Page 181 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 181
the interplay of factors contributing to esl at the system level
Moreover, VET must be high in both quality and status, and lead to rec-
ognisable qualifications as well as match opportunities available in the job
market (NESSE, 2010).
Well-balanced education systems
At a more general, holistic level, researchers have identified so-called
well-balanced (EP, 2014a) or consistent education systems (Fthenakis,
2014) as vital characteristics of the education system as a whole. This re-
fers to the characteristic that all parts of the education system from ISCED
0 to ISCED 6/7 fit together well and function in synergy. Well-balanced
education systems have four dimensions: efficiency (every part of the sys-
tem reinforces the results of the other parts), equity (conditions for the suc-
cess of one sub-group are not allowed to damage the prospects of another
sub-group), cohesion (co-responsibility of stakeholders across the educa-
tion system) and representativeness (the diversity of pupils is reflected by
the diversity of staff and policymakers) (EP, 2014a). The consistency of edu-
cation systems (Fthenakis, 2014) refers to consistency in the theoretical ba-
sis, pedagogical principles and values, educational goals and organisation
of the learning process. In EP (2014a), this is called pedagogical and profes-
sional continuity (quality of programmes and staff), curriculum continui-
ty and structure continuity (transition between levels). According to these
authors, the education system should be diverse (in terms of types of edu-
cational tracks, teaching styles etc.), but not fragmented.
Conclusion
Education policies may be conducive to learning for all learners, including
those who struggle at school as a result of different factors, and thereby play
a role in preventing or reducing ESL (e.g. high-quality ECEC). On the con-
trary, some features of the education system have a negative impact on ESL
(e.g. grade retention). However, other sectors also play a role, e.g. the labour
market and a favourable socio-economic environment (economic growth,
the fight against poverty, effective integration strategies for newly arrived
immigrants; see de Witte et al., 2013). For example, the labour market can
act as ‘pull’ and/or ‘push’ factors in the ESL process; a high level of employ-
ment opportunities (including regional or seasonal jobs) acts as a ‘pull’ fac-
tor and can stimulate young people to leave school early in order to become
financially independent or help their family; conversely, high unemploy-
ment rates can have similar or reverse effects. When students observe that
181
Moreover, VET must be high in both quality and status, and lead to rec-
ognisable qualifications as well as match opportunities available in the job
market (NESSE, 2010).
Well-balanced education systems
At a more general, holistic level, researchers have identified so-called
well-balanced (EP, 2014a) or consistent education systems (Fthenakis,
2014) as vital characteristics of the education system as a whole. This re-
fers to the characteristic that all parts of the education system from ISCED
0 to ISCED 6/7 fit together well and function in synergy. Well-balanced
education systems have four dimensions: efficiency (every part of the sys-
tem reinforces the results of the other parts), equity (conditions for the suc-
cess of one sub-group are not allowed to damage the prospects of another
sub-group), cohesion (co-responsibility of stakeholders across the educa-
tion system) and representativeness (the diversity of pupils is reflected by
the diversity of staff and policymakers) (EP, 2014a). The consistency of edu-
cation systems (Fthenakis, 2014) refers to consistency in the theoretical ba-
sis, pedagogical principles and values, educational goals and organisation
of the learning process. In EP (2014a), this is called pedagogical and profes-
sional continuity (quality of programmes and staff), curriculum continui-
ty and structure continuity (transition between levels). According to these
authors, the education system should be diverse (in terms of types of edu-
cational tracks, teaching styles etc.), but not fragmented.
Conclusion
Education policies may be conducive to learning for all learners, including
those who struggle at school as a result of different factors, and thereby play
a role in preventing or reducing ESL (e.g. high-quality ECEC). On the con-
trary, some features of the education system have a negative impact on ESL
(e.g. grade retention). However, other sectors also play a role, e.g. the labour
market and a favourable socio-economic environment (economic growth,
the fight against poverty, effective integration strategies for newly arrived
immigrants; see de Witte et al., 2013). For example, the labour market can
act as ‘pull’ and/or ‘push’ factors in the ESL process; a high level of employ-
ment opportunities (including regional or seasonal jobs) acts as a ‘pull’ fac-
tor and can stimulate young people to leave school early in order to become
financially independent or help their family; conversely, high unemploy-
ment rates can have similar or reverse effects. When students observe that
181
