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.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Eurostat
Bibliography
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Interplay of factors contributing to ESL at the levels of the individual, the family and social background
Keywords : early school leaving -
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
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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 -
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.
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