Early School Leaving in Europe: a Complex Phenomenon Studied Through Mul-tidimensional Approach (original) (raw)
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TRANSNATIONAL REPORT ON EARLY SCHOOL LEAVING
Early school leaving is considered an obstacle to economic growth and employment. It hampers productivity and competitiveness, and fuels poverty and social exclusion. In Europe there are over 5 million of early school leavers and that only 40% of them are employed1. “The EU average rate of early leavers from education and training in 2014 was 11.1%, down 0.8 percentage points from 2013. The improvement is in line with recent progress and, if continued, means that the Europe 2020 headline target of below 10% is within reach2. Nineteen Member States have rates of early leavers from education and training below the Europe 2020 headline target (Belgium, Czech Republic, Denmark, Germany, Greece, Ireland, France, Hungary, Cyprus, Latvia, Lithuania, Luxembourg, Netherlands, Austria, Poland, Slovenia, Slovakia, Finland and Sweden), up from 18 in 2013. The rate fell under 10% for the first time in Greece, continuing a steadily declining trend. By contrast, it went up again above the target in Estonia”3. The rate of early leavers from education and training is considerably higher among boys than among girls, in the EU average (12.7% and 9.5% respectively) and in all Member States except Bulgaria. Secondly, across the EU, early school leaving rates among the foreign-born population are nearly twice as high as the early school leaving rates for the native-born population, hinting at worrisome socio-economic discrepancies between the two groups. In all Europe, the root causes of ineffective policies can be reduced to three typical deficiencies4: - Lack of a comprehensive strategy: strategic approaches to address early school leaving are not yet broadly implemented in Member States, although there is a growing tendency to better link existing and new measures and develop more comprehensive strategies. - Lack of evidence-based policy-making: only a few countries take a systematic approach to collecting, monitoring and analysing data on early school leaving - Insufficient prevention and early intervention: stronger focus on preventive and early intervention measures is needed both at system level and at the level of individual education and training institutions. To ensure the effectiveness of the policies advocated by the 2011 Council Recommendation, it is important to identify the main factors leading to early school leaving and to monitor developments at national, regional and local level. It’s very important to apply advanced data collection systems, because high-quality monitoring is very useful in maximising the reduction of early school leaving. At the same time, the intervention measures must be designed in a way that can increase opportunity for young people, that does not lead to segregation in the education system. Combining general education with work experience can provide an alternative, and for some learners, more motivating path through education.
Research on the Factors Leading to Early School Leaving
Journal Plus Education, 2019
The consequences of early school leaving affect people throughout their entire lives by increasing their risk of unemployment, poverty, and social exclusion, including through reducing their children’s chances of succeeding at school. In the specialized literature, there are several explanatory mechanisms for early school leaving phenomenon, and the factors that influence it are distributed in different orders or on different priority levels. In this paper, we present an analysis of the factors leading to early leaving from vocational education and training, based on two types of research, background research, and through questionnaires, conducted within an Erasmus+ project, in six European countries. In spite of different educational systems, the factors leading to early school leaving do not vary that much from country to country. Some factors sometimes have almost similar values and preferences, and sometimes they differ, less or more, even till the situation they are opposite, f...
Causes of Early School Leaving in Secondary Education
Journal of Applied Technical and Educational Sciences, 2018
Early school leaving is a considerable problem both for the individual and the family, as well as for the school and the whole society. Students who leave school without qualification have much worse opportunities in the future, regarding career, income, promotion, health conditions, etc. In Hungary, secondary school dropout is a current problem; however, its ratio must be under 10% by 2020 according to an EU strategy. There are several causes leading to school dropout, such as, family background, conflict between family and school, absenteeism from school, bad school achievements, weak school contacts, school failures, etc. The purpose of the research was to find the main causes of early school leaving-according to teachers' opinion. The research was carried out in a Vocational Centre among teachers in the form of self-administered questionnaire in 2017. In the questionnaire, five categories were identified (students' features, family, peers, teachers, and institution) that may contribute to dropout. The result showed that out of the five categories teachers think that mostly students and least the institution is responsible for dropout.
European Journal of Social Science Education and Research, 2018
A key issue regarding the educational policy in Greece and the European Union is the early leaving of the school. On the one hand, rises the problem of under-birth that some developed countries face and, on the other, the existence of economically and socially non-productive people, who nevertheless consist a part of the society. In our time and more than ever, society must overcome various obstacles in order to achieve the development and sustainable growth which is also Europe’s strategy for this decade. In the this study the authors examine early school drop-out by focusing on the social causes and on the research findings that have been carried out, indicating measures and strategies for prevention and treatment. A second part of the study concerns the presentation of the European Union's educational policies in the context of the Europe 2020 strategy, with the aim of showing the progress of the strategic actions in the education of Greece. Our study shows that the EU member...
ELET SYMPOSIUM, Early Leaving from Education and Training: The Way Forward and Conference Proceedings. Published by the Ministry for Education in Malta, 2020
Early leaving from education and training (ELET) is a multifaceted and multicomplex phenomenon which has consequences on individual, social and economical level. According to that, it is one of the current priorities of the European Union in the field of education and training. Since the causes for early school leaving are often complex and interrelated, the policies to reduce it must cover a number of issues (education, employment, labour market, health, youth work, work with parents, analysis of key stakeholders, housing, political participation, local strategies, strengthening the capacity of school staff, improving or changing the school culture etc.). Eurostat data and the progress report by the European Commission states that Italy and Malta have been specifically called upon to address the problem of early school leaving, while Serbia still have an issue with a dropout of children from minority and vulnerable groups, especially children from Roma settlements and youngsters with disabilities. This text aims to explore the situation in Malta, Italy and Serbia, to identify challenges and to provide recommendations on how to tackle ELET. The focus is on introducing successful education action and transferring best practices and innovative approaches regarding ELET.
Comparative Education
Researching education transitionsour parameters Across Europe, governments, education institutions and relevant practitioners often view student progress to tertiary level studying as the primary evidence of successful education transitions, with engagement in the labour market as also a positive outcome. If students complete upper secondary education, and move on to either further study or employment, this is seen as a success, while other outcomes are often seen as failures. Even though this is a rather narrow and limited view of transitions, it has underpinned national and European level policies, programmes and interventions that aim at supporting young people in their movements within the various stages of schooling, towards tertiary education, or the labour market. Particular attention is also given to the early school leaving (ESL) that is seen as a considerable challenge for society and for individuals. This Special Issue focuses on such policies and programmes across a number of European national contexts, and aims to explore transitions, their rationales, mechanisms, and structuresbut also, how they are experienced by participants who engage in them. Our aim in this article is to provide a context for the empirical work presented in the issue, and to theoretically frame the articles that address and problematise various aspects of student trajectories across Europe. We argue that transitions need to be understood not merely as outcomes for students, but as processes found in the intersection between education, social and labour market policies, core constituents of welfare states. The nature of the links between these different but interconnected policy areas, shape both what kinds of transition policies are considered as possible, but also what kinds of outcomes are seen as successful. Across Europe, there is recognition that education is an important social investment throughout people's lives, and spans formal and informal forms of development from early childhood to lifelong learning (Kvist 2015; Markussen 2010; Mogstad and Rege 2009). Transitions between stages of schooling, and from school to post-school avenues, are not always smooth. As the articles here show, their success is a reflection of wider welfare arrangements that frame and regulate the within-education transitions, and the intersections between education institutions, labour markets, family and social networks. Policy contexts matter, and here we explore both national and transnational contexts and their definitions and governance of transition arrangements. We understand policy