Page 108 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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ear ly school leaving: contempor ary european perspectives
target within this framework, its objective is set at 95% of upper sec-
ondary graduates among the population aged below 25 years (European
Commission/EACEA/Eurydice/Cedefop, 2014) in the national document
(“Chancen optimal nutzen”; EDI/EVD/EDK, 2011). In 2005, the proportion
of young Swiss who obtained a qualification at the end of post-compulsory
education was 89% (Pagnossin, 2011).
Figure 7. Switzerland: time trend of share of the population aged 18-24 with at most a lower
secondary education and not in further education or training (Eurostat, 2017a).
Note: The indicator is defined as the percentage of the population aged 18-24 with at most a
lower secondary education and who were not in further education or training during the last four
weeks preceding the survey. Lower secondary education refers to ISCED (International Standard
Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C
short for data up to 2013. The indicator is based on the EU Labour Force Survey. In 2003 and 2014,
Switzerland changed its methodology.
As a noticeable trend in the EU-28, the share of ESLers is higher for
foreign-born versus native-born in Switzerland (in 2016: EU 19.7% versus
9.8% and in Switzerland 12.2% versus 3.2%) for the last 10 years (Eurostat,
n.d.). The main factors determining difficulties for children while mak-
ing transitions relate to their SES and immigrant background (Stamm et
al., 2009; in PPMI, 2014). Switzerland has one of the highest rates of chil-
dren with a foreign background (children with foreign citizenship or for-
eign-born children) (EC/EACEA/Eurydice/Eurostat, 2014). However, it is
108
target within this framework, its objective is set at 95% of upper sec-
ondary graduates among the population aged below 25 years (European
Commission/EACEA/Eurydice/Cedefop, 2014) in the national document
(“Chancen optimal nutzen”; EDI/EVD/EDK, 2011). In 2005, the proportion
of young Swiss who obtained a qualification at the end of post-compulsory
education was 89% (Pagnossin, 2011).
Figure 7. Switzerland: time trend of share of the population aged 18-24 with at most a lower
secondary education and not in further education or training (Eurostat, 2017a).
Note: The indicator is defined as the percentage of the population aged 18-24 with at most a
lower secondary education and who were not in further education or training during the last four
weeks preceding the survey. Lower secondary education refers to ISCED (International Standard
Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C
short for data up to 2013. The indicator is based on the EU Labour Force Survey. In 2003 and 2014,
Switzerland changed its methodology.
As a noticeable trend in the EU-28, the share of ESLers is higher for
foreign-born versus native-born in Switzerland (in 2016: EU 19.7% versus
9.8% and in Switzerland 12.2% versus 3.2%) for the last 10 years (Eurostat,
n.d.). The main factors determining difficulties for children while mak-
ing transitions relate to their SES and immigrant background (Stamm et
al., 2009; in PPMI, 2014). Switzerland has one of the highest rates of chil-
dren with a foreign background (children with foreign citizenship or for-
eign-born children) (EC/EACEA/Eurydice/Eurostat, 2014). However, it is
108
