Page 180 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 180
ear ly school leaving: contempor ary european perspectives
fit. The author argued that the extent to which this does not happen leads to
the first psychological and later physical disengagement from school, which
ultimately is what ESL represents. She emphasised the following discrepan-
cies that are especially problematic in early adolescence (coinciding with the
transition to the secondary level in many countries): at this age, environ-
mental changes bring a greater emphasis on competition, social compari-
son, opportunities for close student-teacher relationships are disrupted and
academic work is not in line with the increasing cognitive sophistication,
diverse life experiences and identity and autonomy needs of adolescents –
with all of these potentially decreasing motivation and increasing disengage-
ment. On a similar note, it was recognised that adolescents’ growing need for
autonomy and participation in decision-making as well as their continuing
need for strong social support and trusting relationships with adults is not
matched in the transition to secondary education, leading them to turn away
from school and adults in the school (Eccles, Lord, Roeser, & Jozefowicz,
1997). Even though it may appear that these issues take place at the school
level (rather than system level), the system can in fact provide strong support
to help make the transitions smoother (e.g. by allowing or ensuring continu-
ity in student-teacher relationships between levels).
Vocational education and training (VET)
ESL is more common in vocational routes (partly due to the overlap with
lower social background and academic weakness; NESEE, 2010). Despite
this, VET is recognised for holding the potential to attract, retain and re-
integrate young people by bringing them back into education and train-
ing – it can provide a re-entry point or alternative pathway (European
Commission/EACEA/Eurydice/Cedefop, 2014). Understanding ESL from
VET can help develop this potential of VET by addressing e.g. the lack of
relevance of the curriculum, lack of flexibility, inappropriate pedagogy and
young people’s labour market aspirations (NESSE, 2010).
The available data show that countries with a relatively weak VET
system tend to have higher levels of ESL (ibid.; NESEE, 2010). Countries
have adopted many different approaches concerning ESL from VET, but
a feature they all share is their awareness of the need to allow VET stu-
dents to create their own, individual paths. The report identified a stu-
dent-centred, individualised approach to learning (e.g. through guid-
ance, mentoring, individual learning plans or case management) and a
competence-based approach as key aspects (ibid.; also see Rogers, 2016).
180
fit. The author argued that the extent to which this does not happen leads to
the first psychological and later physical disengagement from school, which
ultimately is what ESL represents. She emphasised the following discrepan-
cies that are especially problematic in early adolescence (coinciding with the
transition to the secondary level in many countries): at this age, environ-
mental changes bring a greater emphasis on competition, social compari-
son, opportunities for close student-teacher relationships are disrupted and
academic work is not in line with the increasing cognitive sophistication,
diverse life experiences and identity and autonomy needs of adolescents –
with all of these potentially decreasing motivation and increasing disengage-
ment. On a similar note, it was recognised that adolescents’ growing need for
autonomy and participation in decision-making as well as their continuing
need for strong social support and trusting relationships with adults is not
matched in the transition to secondary education, leading them to turn away
from school and adults in the school (Eccles, Lord, Roeser, & Jozefowicz,
1997). Even though it may appear that these issues take place at the school
level (rather than system level), the system can in fact provide strong support
to help make the transitions smoother (e.g. by allowing or ensuring continu-
ity in student-teacher relationships between levels).
Vocational education and training (VET)
ESL is more common in vocational routes (partly due to the overlap with
lower social background and academic weakness; NESEE, 2010). Despite
this, VET is recognised for holding the potential to attract, retain and re-
integrate young people by bringing them back into education and train-
ing – it can provide a re-entry point or alternative pathway (European
Commission/EACEA/Eurydice/Cedefop, 2014). Understanding ESL from
VET can help develop this potential of VET by addressing e.g. the lack of
relevance of the curriculum, lack of flexibility, inappropriate pedagogy and
young people’s labour market aspirations (NESSE, 2010).
The available data show that countries with a relatively weak VET
system tend to have higher levels of ESL (ibid.; NESEE, 2010). Countries
have adopted many different approaches concerning ESL from VET, but
a feature they all share is their awareness of the need to allow VET stu-
dents to create their own, individual paths. The report identified a stu-
dent-centred, individualised approach to learning (e.g. through guid-
ance, mentoring, individual learning plans or case management) and a
competence-based approach as key aspects (ibid.; also see Rogers, 2016).
180
