Thetraining of trainers will then be evaluated by a process of feedback from the trainees, thetutor and an independent observer in each situation. The partners will then agree towhat degree the programme is achieving its objectives, and make adjustments to theprogramme in line with recommendations. This will also include recommendations onthe nature of support materials needed to successfully run the course. The next processwill involve the partners in producing draft support materials. These will be in the form ofa supportive handbook, available in printed form and on CD Rom. The Course and thesupport materials will be translated into the host languages of the partners. Thedissemination and exploitation process will be driven by its own strategy which will useknown local regional and national networks via each partner and a website to informand engage the wider public from an early stage.