Page 373 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 373
why is esl a problem for contemporary (eu) society?
access, higher unemployment rates and lower social cohesion. On the fiscal
level, he sees the most evident effects of ESL in lower tax revenues, higher
unemployment and welfare payments, higher public health expenditures,
increased police expenditures and higher criminal justice expenditure.
Psacharopoulos (2007) also states there are direct and indirect effects be-
tween the duration of education and different aspects of consequences. For
example, the direct effect of education on a health outcome is better aware-
ness among the more educated of the harmful effects of smoking. Indirect
effects arise when, for an example, a worker’s income supports his abil-
ity to pay for high quality health services, which leads to a reduced bur-
den of disease on society (European Commission, 2010 and 2013). Since
Psacharopoulos’ ESL consequences framework is one of the most widely
used, including by the European Commission, we also employ it for its defi-
nition of the consequences of ESL on which our further descriptions are
based.
PRIVATE • higher incidence and duration of
unemployment
• lower initial and lifetime earnings
• lower health status
• less risk aversion
• reduced lifelong-learning
participation
• lower quality of social capital
• lower lifetime satisfaction
ESL SOCIAL • increased criminality
CONSEQUENCES
• lower positive spill-over e ects of co-
workers
• lower rate of economic growth
• lower intergenerational e ects on
children and parents
• lower public health assistance access
• higher unemployment rates
• lower social cohesion
FISCAL • lower tax revenues
• higher unemployment and welfare
payments
• higher public health expenditures
• higher police expenditures
• higher criminal justice expenditure
Figure 16. Consequences of ESL (as defined by Psacharopoulos (2007))
373
access, higher unemployment rates and lower social cohesion. On the fiscal
level, he sees the most evident effects of ESL in lower tax revenues, higher
unemployment and welfare payments, higher public health expenditures,
increased police expenditures and higher criminal justice expenditure.
Psacharopoulos (2007) also states there are direct and indirect effects be-
tween the duration of education and different aspects of consequences. For
example, the direct effect of education on a health outcome is better aware-
ness among the more educated of the harmful effects of smoking. Indirect
effects arise when, for an example, a worker’s income supports his abil-
ity to pay for high quality health services, which leads to a reduced bur-
den of disease on society (European Commission, 2010 and 2013). Since
Psacharopoulos’ ESL consequences framework is one of the most widely
used, including by the European Commission, we also employ it for its defi-
nition of the consequences of ESL on which our further descriptions are
based.
PRIVATE • higher incidence and duration of
unemployment
• lower initial and lifetime earnings
• lower health status
• less risk aversion
• reduced lifelong-learning
participation
• lower quality of social capital
• lower lifetime satisfaction
ESL SOCIAL • increased criminality
CONSEQUENCES
• lower positive spill-over e ects of co-
workers
• lower rate of economic growth
• lower intergenerational e ects on
children and parents
• lower public health assistance access
• higher unemployment rates
• lower social cohesion
FISCAL • lower tax revenues
• higher unemployment and welfare
payments
• higher public health expenditures
• higher police expenditures
• higher criminal justice expenditure
Figure 16. Consequences of ESL (as defined by Psacharopoulos (2007))
373
