Page 366 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 366
ear ly school leaving: contempor ary european perspectives
and/or EU economic growth in terms of the costs of an individual ESLer
per lifetime and the financial gains of potentially reducing ESL. According
to critical approaches of understanding policy problems (wicked problems,
governance of problems, problem represented to be) that were also present-
ed in the paper, this creates the possibility that the social benefits of edu-
cation and thus the social negative consequences of ESL will become over-
looked when designing measures against ESL and opens the question of
whether studies that point out the financial costs are not being used to jus-
tify a distinct (economically oriented) policy regarding ESL in the EU.
References
Bacchi, C. (2009). Analysing Policy: What’s the Problem Represented to Be?
Frenchs Forest, New South Wales: Pearson Education.
Ball, J. S. (2003). The teacher’s soul and the terrors of performativity. Journal of
Education Policy, 18(2), 215–228.
Beirn, R. (1972). Antecedents and consequences of early school leaving. Geneva:
International Bureau of Education.
Belfield, C. R., & Levin, H. M. (Eds.). (2007). The price we pay: Economic and
social consequences of inadequate education. Washington, DC: Brookings
Institution Press.
Belfield, C. (2008). The cost of early school-leaving and school failure. Research
prepared for the World Bank. New York: Queens College, City University
of New York.
Brunello, G. & De Paola, M. (2013). The costs of early school leaving in Europe.
EENEE Analytical Report No. 17. Brussels: European Commission.
Business Council of Australia (2003). The cost of dropping out: The econom-
ic impact of early school leaving. Dusseldorf Skills Forum and Applied
Economics.
Calero, J. & Gil-Izquierdo, M. (2014). Too much to pay: An estimation through
microsimulation techniques of the monetary costs of early school leaving
in Spain. Journal of Simulation, 8(4), 314–324.
Canadian Council on Learning (2009). No “drop” in the bucket: The high
costs of dropping out. Retrieved from http://en.copian.ca/library/research/
ccl/lessons_learning/no_drop_bucket/no_drop_bucket.pdf
Catterall, J. C. (2011). The societal benefits and costs of school dropout recov-
ery. Education Research International.
366
and/or EU economic growth in terms of the costs of an individual ESLer
per lifetime and the financial gains of potentially reducing ESL. According
to critical approaches of understanding policy problems (wicked problems,
governance of problems, problem represented to be) that were also present-
ed in the paper, this creates the possibility that the social benefits of edu-
cation and thus the social negative consequences of ESL will become over-
looked when designing measures against ESL and opens the question of
whether studies that point out the financial costs are not being used to jus-
tify a distinct (economically oriented) policy regarding ESL in the EU.
References
Bacchi, C. (2009). Analysing Policy: What’s the Problem Represented to Be?
Frenchs Forest, New South Wales: Pearson Education.
Ball, J. S. (2003). The teacher’s soul and the terrors of performativity. Journal of
Education Policy, 18(2), 215–228.
Beirn, R. (1972). Antecedents and consequences of early school leaving. Geneva:
International Bureau of Education.
Belfield, C. R., & Levin, H. M. (Eds.). (2007). The price we pay: Economic and
social consequences of inadequate education. Washington, DC: Brookings
Institution Press.
Belfield, C. (2008). The cost of early school-leaving and school failure. Research
prepared for the World Bank. New York: Queens College, City University
of New York.
Brunello, G. & De Paola, M. (2013). The costs of early school leaving in Europe.
EENEE Analytical Report No. 17. Brussels: European Commission.
Business Council of Australia (2003). The cost of dropping out: The econom-
ic impact of early school leaving. Dusseldorf Skills Forum and Applied
Economics.
Calero, J. & Gil-Izquierdo, M. (2014). Too much to pay: An estimation through
microsimulation techniques of the monetary costs of early school leaving
in Spain. Journal of Simulation, 8(4), 314–324.
Canadian Council on Learning (2009). No “drop” in the bucket: The high
costs of dropping out. Retrieved from http://en.copian.ca/library/research/
ccl/lessons_learning/no_drop_bucket/no_drop_bucket.pdf
Catterall, J. C. (2011). The societal benefits and costs of school dropout recov-
ery. Education Research International.
366
