Page 310 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 310
ear ly school leaving: contempor ary european perspectives
they had felt that school did not seem relevant. The most illustrative is the
statement by one student explaining: “they make you take classes in school
that you’re never going to use in life” (ACTE, 2007). Similar results emerge
from a 2006 poll of at-risk USA (California) 9th- and 10th-graders where
it was found that six in 10 respondents were not motivated to succeed at
school. Of those students, more than 90% said they would have been more
engaged in their education if the classes had helped them acquire skills and
knowledge relevant to their future careers.
Research results show that holding a negative perception of the impor-
tance of education and its relevance to ‘real life’, contained in the frequent-
ly expressed question “Why do I have to learn this?”, brings important
implications for the (lack of) motivation and interest for school and conse-
quently ESL. In order to prevent such a negative perception, it is thus nec-
essary that learning and work involve activities that absorb students and
give them opportunities to use their skills, and a sense of control. Benefits
may be enhanced to the extent that the activities are personally meaning-
ful and well matched with their individual interests, values and abilities
(Robertson, 2013: 258). The role of properly implemented (career) education
is therefore to help students understand the relevance of learning for their
future life and career prospects.
Lack of career aspirations
Various research findings demonstrate the importance of clear education-
al and occupational aspirations for ensuring engagement in school.5 For ex-
ample, Davies, Lamb and Doecke (2011), in addition to achievement (poor
prior learning experiences, absences from school and poor language and
literacy skills), refer to aspiration (an absence of career plans, poor knowl-
edge of labour market opportunities and how to educationally access them,
and limited networks) as the main factors that trigger disengagement from
school and consequently ESL. Staff, Harris, Sabates and Briddell (2010) ar-
gue that young people uncertain about their desired future occupation
may be more likely to change majors, transfer from one school to another,
spend more time finishing a post-secondary degree, or drop out of school.
Drawing on the British Cohort Study, Yates et al. (2011) found that young
men and women born in 1970 who were uncertain about their future career
5 Despite these different research results, Yates (2008) warns that due to the complex
and heterogeneous group of ESLers the relationship between holding uncertain as-
pirations and drifting into ESLer status is not simple.
310
they had felt that school did not seem relevant. The most illustrative is the
statement by one student explaining: “they make you take classes in school
that you’re never going to use in life” (ACTE, 2007). Similar results emerge
from a 2006 poll of at-risk USA (California) 9th- and 10th-graders where
it was found that six in 10 respondents were not motivated to succeed at
school. Of those students, more than 90% said they would have been more
engaged in their education if the classes had helped them acquire skills and
knowledge relevant to their future careers.
Research results show that holding a negative perception of the impor-
tance of education and its relevance to ‘real life’, contained in the frequent-
ly expressed question “Why do I have to learn this?”, brings important
implications for the (lack of) motivation and interest for school and conse-
quently ESL. In order to prevent such a negative perception, it is thus nec-
essary that learning and work involve activities that absorb students and
give them opportunities to use their skills, and a sense of control. Benefits
may be enhanced to the extent that the activities are personally meaning-
ful and well matched with their individual interests, values and abilities
(Robertson, 2013: 258). The role of properly implemented (career) education
is therefore to help students understand the relevance of learning for their
future life and career prospects.
Lack of career aspirations
Various research findings demonstrate the importance of clear education-
al and occupational aspirations for ensuring engagement in school.5 For ex-
ample, Davies, Lamb and Doecke (2011), in addition to achievement (poor
prior learning experiences, absences from school and poor language and
literacy skills), refer to aspiration (an absence of career plans, poor knowl-
edge of labour market opportunities and how to educationally access them,
and limited networks) as the main factors that trigger disengagement from
school and consequently ESL. Staff, Harris, Sabates and Briddell (2010) ar-
gue that young people uncertain about their desired future occupation
may be more likely to change majors, transfer from one school to another,
spend more time finishing a post-secondary degree, or drop out of school.
Drawing on the British Cohort Study, Yates et al. (2011) found that young
men and women born in 1970 who were uncertain about their future career
5 Despite these different research results, Yates (2008) warns that due to the complex
and heterogeneous group of ESLers the relationship between holding uncertain as-
pirations and drifting into ESLer status is not simple.
310
