Page 377 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 377
why is esl a problem for contemporary (eu) society?
Moretti, Jacob, & Lefgren, 2007). Education also increases the possibility of
legitimate work, higher income and thereby lowers the risk of illegal behav-
iour in the future (Brunello & De Paola, 2013; Jarjoura, 1993).
Reduced lifelong-learning participation
As mentioned, ESLers are more likely to be unemployed, draw on welfare,
and have even less of a chance to become employed as time passes (EENEE,
2013). Consequently, they lose their work-related social ties and a sense
of purpose and belonging to a certain working community. Studies (e.g.
Brunello & De Paola, 2013; EENEE, 2013; Moretti, 2007) show that, as such,
in later life ESLers are much less likely to be active citizens and to become
involved in lifelong learning. If unemployed, in adult life they are already
very distant from the education system, the skills required to be involved
in the educational process and also the skills needed to successfully enter
the labour market (Business Council of Australia, 2003). Lifelong-learning
participation is therefore importantly affected by ESL (Fergusson, Swain-
Campbell, & Horwood, 2002).
Lower quality of social capital (lower positive spill-over effects
of co-workers)
Several authors (e.g. Hawkins, Catalano, & Miller, 1992; Jarjoura, 1993)
confirm that educational failure leads to decreased social bonds with the
school and communities, which in turn leads to a greater risk of crime and
delinquent behaviours. An individual therefore finds his sense of belong-
ing and becomes socially connected to groups that do not encourage his/
her participation in education and legitimate work. ESLers’ social discon-
nectedness therefore increases. Sweeten, Bushway and Paternoster (2009)
also found that those who drop out of school tend to be more antisocial and
thus have even less of a chance to find and connect with positive influences
in their social surroundings.
Lower lifetime satisfaction and negative intergenerational
effects
Oreopoulos (2007) states that not only does education improve an individ-
ual’s occupational prospects, wages and job satisfaction, but it also leads to
more informed decision-making regarding health, marriage, parenting and
retirement. Schooling also importantly affects individual non-cognitive
377
Moretti, Jacob, & Lefgren, 2007). Education also increases the possibility of
legitimate work, higher income and thereby lowers the risk of illegal behav-
iour in the future (Brunello & De Paola, 2013; Jarjoura, 1993).
Reduced lifelong-learning participation
As mentioned, ESLers are more likely to be unemployed, draw on welfare,
and have even less of a chance to become employed as time passes (EENEE,
2013). Consequently, they lose their work-related social ties and a sense
of purpose and belonging to a certain working community. Studies (e.g.
Brunello & De Paola, 2013; EENEE, 2013; Moretti, 2007) show that, as such,
in later life ESLers are much less likely to be active citizens and to become
involved in lifelong learning. If unemployed, in adult life they are already
very distant from the education system, the skills required to be involved
in the educational process and also the skills needed to successfully enter
the labour market (Business Council of Australia, 2003). Lifelong-learning
participation is therefore importantly affected by ESL (Fergusson, Swain-
Campbell, & Horwood, 2002).
Lower quality of social capital (lower positive spill-over effects
of co-workers)
Several authors (e.g. Hawkins, Catalano, & Miller, 1992; Jarjoura, 1993)
confirm that educational failure leads to decreased social bonds with the
school and communities, which in turn leads to a greater risk of crime and
delinquent behaviours. An individual therefore finds his sense of belong-
ing and becomes socially connected to groups that do not encourage his/
her participation in education and legitimate work. ESLers’ social discon-
nectedness therefore increases. Sweeten, Bushway and Paternoster (2009)
also found that those who drop out of school tend to be more antisocial and
thus have even less of a chance to find and connect with positive influences
in their social surroundings.
Lower lifetime satisfaction and negative intergenerational
effects
Oreopoulos (2007) states that not only does education improve an individ-
ual’s occupational prospects, wages and job satisfaction, but it also leads to
more informed decision-making regarding health, marriage, parenting and
retirement. Schooling also importantly affects individual non-cognitive
377
