Page 77 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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the esl situation in luxembourg
to methodological concerns as these constitute theoretical (estimated) ESL
rates (MENJE, 2017). At first, Luxemburg set the national target for ESL to
below 10% (European Commission/EACEA/Eurydice, 2013) with the pos-
sibility to modify the target in 2015 if the ESL rate had stabilised (European
Commission, 2013). Yet the rates in that year were unstable and the nation-
al target remained the same (National reform programme, 2016; see Lastra-
Bravo, Tolón-Becerra, & Salinas-Andújar, 2013 for the rationale behind the
national targets and possible calculations).
Figure 4. Luxembourg: time trend of share of the population aged 18–24 with at most a
lower secondary education and not in further education or training during the last four
weeks preceding the survey (Eurostat, n.d./a).
Note. Lower secondary education refers to ISCED (International Standard Classification of
Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up
to 2013. There is a national-specific time break in the series in 1999, 2003, 2006, 2007, 2009, 2015.
The percentage of early leavers is higher for foreign-born versus na-
tive-born (8.1% versus 5.3% in 2013, 8.5% versus 4.1% in 2015) and for male
versus female (8.4% versus 3.7% in 2013, 6.8% versus 4.2% in 2016; Eurostat,
n.d./a). National data also reveal a high share of ESLers among students
who had at least twice been retained in a grade (MENJE, 2015).
Interestingly, in the 2012/13 school year almost 17% of the students who
left school in Luxembourg decided to re-enrol in a school in one of the
77
to methodological concerns as these constitute theoretical (estimated) ESL
rates (MENJE, 2017). At first, Luxemburg set the national target for ESL to
below 10% (European Commission/EACEA/Eurydice, 2013) with the pos-
sibility to modify the target in 2015 if the ESL rate had stabilised (European
Commission, 2013). Yet the rates in that year were unstable and the nation-
al target remained the same (National reform programme, 2016; see Lastra-
Bravo, Tolón-Becerra, & Salinas-Andújar, 2013 for the rationale behind the
national targets and possible calculations).
Figure 4. Luxembourg: time trend of share of the population aged 18–24 with at most a
lower secondary education and not in further education or training during the last four
weeks preceding the survey (Eurostat, n.d./a).
Note. Lower secondary education refers to ISCED (International Standard Classification of
Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up
to 2013. There is a national-specific time break in the series in 1999, 2003, 2006, 2007, 2009, 2015.
The percentage of early leavers is higher for foreign-born versus na-
tive-born (8.1% versus 5.3% in 2013, 8.5% versus 4.1% in 2015) and for male
versus female (8.4% versus 3.7% in 2013, 6.8% versus 4.2% in 2016; Eurostat,
n.d./a). National data also reveal a high share of ESLers among students
who had at least twice been retained in a grade (MENJE, 2015).
Interestingly, in the 2012/13 school year almost 17% of the students who
left school in Luxembourg decided to re-enrol in a school in one of the
77
