Bibliography

• ESL in the EU: Policy overview and development

  In the OMC process the EU’s strategic goals on ESL are framed, measured by specific indicators and benchmarks (by 2020 the share of ESLers should be less than 10%), translated into national ESL policies and periodically monitored. Knowing and understanding this process among all relevant actors is crucial for their more proactive involvement in ESL policy-making and contributing to good governance in the EU.

  Keywords : ET 2020  EU benchmark  good governance  member states  open method of coordination (OMC) 
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23 July 2015, by Urška Štremfel

• The ESL situation in France

  The ESL rate in France has been below the Europe 2020 target of 10% since 2013, yet regional and subgroup differences remain. Since November 2014 France has had a comprehensive strategy to tackle ESL that provides for the establishment of multi-professional ESL-prevention groups in all secondary schools. The involvement of teachers in these groups is underway.

  Keywords : ESL officer  ESL statistics  multi-professional ESL-prevention groups  Policy measures 
  Countries : France 
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23 July 2015, by Maša Vidmar

• Contextualizing ESL factors with PISA results

  Longitudinal studies of students which follow them from their initial participation in the PISA study at age 15 clearly show that the strongest predictor of students’ early school leaving (ESL) is their achievement in the PISA test. This achievement is a significant predictor of ESL, even after controlling for students’ socio-economic status. These data show that strong competencies can help overcome the effects of disadvantages.

  Keywords : detection  low achievement  PISA 
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23 July 2015, by Mojca Štraus