Page 374 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 374
ear ly school leaving: contempor ary european perspectives
The present article has two aims. The first is to focus on and describe
the consequences of ESL that affect an individual on the private and social
levels. Such ESL consequences have the biggest impact on an individual’s
life, and his/her social functioning. At this point, we will not focus on the
fiscal consequences of ESL and certain aspects of social consequences with
a more widespread, societal impact (e.g. a lower rate of economic growth,
higher unemployment rates and lower social cohesion). The consequenc-
es that will not be addressed in this article are coloured in grey in Figure
16. Since we are examining social consequences from the individual’s per-
spective, i.e. the effects ESL has on an individual’s social life and closer sur-
roundings, some private and social consequences are linked to the same
area of an individual’s life (e.g. less risk aversion and increased criminali-
ty). Accordingly, we combined private and social consequences with a simi-
lar content. The article’s second aim is to draw attention to the fact that ESL
has a long-reaching effect that greatly impacts an individual’s quality of life
in different areas and to point out it is important to raise awareness of the
consequences it can bring in order to prevent it on time.
Methodology
When reviewing the literature in the area of the consequences ESL holds
for an individual who has left school early, we first conducted a literature
search of the scientific EBSCOhost online research databases (Academic
Search Complete, ERIC, PsycARTICLES, PsycBOOKS, PsycINFO, and
SocINDEX with Full Text databases). The main key words initially used
were: ESL and social consequences and consequences of ESL. This yield-
ed a limited set of results. By searching for related results online we no-
ticed the consequences of ESL are often described together with the ante-
cedents of ESL and the costs of ESL on the national and European levels.
In this way, we extended our online research databases search with key
words referring to the antecedents and consequences of ESL, the costs
of school failure and calculating the costs of ESL. We also examined ref-
erences cited in the reviewed articles and paid special attention to the
reports of different European Commission expert group reports, i.e. the
European Expert Network on Economics of Education (EENEE). Texts
taken into account had to address the private and social consequences of
ESL along with direct and indirect interactions between different areas of
consequences.
374
The present article has two aims. The first is to focus on and describe
the consequences of ESL that affect an individual on the private and social
levels. Such ESL consequences have the biggest impact on an individual’s
life, and his/her social functioning. At this point, we will not focus on the
fiscal consequences of ESL and certain aspects of social consequences with
a more widespread, societal impact (e.g. a lower rate of economic growth,
higher unemployment rates and lower social cohesion). The consequenc-
es that will not be addressed in this article are coloured in grey in Figure
16. Since we are examining social consequences from the individual’s per-
spective, i.e. the effects ESL has on an individual’s social life and closer sur-
roundings, some private and social consequences are linked to the same
area of an individual’s life (e.g. less risk aversion and increased criminali-
ty). Accordingly, we combined private and social consequences with a simi-
lar content. The article’s second aim is to draw attention to the fact that ESL
has a long-reaching effect that greatly impacts an individual’s quality of life
in different areas and to point out it is important to raise awareness of the
consequences it can bring in order to prevent it on time.
Methodology
When reviewing the literature in the area of the consequences ESL holds
for an individual who has left school early, we first conducted a literature
search of the scientific EBSCOhost online research databases (Academic
Search Complete, ERIC, PsycARTICLES, PsycBOOKS, PsycINFO, and
SocINDEX with Full Text databases). The main key words initially used
were: ESL and social consequences and consequences of ESL. This yield-
ed a limited set of results. By searching for related results online we no-
ticed the consequences of ESL are often described together with the ante-
cedents of ESL and the costs of ESL on the national and European levels.
In this way, we extended our online research databases search with key
words referring to the antecedents and consequences of ESL, the costs
of school failure and calculating the costs of ESL. We also examined ref-
erences cited in the reviewed articles and paid special attention to the
reports of different European Commission expert group reports, i.e. the
European Expert Network on Economics of Education (EENEE). Texts
taken into account had to address the private and social consequences of
ESL along with direct and indirect interactions between different areas of
consequences.
374
