Exploring ESLrs in their later life should show the consequences of being an ESLer in sense of employability, income group, educational attainment and adult literacy level etc. With understanding the mechanisms which follow the ESL, schools could actively approach to students at risk on time.


TOGETHER EVERYONE ACHIEVES MORE
Polona Kelava
Articles by this author (8)
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How does community learning work and how does it help reducing ESL ?
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Early school leavers in their later (adult) life and social consequences
Mots clés : décrochage scolaire -
Developing healthy social and cultural capital and effects on education
Social and cultural capital in some neighbourhoods is low and therefore the incentives for education are weak. Stimulation of social and cultural capital through community learning (such as local actions and intergenerational learning) and support can show positive effects in preventing ESL.
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Local community involvement and individual’s self-concept in relation to educational attainment
If the family environment fails to support a young person to develop adequately, the community can step into family’s place. Some ways of supporting youth through including them in community learning are presented which are aiming at helping them find their way to education through building their positive self-concept.
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Preventing ESL through resiliency enhancement
Higher resiliency level is shown to decrease ESL risks. Some measures are presented for teachers to use to boost resiliency in children and youth, such as : such as : building and maintaining the academic skills of at-risk children, positive expectations and active children participation and others.
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Non-formal motivational focuses for potential early school leavers
Teachers could use some basic principles of non–formal and informal learning, such as introducing unconventional learning environments, methods, topics, sources of knowledge and others, to enhance learning and increase motivation in potential ESLrs.
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Andragogical knowledge and skills for teachers of youth to be working in the second-chance programmes for ESL
Originating from the reasons ESLrs gave to leave school, teachers could use some andragogical methods and principles (participation in planning, individual learning schemes, unconventional methods and places of learning, etc.) to be attracted to and successful in second-chance educational programmes for ESLrs.
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What can we learn from second chance education programmes for adults to prevent ESL in younger generations ?
Different second-chance programmes attract a different participant profile, but sometimes seem to fail in reaching out to the most problematic ESLrs. Therefore much more effort should be put into keeping youth at risk in schools with special attentiveness to those with highest risk : those weary of school, redoing a year and having personal problems.