EU policy documents stress that ESL holds important long-term economic consequences (economic growth) and macro-social consequences (social cohesion). Research calculating the financial costs of ESL very convincingly supports these arguments, while there are various difficulties in quantifying the social consequences of ESL. According to critical policy approaches, this potentially narrows understanding of the problem of ESL to its economic dimension.
Lamb, S.
Bibliography
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Why is ESL a problem for contemporary (EU) society?
Keywords : EU -
ESL situation in Switzerland
Switzerland does not provide an official definition of ESLers, although the rate reported by Eurostat is low. The issue of ESL is typically embedded in the context of national programmes and initiatives tackling poverty, risk groups, employability etc. This approach importantly contributes to success in preventing and tackling ESL. Multi-agency partnerships at the local/institutional level are well established.
Keywords : ESL statistics -
The relationship between teachers’ teaching styles, students’ engagement in school and ESL
A teacher’s teaching style (authoritative, authoritarian and permissive) affects students’ experience in school. It can provoke functional or non-functional perceptions of learning, self-efficacy and schoolwork, thus an appropriate teaching style can help prevent early school leaving.
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How teacher-teacher and teacher-student cooperation link with achievement – evidence from international studies
Evidence from international large-scale assessment studies shows that more complex professional collaboration between teachers and teacher-student relations is associated with an improvement in student achievement, even when considering differences in students’ backgrounds. It may also be important that teachers who collaborate more with their colleagues generally report more positive teacher-student relations.
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The role of career guidance in ESL
Career guidance (with appropriate methods, contents, early provision, the actors involved) can overcome two important (individual) ESL risk factors – the lack of relevance of schooling and the lack of educational/career aspirations. The systematic development of career management skills helps potential ESLrs perceive their schooling as a meaningful part of their lifelong personal, social and career development.
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Early school leavers in their later (adult) life and social consequences
ESL holds many far-reaching effects for an individual’s overall quality of life: lower employability, income and savings, inferior (public) health status, less risk aversion and increased criminality, less supportive social capital, and reduced lifetime satisfaction. To successfully tackle ESL, it is therefore crucial for all actors involved to be aware of the consequences and help combat ESL on time.
Keywords : early school leaving -
Developing healthy social and cultural capital and its effects on education
Although social and cultural capital is to some extent determined, it is important to be aware that individuals’ social capital can also be built and strengthened via the family, peers, school and wider local community. Not only does it encourage a student’s persistence in education, it can also help overcome the effects of a deficit in cultural capital on an individual’s educational path.