Early school leaving (ESL)

Early school leaving (ESL > ELET)

Social and individual problems

The Importance of Self-Regulation

• high unemployment rate among poorly trained people
• tax loss, increasing social spending
• inactive citizenship
• rising health costs
• crime
• individual's deteriorating psychological state
• negative spiral in life cycle

Stuart G. Shanker

Distinguished Research Professor Director, Milton & Ethel Harris Research Initiative

Questions for the meeting

needs

• Whose are the main target groups for us? What is our vision about the users? Do we know their needs?
• On what level(s) we would like to collect good practices? What does it mean good practice (in the project)?

analysis

Structuring and selecting good practices

Designing the ESL Platform and new applications

Promoting activities on the platform in national networks

Dissemination

Intervention - early warning system

Social indicator

show most information about the system with minimum data collection

policy design >

results and effectiveness

Definition

Statistics

Institutional level

ESL rate: percentage of 18-24 olds with only lower secondary education or less and no longer in education or training

Source: Education at a lance, 2013

poverty and social exclusion

GDP and rate of ESL

The percentage of achievement variance explained by teachers’ role in USA

Source: EUROSTAT, 2015

focus on the labour market needs > certificated education

EU headline target: 10%

What we have to change?

• whole school approach: school community strong cooperation with external stakeholders
• effective leadership and governance is essential
• positive school culture, teamwork and collaborative practices
• investment for continuous professional development of school leaders, teachers and other school staff
• ensuring each student has an equal chance
• shared responsibility between parents and the school

Source: Hattie, J. 2003 3.

Eszter Szegedi

ESL Plus project leader

Tempus Public Foundation

Knowledge Centre

Policies, measures and actors

Three area of measures

Answers by the partners

Governance

Cooperation between the actors

Let's start our common reflection and good luck for us!

Prevention level

Intervention level

Compensation level

• national coordination
• progressive approach
• regional and local adaption
• sustainable funding
• stakeholder involvement
• mentoring and evaluation

• Providing individual support

• Support for low achievers

• Language support for students with a different mother tongue

• Specialist staff supporting teachers and students

• Identification of groups at risk of ELET

• Developing early warning systems for students at risk of ELET

• Absenteeism management

• Networking with parents and other actors outside school

• Improving access to and quality of ECEC (early childhood education and care)

• Reducing grade retention

• Desegregation policies

• Positive discrimination measures

• Developing extra-curricular activities

• Increasing flexibility and permeability of educational pathways

• Inclusion of ELET in initial teacher education and professional training

• Education and career guidance

• Reform of the second chance education system
• Identification of early leavers and measures to help them re-enter education and training
• Recognition of prior learning

• policy level: national, regional and local authorities
• institutional level, school community: school leaders, teachers, non teacher staff, parents, students
• cross-sectoral cooperation: staff outside of the school
• learning cooperation

Data collecting and monitoring

• data collection systems
• sensitivity of data
• timeless and transparency
• use of data