Page 56 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 56
ear ly school leaving: contempor ary european perspectives
highlighted the steadily decreasing number of ESLers (also see Figure 3)
and at the same time there is ever more talk about ESL as a problem; more-
over, they have challenged the idea that increasing people’s qualifications
will solve the problem (e.g. Bernard, 2013; Bernard & Venart, 2013; Berthet,
2013; Berthet & Simon, 2012; Dubet, 2015; Huart, 2013).
As a result of the attention to the issue of ESL, many measures/actions/
bodies/institutions/networks/tools have been reinforced in the field of pre-
vention, intervention and compensation (see Table 1 in the appendix), ad-
vancing France’s strong compensation tradition (Thibert, 2013). The over-
view of measures shows there were many opportunities for cross-sectorial
multi-professional and/or multi-agency cooperation at the school/local lev-
el in relation to ESL that also included external partners to offer more per-
sonalised and transversal responses.
The main policies and measures involved: (1) fighting against absen-
teeism; (2) supporting the integration of migrants (test of scholarly and lin-
guistic competencies and provision of support for instruction language);
(3) preventing school drop-out for socially disadvantaged youth (priority
ECEC enrolment, additional teacher in schools in disadvantaged areas, in-
dividualised pedagogical support); (4) ensuring adequate orientation of stu-
dents, especially in VET; (5) specific structures (MLDS – Missions de lutte
contre le décrochage scolaire) that identify youngsters who dropped out of
school and offer them different options; and (6) local associations (Missions
locales pourl’insertion des jeunes) that provide professional and social in-
tegration support to ESL youngsters (EC/EACEA/Eurydice/Cedefop, 2014).
Since 2011, a detection system (SIEI, an interdepartmental system of in-
formation exchange) has made it possible to identify young school leav-
ers. Data are used by local platforms to identify ESLers and support them
in finding a solution (a personalised return path) for further education and
training (EC, 2013). It should be noted that SIEI is not used to collect statis-
tical data on ESL (EC/EACEA/Eurydice/Cedefop, 2014).
Moreover, in the reforms taking place in 2013 (see Guidance and
Programming Law, 2013-595; also see Eurydice, n.d.) a significant meas-
ure was Formation Qualification Emploi (FoQualE), a network that coor-
dinates stakeholders working at the local level with ESLers (different organ-
isations offering education and training programmes outside the regular
mainstream education system); it aims to offer a personalised return path
to education and training. Another measure was the introduction of ‘ESL
officers’ (décrochage scolaire) who are appointed in secondary schools with
56
highlighted the steadily decreasing number of ESLers (also see Figure 3)
and at the same time there is ever more talk about ESL as a problem; more-
over, they have challenged the idea that increasing people’s qualifications
will solve the problem (e.g. Bernard, 2013; Bernard & Venart, 2013; Berthet,
2013; Berthet & Simon, 2012; Dubet, 2015; Huart, 2013).
As a result of the attention to the issue of ESL, many measures/actions/
bodies/institutions/networks/tools have been reinforced in the field of pre-
vention, intervention and compensation (see Table 1 in the appendix), ad-
vancing France’s strong compensation tradition (Thibert, 2013). The over-
view of measures shows there were many opportunities for cross-sectorial
multi-professional and/or multi-agency cooperation at the school/local lev-
el in relation to ESL that also included external partners to offer more per-
sonalised and transversal responses.
The main policies and measures involved: (1) fighting against absen-
teeism; (2) supporting the integration of migrants (test of scholarly and lin-
guistic competencies and provision of support for instruction language);
(3) preventing school drop-out for socially disadvantaged youth (priority
ECEC enrolment, additional teacher in schools in disadvantaged areas, in-
dividualised pedagogical support); (4) ensuring adequate orientation of stu-
dents, especially in VET; (5) specific structures (MLDS – Missions de lutte
contre le décrochage scolaire) that identify youngsters who dropped out of
school and offer them different options; and (6) local associations (Missions
locales pourl’insertion des jeunes) that provide professional and social in-
tegration support to ESL youngsters (EC/EACEA/Eurydice/Cedefop, 2014).
Since 2011, a detection system (SIEI, an interdepartmental system of in-
formation exchange) has made it possible to identify young school leav-
ers. Data are used by local platforms to identify ESLers and support them
in finding a solution (a personalised return path) for further education and
training (EC, 2013). It should be noted that SIEI is not used to collect statis-
tical data on ESL (EC/EACEA/Eurydice/Cedefop, 2014).
Moreover, in the reforms taking place in 2013 (see Guidance and
Programming Law, 2013-595; also see Eurydice, n.d.) a significant meas-
ure was Formation Qualification Emploi (FoQualE), a network that coor-
dinates stakeholders working at the local level with ESLers (different organ-
isations offering education and training programmes outside the regular
mainstream education system); it aims to offer a personalised return path
to education and training. Another measure was the introduction of ‘ESL
officers’ (décrochage scolaire) who are appointed in secondary schools with
56
