Page 372 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 372
ear ly school leaving: contempor ary european perspectives
social ties) and lower overall lifetime satisfaction; and b) social con-
sequences that refer to increased criminality, lower positive spill-over
effect of co-workers, lower positive intergenerational effects and in-
ferior public health assistance access. A review of different studies
that discussed these far-reaching private and social consequences of
ESL (e.g. Crum et al., 1998; Hawkins et al., 1992; Henry et al., 1999;
Jarjoura, 1993; Lamb, 1994; Silbereisen et al., 1995) on an individu-
al’s overall well-being throughout their life confirmed these effects.
We conclude it is therefore vital for different actors to be aware of the
long-term consequences of ESL and that timely systematic interven-
tion and compensation practices are essential. As part of this, it is
very important to be aware of the individual’s reasons for ESL since
in this way we can identify whether ESLers are more likely to form a
new stable identity or are at a greater risk of developing and intensi-
fying maladaptive behaviours.
Key words: early school leaving, later life, private consequences, so-
cial consequences
Introduction
While addressing the consequences of ESL in adult life we encounter dif-
ferent conceptions of the importance of a certain type of consequence. In
Europe, one of the most often addressed is certainly the unemployment of
ESLers since it has the most evident impact on both the labour market and
economic growth (Alphen, 2009). However, the consequences of ESL for
individuals are much wider and more far-reaching.
In an effort to minimise ESL rates, several attempts by different poli-
cymakers (e.g. EENEE, 2013) have been made to estimate the costs of ESL
on different levels. The basis most commonly used in the literature for es-
timating such costs is Psacharopoulos’ (2007) framework for estimating
the costs of ESL that addresses various areas of ESL consequences. The au-
thor defines the outcomes of ESL on three levels: private, social and fiscal
(see Figure 16). On the private level, the author lists the higher incidence
and duration of unemployment, lower initial and lifetime earnings, infe-
rior health status, less risk aversion, reduced lifelong-learning participa-
tion, a lower quality of social capital and lower lifetime satisfaction. On
the social level, he points to increased criminality, lower positive spill-over
effects of co-workers, a lower rate of economic growth, lower intergener-
ational effects on children and parents, inferior public health assistance
372
social ties) and lower overall lifetime satisfaction; and b) social con-
sequences that refer to increased criminality, lower positive spill-over
effect of co-workers, lower positive intergenerational effects and in-
ferior public health assistance access. A review of different studies
that discussed these far-reaching private and social consequences of
ESL (e.g. Crum et al., 1998; Hawkins et al., 1992; Henry et al., 1999;
Jarjoura, 1993; Lamb, 1994; Silbereisen et al., 1995) on an individu-
al’s overall well-being throughout their life confirmed these effects.
We conclude it is therefore vital for different actors to be aware of the
long-term consequences of ESL and that timely systematic interven-
tion and compensation practices are essential. As part of this, it is
very important to be aware of the individual’s reasons for ESL since
in this way we can identify whether ESLers are more likely to form a
new stable identity or are at a greater risk of developing and intensi-
fying maladaptive behaviours.
Key words: early school leaving, later life, private consequences, so-
cial consequences
Introduction
While addressing the consequences of ESL in adult life we encounter dif-
ferent conceptions of the importance of a certain type of consequence. In
Europe, one of the most often addressed is certainly the unemployment of
ESLers since it has the most evident impact on both the labour market and
economic growth (Alphen, 2009). However, the consequences of ESL for
individuals are much wider and more far-reaching.
In an effort to minimise ESL rates, several attempts by different poli-
cymakers (e.g. EENEE, 2013) have been made to estimate the costs of ESL
on different levels. The basis most commonly used in the literature for es-
timating such costs is Psacharopoulos’ (2007) framework for estimating
the costs of ESL that addresses various areas of ESL consequences. The au-
thor defines the outcomes of ESL on three levels: private, social and fiscal
(see Figure 16). On the private level, the author lists the higher incidence
and duration of unemployment, lower initial and lifetime earnings, infe-
rior health status, less risk aversion, reduced lifelong-learning participa-
tion, a lower quality of social capital and lower lifetime satisfaction. On
the social level, he points to increased criminality, lower positive spill-over
effects of co-workers, a lower rate of economic growth, lower intergener-
ational effects on children and parents, inferior public health assistance
372
