Page 363 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 363
why is esl a problem for contemporary (eu) society?
Hankivsky (2008) discusses the social consequences of ESL in terms of
intangible costs and non-market effects of ESL. She argues that, although
these aspects are crucial for further social development, they are very dif-
ficult to quantify. In any case, based on her research she made the assump-
tion that intangible (social) costs are equal to 50% of all tangible (economic)
costs of ESL. It has also been estimated that the intangible costs far surpass
all other direct and indirect costs of ESL combined.
Psacharopoulos (2007, p. 29) argues that since it is very hard or even
impossible to monetise the social effects of ESL, this makes them less con-
vincing policy arguments than the economic costs of ESL. These observa-
tions coincide with some other warnings that areas that are more easily
measurable attract more (policy) attention than more difficult-to-measure
areas. In doing so, there is a fear that areas that do not directly contribute
to performativity are in danger of becoming worthless (Ball, 2003; Ozga,
2003).
ESL holds important long-term social consequences in terms of social
cohesion and the development of nation-states and the EU. Although they
are very hard (if not impossible) to quantify and measure, they should not
be overlooked when designing, implementing and evaluating policy meas-
ures against ESL.
Challenges in understanding the problem of ESL
Several critical approaches have been developed in policy analysis that
challenge the positivist understanding of policy problems as a neutral cat-
egory. They claim that policy problems are not neutral but represent so-
cial constructions and that policy problems do not pre-exist but are active-
ly created and produced. The literature review shows that the ESL problem
can also be understood in that framework.
Wicked problems
Haug and Plant (2015) and Smyth (2010) denote ESL as a wicked problem
(Rittel & Webber, 1973). Smyth (2010, p. 198) citing the Australian Public
Service Commissioner summarised wicked problems as being »difficult to
define … have many interdependencies (that) are often multi-causal … of-
ten lead to unforeseen consequences … not stable … have no clear solu-
tions … are socially complex … hardly ever sit conveniently within the re-
sponsibility of any one organization … (and) involve changing behaviour«.
363
Hankivsky (2008) discusses the social consequences of ESL in terms of
intangible costs and non-market effects of ESL. She argues that, although
these aspects are crucial for further social development, they are very dif-
ficult to quantify. In any case, based on her research she made the assump-
tion that intangible (social) costs are equal to 50% of all tangible (economic)
costs of ESL. It has also been estimated that the intangible costs far surpass
all other direct and indirect costs of ESL combined.
Psacharopoulos (2007, p. 29) argues that since it is very hard or even
impossible to monetise the social effects of ESL, this makes them less con-
vincing policy arguments than the economic costs of ESL. These observa-
tions coincide with some other warnings that areas that are more easily
measurable attract more (policy) attention than more difficult-to-measure
areas. In doing so, there is a fear that areas that do not directly contribute
to performativity are in danger of becoming worthless (Ball, 2003; Ozga,
2003).
ESL holds important long-term social consequences in terms of social
cohesion and the development of nation-states and the EU. Although they
are very hard (if not impossible) to quantify and measure, they should not
be overlooked when designing, implementing and evaluating policy meas-
ures against ESL.
Challenges in understanding the problem of ESL
Several critical approaches have been developed in policy analysis that
challenge the positivist understanding of policy problems as a neutral cat-
egory. They claim that policy problems are not neutral but represent so-
cial constructions and that policy problems do not pre-exist but are active-
ly created and produced. The literature review shows that the ESL problem
can also be understood in that framework.
Wicked problems
Haug and Plant (2015) and Smyth (2010) denote ESL as a wicked problem
(Rittel & Webber, 1973). Smyth (2010, p. 198) citing the Australian Public
Service Commissioner summarised wicked problems as being »difficult to
define … have many interdependencies (that) are often multi-causal … of-
ten lead to unforeseen consequences … not stable … have no clear solu-
tions … are socially complex … hardly ever sit conveniently within the re-
sponsibility of any one organization … (and) involve changing behaviour«.
363
