Page 74 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 74
ear ly school leaving: contempor ary european perspectives
an asset for the national education system. However, it also makes life more
difficult for many students, bringing about the possibility of ESL (European
Commission, 2016a, b; also see Meyers & Houssemand, 2011 for a discus-
sion on language education in Luxembourg; see MENJE, 2015 for the rea-
sons for ESL identified by actual ESLers). Moreover, the high rates of stu-
dents with a migrant background also hold implications for tackling ESL as
such students are largely over-represented among ESLers in many EU coun-
tries (Eurostat, n.d./b). Yet the relationship between a migrant background
and ESL is not straightforward, with other variables (e.g. SES, language)
likely playing a role. Another specific characteristic of Luxembourg’s edu-
cation system is the important role of the social partners (i.e. professional
chambers, parents’ associations) throughout the system – there is a strong
presence of social dialogue between the government and various interest
groups as well as membership in different bodies and commissions.
Eurydice diagrams of education systems (Eurydice, n.d.; European
Commission/EACEA/Eurydice, 2015) show that education in Luxembourg
is compulsory between the ages of 4 and 16. This period comprises elemen-
tary school (école fondamentale) and secondary education (enseignement
post-primaire) with several transitions and early tracking (after primary lev-
el), both of which are recognised as risk factors for ESL at the system level.
Elementary school is divided into four cycles (cycles 1–4, including preschool
education and primary education, ages 3 to 11 years, ISCED 0 and 1). After el-
ementary education, students are streamed into secondary education (ages
12 to 19 years, ISCED 2 and 3) which is either: general secondary education
(lycée) preparing for higher education or technical secondary education (ly-
cée technique – with three different regimes) preparing for working life and/
or higher education (Eurydice, n.d.). Since the 2016/2017 school year, the pro-
cess of guidance towards secondary education already starts in the last two
years of elementary school (ibid.). Early education and career guidance is
recognised as system-level protective factor against ESL.
Another two aspects of the education system touching on ESL are
grade retention (a risk factor) and accessible high-quality ECEC; a pro-
tective factor). Grade retention in Luxembourg is one of the highest in
Europe, with some 35% of students reporting they had repeated a grade
at least once in primary, lower or upper secondary education in 2009
(EACEA/Eurydice, 2011) and in 2012 (European Commission/EACEA/
Eurydice/Cedefop, 2014). ECEC is strong in Luxembourg since over 95%
of children participate in it before they start primary school (European
74
an asset for the national education system. However, it also makes life more
difficult for many students, bringing about the possibility of ESL (European
Commission, 2016a, b; also see Meyers & Houssemand, 2011 for a discus-
sion on language education in Luxembourg; see MENJE, 2015 for the rea-
sons for ESL identified by actual ESLers). Moreover, the high rates of stu-
dents with a migrant background also hold implications for tackling ESL as
such students are largely over-represented among ESLers in many EU coun-
tries (Eurostat, n.d./b). Yet the relationship between a migrant background
and ESL is not straightforward, with other variables (e.g. SES, language)
likely playing a role. Another specific characteristic of Luxembourg’s edu-
cation system is the important role of the social partners (i.e. professional
chambers, parents’ associations) throughout the system – there is a strong
presence of social dialogue between the government and various interest
groups as well as membership in different bodies and commissions.
Eurydice diagrams of education systems (Eurydice, n.d.; European
Commission/EACEA/Eurydice, 2015) show that education in Luxembourg
is compulsory between the ages of 4 and 16. This period comprises elemen-
tary school (école fondamentale) and secondary education (enseignement
post-primaire) with several transitions and early tracking (after primary lev-
el), both of which are recognised as risk factors for ESL at the system level.
Elementary school is divided into four cycles (cycles 1–4, including preschool
education and primary education, ages 3 to 11 years, ISCED 0 and 1). After el-
ementary education, students are streamed into secondary education (ages
12 to 19 years, ISCED 2 and 3) which is either: general secondary education
(lycée) preparing for higher education or technical secondary education (ly-
cée technique – with three different regimes) preparing for working life and/
or higher education (Eurydice, n.d.). Since the 2016/2017 school year, the pro-
cess of guidance towards secondary education already starts in the last two
years of elementary school (ibid.). Early education and career guidance is
recognised as system-level protective factor against ESL.
Another two aspects of the education system touching on ESL are
grade retention (a risk factor) and accessible high-quality ECEC; a pro-
tective factor). Grade retention in Luxembourg is one of the highest in
Europe, with some 35% of students reporting they had repeated a grade
at least once in primary, lower or upper secondary education in 2009
(EACEA/Eurydice, 2011) and in 2012 (European Commission/EACEA/
Eurydice/Cedefop, 2014). ECEC is strong in Luxembourg since over 95%
of children participate in it before they start primary school (European
74
