Page 11 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 11
Figures and Tables
34 Figure 1. Tackling ESL up until 2020 within the OMC framework
38 Figure 2. Following the EU benchmark for ESL in selected TITA
participating countries
55 Figure 3. France: time trend of share of the population aged 18–24
with at most a lower secondary education and not in further education
or training
77 Figure 4. Luxembourg: time trend of share of the population aged 18–24
with at most a lower secondary education and not in further education
or training during the last four weeks preceding the survey
91 Figure 5. Spain: time trend of share of the population aged 18-24
with at most a lower secondary education and not in further education
or training
92 Figure 6. NUTS statistical regions of Spain: time trend of share of the
population aged 18-24 with at most a lower secondary education and not
in further education or training
108 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
137 Figure 8. Bronfenbrenner’s model of human development
157 Figure 9. Bronfenbrenner’s model of human development
173 Figure 10. Bronfenbrenner’s model of human development
239 Figure 11. The predictors of ESL examined herein
258 Figure 12. Summary of the research findings – externalisation difficulties
and ESL
260 Figure 13. Summary of findings – internalisation disorders and ESL
11
34 Figure 1. Tackling ESL up until 2020 within the OMC framework
38 Figure 2. Following the EU benchmark for ESL in selected TITA
participating countries
55 Figure 3. France: time trend of share of the population aged 18–24
with at most a lower secondary education and not in further education
or training
77 Figure 4. Luxembourg: time trend of share of the population aged 18–24
with at most a lower secondary education and not in further education
or training during the last four weeks preceding the survey
91 Figure 5. Spain: time trend of share of the population aged 18-24
with at most a lower secondary education and not in further education
or training
92 Figure 6. NUTS statistical regions of Spain: time trend of share of the
population aged 18-24 with at most a lower secondary education and not
in further education or training
108 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
137 Figure 8. Bronfenbrenner’s model of human development
157 Figure 9. Bronfenbrenner’s model of human development
173 Figure 10. Bronfenbrenner’s model of human development
239 Figure 11. The predictors of ESL examined herein
258 Figure 12. Summary of the research findings – externalisation difficulties
and ESL
260 Figure 13. Summary of findings – internalisation disorders and ESL
11
