Bibliography

• Interplay of factors contributing to ESL at the levels of the individual, the family and social background

  Individual cognitive factors, especially low-achievement patterns, increase the risk for ESL, but non-cognitive factors (e.g. personality traits, problem behaviour) also play a role. At the level of the family and social background, the most prominent risk factor is low socio-economic status. However, it is noted that ESLers comprise a heterogeneous group.

  Keywords : early school leaving 
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11 February 2015, by Maša Vidmar

• Why is ESL a problem for contemporary (EU) society?

  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.

  Keywords : EU 
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11 February 2015, by Urška Štremfel

• The emergence, importance and challenges of a cross-sectorial approach to ESL

  The multi-faceted nature of the ESL problem in turn calls for a multi-faceted response. Cross-sectoral cooperation is seen a promising solution in this regard. Although highly promoted in EU policy documents, it encounters a lack of conceptual clarity and various challenges to its practical implementation. The proper evaluation of practices currently in place across the EU would help with its development.

  Keywords : cross-sectorial cooperation  EU  policy  system level 
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11 February 2015, by Urška Štremfel

• ESL situation in Luxembourg

  Since 2000, rates of ESL in Luxembourg have stayed below the European and national target of 10%, with some fluctuations seen in recent years. However, ESL among students with a migrant background remains a challenge. Education and career guidance is very well developed and is clearly regarded as tackling ESL. Multi-professional teams in and

  Keywords : ESL statistics  Luxemburg  Policy measures 
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23 July 2015, by Maša Vidmar

• ESL situation in Spain

  Spain once had the highest ESL rate among the EU-28 countries, but the rate has fallen considerably in the last few years. Spain is one of very few European countries with a comprehensive strategy in place to reduce ESL. Multi-professional teams are both a legal obligation and a well-established practice.

  Countries : Spain 
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23 July 2015, by Manja Veldin , Maša Vidmar

• ESL in the EU: Learning from differences and common trends

  The differences in policies and practices for addressing ESL in the EU should be seen as creating a lucky situation since through the process of policy learning they enable various unique solutions to be found to the ESL problem. Despite the well-established architecture for policy learning, the vertical transfer of knowledge between the various levels of multi-level governance remains a challenge.

  Keywords : EU  policy learning 
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23 July 2015, by Urška Štremfel