TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING

European Commission

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 
  • 11 February 2015, by Maša Vidmar
  • Students’ social and civic competencies: Predictors of ESL

    Externalising behaviours (e.g. deviant, disruptive, oppositional behaviour) are consistently shown to be risk factors for ESL. Civic competence (via participation in extracurricular activities) as well as social competence constitute protective factors. Peers also play a role. Supporting students’ social and emotional adjustment early on is warranted.

  • 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 
  • 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.

  • 11 February 2015, by Urška Štremfel
  • Team cooperation in addressing ESL – lessons learnt from health and social care and education

    The many lessons from health, social and education settings for multi-professional teams dealing with ESL have been well researched (e.g. team training, sufficient time, funding and resources). Moreover, specifically for ESL teams, discussing how they approach ESL prevention, their understanding of ESL as well as creating an educational alliance are important. However, putting the recommendations into practice remains a challenge.

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

  • 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 
  • 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 
  • 23 July 2015, by Urška Štremfel
  • Interplay of factors that contribute to ESL at school level

    Although ESL is impacted by the composition of a school (e.g. mean SES) and its structure (e.g. size), school practices, especially the way curriculum is delivered in practice as well as caring, supportive and respectful teachers (and other school staff) who believe in students’ ability to succeed, seem particularly important for ensuring (potential) ESLers remain in school.

  • 23 July 2015, by Maša Vidmar
  • Interplay of factors that contribute to ESL at the system level

    Aspects of the education system that concern the risk of ESL include the socio-economic segregation of schools, early tracking and grade retention. In that regard, protective aspects are high quality and accessible ECEC and VET. Well-managed transitions between educational levels that reflect a student’s changing needs in order to ensure the provision of a developmentally appropriate and engaging context are called for.

  • 23 July 2015, by Maša Vidmar

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