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

• 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 
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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

  Keywords : ESL statistics  Luxemburg  Policy measures 
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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.

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23 July 2015, by Maša Vidmar

• 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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23 July 2015, by Urška Štremfel

• Relational expertise as a prerequisite for effective multi-professional collaboration on ESL

  Relational expertise is the ability to recognise and respond to other professionals’ standpoints, while at the same time utilising the knowledge that underpins one’s own practice. This deepens professionals’ understanding of a certain problem and enriches practice, making it an ideal way to help improve the ways multi-professional teams tackling ESL operate.

  Keywords : early school leaving  multi-professional collaboration  relational expertize 
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23 July 2015, by Kaja Šepec , Maša Vidmar