Interesting report: Tackling Early Leaving from Education and Training in Europe (Eurydice)

There is a new report on youngsters leaving early from education and training in Europe, and while it focuses on this continent, some of the insights seem relevant to other regions.

E.g. on factors contributing to early leaving:

Leaving education and training early is a complex issue and the causes vary from student to student. The second chapter of the report shows that family and/or migrant background, gender and socio- economic circumstances as well as factors related to the education and training system are only some of the elements implicated to a greater or lesser extent in the process leading students to leave education and training early.

Statistically, students who are born abroad, young people from disadvantaged backgrounds and males are more prone to early leaving than other groups. As far as gender is concerned, the figures show that boys are over-represented amongst early leavers in general education. However, the higher the socio-economic status of students, the less apparent is the difference in the rates of early leaving between the genders.

As shown by this report, coming from a migrant/minority background or being a male should not be seen as defining factors with respect to early leaving. The socio-economic situation of students appears to exert the stronger influence on the probability of leaving education and training early than other factors. Difficult family situations such as unemployment, low household income and low levels of parental education, can have a direct and lasting effect on students’ school career, their attitudes towards learning, their educational achievement; and this can consequently lead to their decision to leave education and training early. This is also one of the main reasons why cross-government and cross-sector cooperation to ensure the coordination of the different services supporting the multiple needs of disadvantaged families is so crucial/

A number of factors relating to the education system that influence early leaving rates have also been discussed in chapter 2. The negative aspects include grade retention, the socio-economic segregation of schools and early tracking based on academic selection. However, there are also positive factors that can lower the risk of early leaving, such as participation in high quality early childhood education and care and well-managed transition processes from primary to secondary level, and lower to upper secondary level, and from school to work. Flexible pathways in upper secondary education can also have a positive effect in preventing or reducing early leaving. Finally, factors such as local labour market conditions can act as ‘pull’ or ‘push’ factors in the early leaving process, which highlights the complex relationship of the early leaving phenomenon with employment. It also underlines the important role of education and career guidance in supporting students to make appropriate choices for themselves.

The report is itself an interesting example of comparative education which comes to no surprise as it’s a Eurydice-report.

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Filed under Education, Research, Review, Youngsters

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